Lesson 8 | The Great Gatsby | 12th Grade English

Objective

Evaluate the essential questions of the unit in the context of the novel.

Readings and Materials

Book: The Great Gatsby by F. Scott Fitzgerald — Entire novel

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Target Task

Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Writing Prompt

Select one of the questions we discussed in class today. In a well-written paragraph, defend your answer to this question. Use substantial evidence from the text.

Key Questions

Questions about the text that will help guide the students understanding

Wealth and Social Class: How far can one go to break boundaries that separate the classes? How far should one go to break boundaries that separate the classes?
Memory and the Past: Is “the past” a boundary we cannot overcome or is the future a boundary we cannot overcome?

Notes

Suggestions for teachers to help them teach this lesson

Today’s class should be largely discussion based on the essential questions of the unit. Students should come to class prepared with evidence to defend their positions on both questions. They might also come to class with their own essential questions based on the novel that can be used for discussion.
The teacher may choose to assign a literary criticism such as "'The Great Gatsby': Thirty-Six Years After" by A. E. Dyson for homework prior to the discussion or for use during the discussion to deepen students’ analysis of the novel.

Lesson 7

Lesson 9

Lesson Map

“8 Ways 'The Great Gatsby' Captured the Roaring Twenties”
The Great Gatsby — Chapter 1

Identify contradictions present in 1920s society and evaluate how these contradictions are revealed in the opening chapter of the novel.

The Great Gatsby — Chapters 1 and 2

Analyze the key diction used to characterize the setting as well as the major characters: Nick, Daisy, Tom, Jordan, etc.

Compare how Nick, Daisy, Tom, Jordan, etc., are characterized versus how Gatsby is characterized.

The Great Gatsby — Chapters 1-3

Identify details from chapter 3 that can support assertions about Gatsby’s character.

Analyze how Fitzgerald develops the symbolic meaning of cars in the novel.

The Great Gatsby — Chapter 4

Identify details from chapter 4 that can support our assertions about Gatsby’s character.

The Great Gatsby — Chapters 5 and 6
“Gatsby's Green Light”

Analyze Fitzgerald’s characterization of Gatsby and his development of theme in chapters 5 and 6.

The Great Gatsby — Chapter 7

Analyze Fitzgerald’s use of diction, characterization, and historical context to develop the themes of memory and social class.

The Great Gatsby — Chapters 8 and 9

Evaluate Fitzgerald’s use of foreshadowing and symbolism in the final chapters of the novel.

Discussion & Writing

The Great Gatsby — Entire novel

Evaluate the essential questions of the unit in the context of the novel.

Assessment

Select a topic and begin work on a unit paper.

The Great Gatsby
The Great Gatsby

Analyze how the filmmaker establishes tone in the film version.

The Great Gatsby

Objective

Readings and Materials

Target Task

Writing Prompt

Key Questions

Notes

Lesson Map

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