Symbolism in the Great Gatsby

Directions: Step 1:  In your groups, using your laptops log on to Cacoo.com.

Step 2: Decide which symbol your group will choose

Step 3: Each person in your group will be assigned one section of the chart

Step 4: work collaboratively to discuss the different elements of the graphic organizer

Step 5: Share Aloud to your classmates  

OPTIC STRATEGY

1. Overview: Conduct a brief OVERVIEW of the visual or graphic.  This should be in the form of a brief paraphrase or summary.

2.    Parts: Key is on the PARTS of the image by reading the visual as a text, looking for literary techniques such as imagery, simile, metaphor, symbol, and irony.

3.    Title: Read the TITLE or caption of the visual (if one is present) so that you are clear on the subject it is covering.

4.    Interrelationships: Use the title as your theory and parts of the visual as your clues to detect and specify the INTERRELATIONSHIPS in the graphic.

5.    Conclusion: Draw a CONCLUSION about the visual as a whole by stating its theme or the argument it’s making.

Great Gatsby Daily Lessons

Text: The Great Gatsby      Lesson 1

Learning Target: :I can determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; 

Do Now – Choose one

1. What is idealized love? Think about the term “ideal”. How might ideal love and relationship connect with ideas of the American Dream?

2. Paraphrase the following quote "Her voice is full of money," he said suddenly.
That was it. I'd never understood before. It was full of money—that was the inexhaustible charm that rose and fell in it, the jingle of it, the cymbals' song of it. What does the speaker reveal about his interpretation of the American Dream?

3. What does the image reveal about ideal love?

http://hdwallpaperspretty.com/wp-content/gallery/images-of-couples-in-love/Couple-In-Love-Wallpaper.jpg

1What point of view is the book told from? How does the   author describe Nick on the very first page of the book, and what purpose might this description serve for the reader? What is the impact of Nick telling the story in flashback?

 Nick says right away that he’s “inclined to reserve all judgments…..

2.  Identify the tone of the text on Pages 5-7 “ I lived at West Egg” Identify words, phrases, or quotations that stand out. What do West Egg and East Egg reveal about social classification?

3.Read Pages 17-19. Describe the relationship between Tom and Daisy and its correspondence to the concept of idealized love? What would Tom’s definition of The American Dream be?

Exit Assignment: What is the impact of the setting of The Great Gatsby? Evaluate the meaning of East Egg, West Egg, and the Valley of Ashes based on Fitzgerald’s language choices, tone, and the characters he introduces or emphasizes in each location

Text: The Great Gatsby    F.Scott Fitzgerald   lesson 2

Learning Target: :I can determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; 

Do Now – Choose one

1. What is the valley of ashes, and what does it represent? What does the setting reveal about its inhabitants?

2. "And I hope she'll be a fool — that's the best thing a girl can be in this world, a beautiful little fool." Paraphrase the quote. Why might Daisy reveal this? What can we infer about women in society

3. http://s2.thingpic.com/images/rG/4zWvs2bScqjmj2v6GuYUrak2.gif

OPTIC

  1. What is Mondello’s Argument in the article “Hollywood Dreams Of Wealth, Youth And Beauty”. How does Mondello appeal to his audience to convince them of his purpose?

2.  .  Compare Hollywood’s American Dream to Cullen’s definition of American Dream. Why is Hollywood’s American Dream so appealing? Is it attainable?

3. 3 Evaluate evidence in The Great Gatsby (Chapters 1&2) that supports or contradicts Mondello’s argument about the American dream in “Hollywood Dreams of Wealth, Youth, and Beauty.”
 4.   How Does Mondello define the American Dream? Do you agree or disagree with his interpretation?

Exit Assignment: Does Hollywood’s American dream appeal to any specific characters in the Great Gatsby? Why?

Lesson 3

Text: The Great Gatsby  F.Scott Fitzgerald & Why the Americans are so Restless in the Midst of their Prosperity

Learning Target: :I can determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; 

Do Now – Choose one

1. How might Gatsby’s parties portray aspects of Cullen’s American Dream?

2. "So I thought you ought to know something about me. I didn’t want you to think I was just some nobody. I usually drift here and there..”(pg 74). Paraphrase the quote. Why might Gatsby communicate his status with social status to Nick?

3. http://media.cagle.com/89/2012/03/07/107704_600.jpg

OPTIC

1. What is Tocqueville’s Argument in the article “Why the Americans are so Restless in the Midst of their Prosperity”. Use evidence to support your claim.

2.  Find Evidence in The Great Gatsby that supports or contradicts Tocqueville’s argument based on Chapter 4. (Think about Meyer Wolfsheim, Gatsby in relation to Tocqueville’s argument)

3 Analyze how Tocqueville uses gratifications and inequality over the course of the text. What is the effect of their repetition?

4. Circle words or phrases that reveal Tocqueville’s attitude toward the American desire for wealth. What is Tocqueville’s tone? What meaning and purpose does Tocqueville’s tone reveal?

Exit Assignment:

Does Fitzgerald portray his characters as Tocqueville described? Then answer the following question in writing: How does Tocqueville define the American Dream? Do you agree or disagree with his interpretation? 

Lesson 4

Text: The Great Gatsby    F.Scott Fitzgerald

Learning Target: :I can determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; 

Do Now – Choose one

1What does Wolfsheim’s social status reveal about upward mobility?

2. "We both looked at grass- there was a sharp line where my ragged lawn ended and the expanse of his began...” (Page 92). Paraphrase the quote. How does this show a social distinction between Nick and Gatsby?

3. OPTIC

1. Reread pages 97-100. How does Fitzgerald use the idea of time in this Chapter?  What is the purpose of mentioning past encounters between Gatsby & Daisy?

2Read pages 102-103 . “My house looks well doesn't it?” Describe Gatsby’s shift in personality. How does his view of the American Dream affect his attitude/ interactions in chapter 5?

3

“Possibly it had occurred to him that the colossal significance of that green light had now vanished forever” (106). How does this quote reveal the obstacles that hinder Gatsby’s attainment of the American Dream?

Exit Slip: Create two questions about Chapter 5 using DOK  levels to Questioning the text and have your partner answer it

11th grade standards for the American Dream Unit

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements)

Theses standards will be addressed by creating informal and formal assessments

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements)

Theses standards will be addressed by creating informal and formal assessments

Tentative Reading Schedule