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

Great Gatsby Journal Entries

The Great Gatsby Journal Prompts - Please Respond Daily  Assignment: You are to keep a journal and respond as you read The Great Gatsby. The required length of each response is with each assignment and all responses are to be turned in by due dates given. Your honesty and integrity is at stake here as any response is expected to be only your reaction.  Chapter 1 Writing response one: a. Point of view in literature refers to the voice telling the story. It may be the author as narrator or one of the characters in the story. From whose point of view is this story told? Why do you think the author chose this point of view? b. Irony refers to a statement or event that turns out to be the opposite of what was expected. Explain the irony in the following statement Daisy made in reference to Jordan: "I think the home influence will be very good for her." Chapter 2 Writing response two: How do you feel about the characters that you have met in The Great Gatsby so far?  Do any of the characters remind you of anybody that you know? How have the female characters been portrayed so far (use textual evidence to support your answer)? Chapter 3 Writing response three: Use the party at Gatsby's house to complete a chart on sensory language. Fill in the chart with the language Fitzgerald used to evoke the senses of smell, sight, hearing, touch, and taste. Then, write a description of Gatsby's party. Would you enjoy attending one of Gatsby's parties? Why or why not? Use textual evidence to support. Chapter 4 Writing response four: a. A flashback is a literary device in which a scene or series of scenes show events that happened at an earlier time. The flashback is inserted into a current situation. At what point in Chapter IV did the flashback begin? What purpose did it serve? b. Write about a time when you or someone you know acted in a way that was meant to impress another. What was the result of this activity? Chapter 5 Writing response five: The reader does not know what is actually said between Daisy and Gatsby after Nick leaves them alone in his house. Write the dialogue that might have occurred between the two characters.  Chapter 6 Writing response six: A symbol in literature is an object, event, or person that represents an idea or a set of ideas. “Write about your school mascot.  Why is your mascot a good symbol for the school?  What are some other symbols of schools or businesses that you can think of? How do these work?” Starting with the eyes of Dr. T.J.Eckleburg, list at least five symbols in the book so far and tell what each represents Chapter 7 Writing response seven: Write a theme that centers on the difference between dreams and reality. Write about a personal disillusionment--a time when you were disappointed with something that you had imagined to be wonderful. How does your experience compare to what Jay has experienced with his dream of succeeding with Daisy? Chapter 8 Writing response eight: A eulogy is a speech or writing in praise of a person, usually in honor of a deceased person. Write a eulogy for Gatsby. End of Novel Writing response nine: Until the stock market crash of 1929 and the subsequent Great Depression of the 1930s the American Dream was alive and well. It was widely believed that an enterprising young person, from whatever station in life he came, could rise by his own initiative to a life of wealth and accomplishment. How did Fitzgerald's story of Jay Gatsby foreshadow the Great Depression and the death of the American Dream?

Great Gatsby Outline

Do Now: 1. Pick two non-fiction text that best supports your claim and why will these non fiction text support your claim

2. How does the evidence you selected in the Great Gatsby support your claim

3. OPTIC

• “Volume II: Chapter XIII, Why the Americans Are So Restless in the Midst of Their Prosperity,” Alexis de Tocqueville
• “The Fallacy of Success,” G. K. Chesterton
• “American Dream Faces Harsh New Reality,” Ari Shapiro
• “Hollywood Dreams of Wealth, Youth, and Beauty,” Bob Mondello
• “Let America Be America Again,” Langston Hughes
• Middle Class Family Pillars of the American Dream are no longer Majority By Don Lee

Synthesis Essay Template Introduction Paragraph Directions:

Create an engaging introduction that addresses the tasks. Beware of simply restating the prompt. Use your assumptions about the background information from the prompt to construct an engaging hook. The thesis must make an argument about the synthesis topic.

Introductory Sentences Sentence #1—In your own words, write a general statement about the topic  

• What is the American Dream?
• Briefly define and discuss the two elements of Cullen’s American dream.
• How are the two elements of the American Dream reflected in the Great Gatsby and other text?
• Why might this topic be important in today's society? -What is your thesis statement?

Thesis: STEP 1: Choose two elements of Cullen's American Dream

STEP 2: Choose a character in the Great Gatsby

Step 3: Does your character achieve these elements of the American Dream?

Step 4: Explain how/Why

SAMPLE THESIS STATEMENT YOU WILL NOT COPY IT! Thesis Statement: Nick’s failure to acquire accumulation of wealth and achieve upward mobility as defined by Cullen reveals that the American Dream is unattainable.

Option: Cullen’s description of ________ and ____________ are supported  through _______in F Scott Fitzgerald’s Great Gatsby because_____.

                     

Option 2:  In F. Scott Fitzgerald's novel the Great Gatsby Daisy lives out Cullen’s ideas of ________and __________.  

Body Paragraph Directions: Construct an assertion that focuses on a part of the task or, if there are two tasks, the first task. Cite information from the sources and discuss how this evidence proves your argument about the issues and far reaching impact of this topic. Remember to include source citations in your writing.

Assertion—Identify an important issue at stake within this topic and explain its significance.

           Body Paragraph Sample:

         Assertion (confident, solid topic sentence)- Nick’s inability to accumulate wealth despite maintaining a respectable profession shows that the American Dream cannot be successfully achieved.

Evidence—Discuss evidence and cite information from a source.  Evidence: I can discuss Nick’s profession of being a stockbroker. I can also discuss his living situation and lack of money. “I lived in an eyesore of a home”

Commentary—Discuss why an individual, community, agency, or nation should be concerned about this evidence. Now that I have my evidence I should answer the following questions: . How does this evidence prove my thesis? What does the

evidence suggest about the topic?

                Commentary: Now that I have my evidence I should answer the following questions: . How does this evidence prove my thesis?

         What does the evidence suggest about the topic?( What does my evidence suggest about Nick's inability to attain accumulation of wealth)? Why is this evidence important?

                               Remember this is a Synthesis Essay which means you are using 3 texts in your essay. The first REQUIRED texts is The Great Gatsby. The other two texts you are free to choose. Here is a list of all the texts we have read that you can use in your essay:

• “Volume II: Chapter XIII, Why the Americans Are So Restless in the Midst of Their Prosperity,” Alexis de Tocqueville
• “The Fallacy of Success,” G. K. Chesterton
• “American Dream Faces Harsh New Reality,” Ari Shapiro
• “Hollywood Dreams of Wealth, Youth, and Beauty,” Bob Mondello
• “Let America Be America Again,” Langston Hughes
• Middle Class Family Pillars of the American Dream are no longer Majority By Don Lee

          Cullen's ideas of the American Dream

Create New Faith/Worship:

“This faith in reform became the central legacy of American Protestantism and the cornerstone of what became the American Dream. Things religious and otherwise could be different.For the first generation of American Puritans, reform meant starting over, building a new society of believers for themselves and their children”

Improve life for future- “In the process, they accomplished the core task in the achievement of any American Dream: they became masters of their own destiny.”

Freedom of Speech, expression, want - Long-standing convictions could finally become the law of the land.achieving freedom was their dream, because in some important respects freedom was not a dream at all but rather a living reality

Equality: “In the most basic terms, the case was about the nature and meaning of equality: political equality (the rights of citizens in relation to the government), civil equality (the rights of citizens in the public sphere), and social equality.”

Pursuit of Happiness- “The fact that we have such an explicit basis for our actions, most vividly “the pursuit of happiness,” a phrase that more than any other defines the American Dream, treating happiness as a concrete and realizable objective”.

Upward Mobility- “The power of the (dream of upward mobility) lay in a sense of collective ownership: anyone can get ahead. Economic self-sufficiency, a secure and esteemed profession, the leisure to pursue a career in politics: these among others were the yardsticks by which upward mobility was measured”.

Accumulation of Wealth-  “The idea that you could make something once in a fixed period of time and earn income from it continuously thereafter without further effort is one of the most cherished scenarios in the Dream of The American Dream.”

Work Ethic -”The American Dream was never meant to be a zero-sum solution: the goal has always been to end up with more than you started with. Hard work was a tool for fate itself”.