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The Great Gatsby: Unveiling the American Dream
Grade 11English4 days
★★★★★
5.0 (1 rating)American DreamLiterary DevicesCharacter AnalysisRoaring TwentiesSymbolismSocial CommentaryFitzgerald
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How does F. Scott Fitzgerald use literary devices and character relationships in The Great Gatsby to reflect the social and cultural complexities of the Roaring Twenties and their lasting impact on the American Dream?Essential Questions
Supporting questions that break down major concepts.- How do Fitzgerald's choices about point of view and tone impact the reader's understanding of Gatsby and his world?
- In what ways does the setting of The Great Gatsby (time period and location) influence the characters' actions and the story's themes?
- How does Fitzgerald use symbolism to convey deeper meanings and messages about the American Dream, wealth, and social class?
- How do the characters in The Great Gatsby reflect or challenge the values and norms of the Roaring Twenties?
- In what ways does the novel explore the complexities of love, relationships, and the human condition?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Analyze the use of literary devices such as symbolism, tone, and point of view in The Great Gatsby to understand their effect on the narrative.
- Examine the relationships between characters in The Great Gatsby and how they reflect the social and cultural context of the Roaring Twenties.
- Evaluate how the setting of The Great Gatsby, including its time period and location, influences the characters' actions and the story's themes.
- Interpret how The Great Gatsby critiques or reinforces the values and norms of the Roaring Twenties and the American Dream.
Common Core Standards
RL.01
Primary
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Reason: This standard aligns directly with the project’s focus on analyzing Fitzgerald's literary techniques and their impact.
RL.02
Primary
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.Reason: Addresses the project's exploration of the novel's themes related to the American Dream and social complexities.
RL.03
Primary
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.Reason: Relevant to the analysis of character relationships and their role in reflecting the Roaring Twenties.
RL.04
Primary
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 or appealing; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how the author initially introduces a term, defines it, and then revisits and refines it).Reason: Covers the analysis of Fitzgerald's tone and word choice, crucial for understanding his commentary on the era.
RL.06
Primary
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).Reason: Addresses the project's focus on understanding the impact of point of view on the reader's interpretation.
Entry Events
Events that will be used to introduce the project to studentsThe Roaring Twenties Time Capsule
A 'time capsule' from the 1920s is discovered, containing artifacts, letters, and news clippings that paint a picture of the era's social, economic, and cultural landscape. Students analyze these primary sources to understand the context of the novel and formulate initial hypotheses about the characters' desires and conflicts.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Gatsby's World: Evidence Collector
Students will begin their exploration of 'The Great Gatsby' by meticulously gathering textual evidence that reveals key aspects of the novel's setting, characters, and themes. This activity sets the foundation for deeper analysis by ensuring students can effectively identify and cite relevant passages.Steps
Here is some basic scaffolding to help students complete the activity.1. Read the first three chapters of 'The Great Gatsby,' paying close attention to descriptions of the setting (West Egg, East Egg, the Valley of Ashes), key characters (Nick, Gatsby, Daisy, Tom), and initial conflicts or tensions.
2. Create a T-chart with the headings 'Setting,' 'Characters,' and 'Themes.' As you reread, record specific quotes or passages that stand out under the appropriate heading.
3. For each quote, note the chapter and page number. Briefly explain why you chose that particular quote and what it reveals about the setting, character, or theme.
4. Select three quotes that you found particularly revealing or interesting. Write a short paragraph for each, expanding on your initial explanation and exploring the quote's deeper implications.
Final Product
What students will submit as the final product of the activityA well-organized T-chart with cited textual evidence and accompanying paragraphs that analyze the significance of selected quotes.Alignment
How this activity aligns with the learning objectives & standardsRL.01: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. This activity directly addresses the standard by requiring students to identify and analyze textual evidence related to setting, characters, and themes.Activity 2
Theme Tracker: The American Dream
In this activity, students will focus on tracing the theme of the American Dream throughout 'The Great Gatsby.' By identifying recurring motifs, symbols, and character interactions related to this theme, students will develop a nuanced understanding of Fitzgerald's commentary on the promises and pitfalls of the American Dream.Steps
Here is some basic scaffolding to help students complete the activity.1. Define the concept of the 'American Dream' in your own words. Consider its traditional meaning and any potential contradictions or ironies associated with it.
2. As you read chapters 4-6, pay close attention to instances where characters express their aspirations, pursue wealth or success, or grapple with disillusionment. Note specific quotes, scenes, or symbols that relate to the American Dream.
3. Create a 'Theme Tracker' chart with columns for 'Quote/Scene,' 'Character(s) Involved,' 'Connection to American Dream,' and 'Analysis.'
4. Fill in the chart with at least five entries. For each entry, provide a detailed analysis of how the quote, scene, or symbol relates to the theme of the American Dream. Consider whether it supports, critiques, or complicates the traditional understanding of this concept.
5. Write a short reflection on how Fitzgerald uses the theme of the American Dream to comment on the social and cultural values of the Roaring Twenties.
Final Product
What students will submit as the final product of the activityA completed 'Theme Tracker' chart with detailed analysis of how the American Dream is portrayed in 'The Great Gatsby,' along with a reflective paragraph.Alignment
How this activity aligns with the learning objectives & standardsRL.02: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. This activity directly aligns with the standard by focusing on the development of the theme of the American Dream throughout the novel.Activity 3
Character Web: Motivations and Relationships
This activity delves into the complex web of character relationships in 'The Great Gatsby.' Students will analyze the motivations, interactions, and development of key characters, exploring how these elements contribute to the novel's plot and themes. This activity will require that the students have finished the book.Steps
Here is some basic scaffolding to help students complete the activity.1. Choose four key characters from 'The Great Gatsby' (e.g., Gatsby, Daisy, Tom, Nick). For each character, identify their primary motivations, desires, and fears.
2. Create a character web diagram. Place each character's name in a circle and draw lines connecting them to other characters. On each line, write a brief description of their relationship (e.g., 'Gatsby to Daisy: Obsessive lover,' 'Nick to Gatsby: Friend and confidant').
3. For each character, identify at least two significant interactions they have with other characters in the novel. Analyze how these interactions reveal the character's motivations, advance the plot, or develop a theme.
4. Write a paragraph for each character, discussing their development over the course of the novel. How do their motivations and relationships change? What impact do they have on the other characters and the overall story?
Final Product
What students will submit as the final product of the activityA character web diagram with detailed descriptions of character relationships, along with paragraphs analyzing the development and impact of each character.Alignment
How this activity aligns with the learning objectives & standardsRL.03: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. This activity directly addresses the standard by focusing on character analysis and the exploration of character relationships.Activity 4
Fitzgerald's Palette: Tone and Word Choice Analysis
Students will explore how Fitzgerald's deliberate use of tone and word choice shapes the reader's perception of the characters, setting, and themes in 'The Great Gatsby.' By identifying specific examples of figurative language, connotative meanings, and ironic understatement, students will gain a deeper appreciation for Fitzgerald's craft and his commentary on the Roaring Twenties.Steps
Here is some basic scaffolding to help students complete the activity.1. Review the definitions of tone, figurative language, connotative meaning, and irony. Provide examples of each from your own experiences or other literary works.
2. Reread chapters 7-9 of 'The Great Gatsby,' paying close attention to Fitzgerald's tone and word choice. Identify specific examples of figurative language (e.g., metaphors, similes), connotative meanings (e.g., words with emotional associations), and instances of irony or understatement.
3. Create a chart with columns for 'Quote,' 'Literary Device,' 'Connotation/Meaning,' and 'Impact on Tone.'
4. Fill in the chart with at least five entries. For each entry, explain how the literary device, connotation, or instance of irony contributes to the overall tone of the passage and shapes the reader's understanding of the events or characters.
5. Write a short essay on how Fitzgerald uses tone and word choice to convey his perspective on the Roaring Twenties. Does he romanticize the era, critique it, or offer a more nuanced perspective? Support your argument with specific examples from the text.
Final Product
What students will submit as the final product of the activityA completed chart analyzing Fitzgerald's use of tone and word choice, along with an essay exploring his perspective on the Roaring Twenties.Alignment
How this activity aligns with the learning objectives & standardsRL.04: 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 or appealing; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how the author initially introduces a term, defines it, and then revisits and refines it). This activity is directly tied to the standard, with its deep dive into tone, word choice, and figurative language.Activity 5
Narrative Lens: Unreliable Narrator?
In this activity, students will examine the role of Nick Carraway as the narrator of 'The Great Gatsby.' By analyzing his biases, perspectives, and potential blind spots, students will consider the extent to which he can be considered a reliable narrator and how his point of view shapes the reader's understanding of the story.Steps
Here is some basic scaffolding to help students complete the activity.1. Identify specific instances where Nick expresses his opinions, judgments, or biases towards other characters or events in the novel. Note any instances where his perspective seems limited or unreliable.
2. Consider Nick's relationship to Gatsby and the other characters. How might his personal feelings or motivations influence his portrayal of them?
3. Analyze specific passages where Nick's narration seems to contradict or undermine itself. Are there any instances where he seems to be withholding information or presenting a skewed version of events?
4. Write a persuasive essay arguing for or against the claim that Nick Carraway is an unreliable narrator. Support your argument with specific evidence from the text, including examples of his biases, limited perspective, and potential contradictions.
5. In your conclusion, discuss how the choice of narrative point of view impacts the reader's interpretation of 'The Great Gatsby.' Would the story be different if it were told from a different perspective?
Final Product
What students will submit as the final product of the activityA persuasive essay arguing for or against the claim that Nick Carraway is an unreliable narrator, supported by textual evidence and analysis.Alignment
How this activity aligns with the learning objectives & standardsRL.06: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). This activity directly addresses the standard by requiring students to analyze Nick's point of view and consider its impact on the reader's understanding of the novel.🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioGatsby's World: Evidence Collector Rubric
Category 1
Evidence Collection
Accuracy and relevance of textual evidence selected from the novel.Criterion 1
Quote Selection
Quality and relevance of the chosen quotes to the themes, characters, and setting of 'The Great Gatsby'.
Exemplary
4 PointsConsistently selects insightful and highly relevant quotes that capture nuanced aspects of the setting, characters, and themes.
Proficient
3 PointsSelects relevant quotes that effectively illustrate the setting, characters, and themes of the novel.
Developing
2 PointsSelects some relevant quotes, but may include a few that are less significant or connected to the key elements of the novel.
Beginning
1 PointsStruggles to select relevant quotes; most quotes are superficial or unrelated to the setting, characters, and themes.
Criterion 2
Citation Accuracy
Correctness and completeness of citations for all quotes.
Exemplary
4 PointsAll quotes are cited accurately with chapter and page number, demonstrating meticulous attention to detail.
Proficient
3 PointsAll quotes are cited with chapter and page number, with only minor errors or omissions.
Developing
2 PointsMost quotes are cited, but some citations are missing or contain errors.
Beginning
1 PointsMany quotes are missing citations, or citations are consistently inaccurate.
Category 2
Quote Analysis
Depth and insightfulness of the analysis provided for selected quotes.Criterion 1
Initial Explanation
Clarity and thoroughness of the initial explanation for each quote's significance.
Exemplary
4 PointsProvides a clear, insightful, and comprehensive explanation of each quote's significance, demonstrating a deep understanding of its context and implications.
Proficient
3 PointsProvides a clear and thorough explanation of each quote's significance, demonstrating a good understanding of its context.
Developing
2 PointsProvides a basic explanation of each quote's significance, but may lack depth or clarity in some instances.
Beginning
1 PointsStruggles to explain the significance of the quotes, providing superficial or unclear explanations.
Criterion 2
Deeper Implications
Exploration of the quote's deeper implications and connections to broader themes.
Exemplary
4 PointsInsightfully explores the quote's deeper implications, drawing connections to broader themes and making sophisticated observations about the novel's complexities.
Proficient
3 PointsExplores the quote's deeper implications, connecting it to relevant themes and providing thoughtful insights.
Developing
2 PointsTouches on the quote's deeper implications, but the analysis may be somewhat superficial or lack clear connections to broader themes.
Beginning
1 PointsFails to explore the quote's deeper implications, providing little or no analysis beyond the surface level.
Category 3
Organization and Presentation
Clarity and organization of the T-chart and paragraphs.Criterion 1
T-Chart Structure
Effective organization and labeling of the T-chart.
Exemplary
4 PointsT-chart is exceptionally well-organized and clearly labeled, making it easy to understand the relationships between setting, characters, and themes.
Proficient
3 PointsT-chart is well-organized and clearly labeled, effectively presenting the textual evidence.
Developing
2 PointsT-chart is somewhat organized, but labels may be unclear or inconsistent.
Beginning
1 PointsT-chart is poorly organized and lacks clear labels, making it difficult to understand the presented evidence.
Criterion 2
Paragraph Clarity
Clarity and coherence of the written paragraphs analyzing selected quotes.
Exemplary
4 PointsParagraphs are exceptionally clear, concise, and well-written, effectively conveying complex ideas and insights with sophistication.
Proficient
3 PointsParagraphs are clear, concise, and well-written, effectively conveying ideas and insights.
Developing
2 PointsParagraphs are generally understandable, but may lack clarity, conciseness, or coherence in some instances.
Beginning
1 PointsParagraphs are poorly written and difficult to understand, lacking clarity and coherence.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
How has your understanding of the American Dream, as portrayed in 'The Great Gatsby,' evolved throughout this project?
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Question 2
To what extent do you think the characters in 'The Great Gatsby' are products of their time (the Roaring Twenties), and how might their stories resonate (or not) with contemporary society?
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Question 3
Which character from 'The Great Gatsby' did you find most compelling or relatable, and why? How did analyzing this character contribute to your understanding of the novel's themes?
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Question 4
In what ways did exploring Fitzgerald's use of literary devices (such as symbolism, tone, and point of view) enhance your appreciation of 'The Great Gatsby' as a work of art?
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Question 5
How has this project influenced your approach to analyzing literature in general? What strategies or insights will you take with you to future reading experiences?
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