The Great Gatsby
By: F. Scott Fitzgerald
Scribner paperback edition, 2004
Context: Questioning Strategy-Cubing Strategy
Purpose: The purpose of this strategy is to help writers who are having a difficult time
understanding the text or figuring out what to write about. Importantly, the activity centers on the
concepts developed in Blooms taxonomy of comprehension which is vital because it covers
different levels of analysis. This strategy promotes an in-depth analysis of a topic within a text
and it deepens the level of analysis by utilizing different perspectives.
Rational: This strategy fits into The Great Gatsby because Fitzgerald uses many complex themes
that are difficult to understand. By addressing these themes, like the example used about past
dreams affecting future dreams, students are expected to use the entire blooms taxonomy of
cognitive thinking. This exercise will help them to have a deeper understanding of the theme,
which relates to the entire novel. Also, it will help the students develop their own belief system
concerning whichever theme or topic is addressed.
Materials needed: crayons, paper, and markers to make the cube. Large blank dice are available
from teachers supply stores. You can also cover a square tissue carton, or use the handout to
create a die.
Time: In class instruction: 15 min.
Class sharing: 45 min.
STEPS:
1.
Step 1:
Create a six-sided cube with the bold words below written on each side:
Describe:
What is the issue?
Compare:
Does this issue remind you of any similar example of animal
extinction?
Associate:
What does it make you think of? Is there an incident you recall, or
a feeling you get?
Analyze:
Are there two sides to this issue?
Apply: What might be done to solve this problem?
Argue for or against: Take a stand. What are your opinions and reasons for your
stand?
Have the student be creative! Let them use colored paper and markers to make the
cube. This cube can be used for future activities so have the student make a
visuall appealing cube.
2.
Step 2:
Orme, BYU, 2009
Explain to the students what each word means. Model for the students how you
would you discuss each word. This way they have a better understanding of how
they should do it.
3.
Step 3:
Choose an object or a topic
For The Great Gatsby a perfect topic is the last sentence of the novel. This excerpt
is:
Gatsby believed in the green light, the orgastic future that year by year
recedes before us. It eluded us then, but that’s no matter—tomorrow we
will run faster, stretch out our arms farther. . . . And then one fine
morning—
So we beat on, boats against the current, borne back ceaselessly into the
past.
The topic you could bring up can relate to your universal question. A good one is:
What is the significance of dreams that we have had in the past that relate to
dreams that we have for the future.
4.
Step 4:
Consider each side of the cube as it pertains to the topic (brainstorm ideas for no
more than five minutes).
5.
Step 5:
Have the students write their own responses to each of the questions
Describe:
Nick is ending his narrative and readdressing the theme of dreams
Compare:
This reminds me of my dream of getting a scholarship to BYU for
my freshman year and not getting it and always looking back at it and not being
able to get over it.
Associate:
It upsets me that he’s unable to move on.
Analyze:
Some people may think that being obsessed with an old dream will
make it so your dream happens. This could happen or the result could be like
Gatsby’s.
Apply: This problem could be solved by moving on and readjusting dreams.
Argue for or against: I think that dreams from the past need to be re-evaluated
and changed so that we’re successful in the future.
6.
Be prepared to argue for your answer
**Alternative: throw two die at a time and play a team game
Assessment:
The assessment will be the class discussion and if you choose to have the students write
down their answers. Having the written answers is the most helpful because this can be used for
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their final essay as well as evidence that they know the subcategories of blooms taxonomy. This
process is a difficult, in depth process that doesn’t always result in clear answers. The students
should have varying views on the topic and different reaction to each side of the cube. This
individuality could promote a desire to want to write about it persuade others of the students
ideas. Thus, doing this activity and writing about it can connect to students while pushing them
cognitively.
Orme, BYU, 2009