UNIT MAP
AUTHORS
Lizzie Buckley, Kyle Connealy, Caleb Engler, Robert Schlembach
Course/Grade Level
ENGLISH III AP
Estimated
Implementation Time
10 90-minute block periods (5 school weeks)
Unit Title: Masks & Masquerades in The
Great Gatsby
Conceptual Lens (“Macro-concept”):
Identity
Micro-concepts:
Global/Thematic
● Dreams vs. Reality
● The Pursuit of Happiness
● Relating to one’s past
● American Dream
● Society vs. the Individual
● Defining Greatness
● Rejection of Tradition (Modernism)
Reader/Writer Craft
● Symbolism
● Imagery
● Characterization
Unit Overview / Summary: Over the
duration of this unit, students will examine
key elements of identity as explored through
the novel The Great Gatsby. Thematic
elements to be explored in this unit include
the use of symbolism and imagery in
literary works, appearance vs. reality,
coming to terms with one’s past, and
literary characterization.
Stage 1 – Desired Results
What relevant goals (e.g. content standards or TEKS/SEs, course or program objectives,
learning outcomes) will this design address?
Established Goals:
(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make
inferences and draw conclusions about theme and genre in different cultural, historical, and
contemporary contexts and provide evidence 2n from the text to support their understanding.
Students are expected to:
(A) analyze the way in which the theme or meaning of a selection represents a view or
comment on the human condition;
(B) relate the characters and text structures of mythic, traditional, and classical literature to
20th and 21st century American novels, plays, or films; and
(C) relate the main ideas found in a literary work to primary source documents from its
historical and cultural setting.
(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences
and draw conclusions about the structure and elements of fiction and provide evidence from
text to support their understanding. Students are expected to:
(A) evaluate how different literary elements (e.g., figurative language, point of view) shape
the author's portrayal of the plot and setting in works of fiction;
(B) analyze the internal and external development of characters through a range of literary
devices;
(C) analyze the impact of narration when the narrator's point of view shifts from one character
to another; and
(D) demonstrate familiarity with works by authors in American fiction from each major
literary period.
(12) Reading/Media Literacy. Students use comprehension skills to analyze how words,
images, graphics, and sounds work together in various forms to impact meaning. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts.
Students are expected to:
(A) evaluate how messages presented in media reflect social and cultural views in ways
different from traditional texts;
(B) evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print
media, images, text, sound in electronic journalism) used in multi-layered media;
(C) evaluate the objectivity of coverage of the same event in various types of media; and
(D) evaluate changes in formality and tone across various media for different audiences and
purposes.
(13) Writing/Writing Process. Students use elements of the writing process (planning,
drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by selecting the correct genre for conveying the intended meaning to
multiple audiences, determining appropriate topics through a range of strategies (e.g.,
discussion, background reading, personal interests, interviews), and developing a thesis or
controlling idea;
(B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic
organizers, lists) and develop drafts in timed and open-ended situations that include transitions
and rhetorical devices to convey meaning;
(C) revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of
tone, and logical organization by rearranging the words, sentences, and paragraphs to employ
tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions,
irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed
structures), and by adding transitional words and phrases;
(D) edit drafts for grammar, mechanics, and spelling; and
(E) revise final draft in response to feedback from peers and teacher and publish written work
for appropriate audiences.
(17) Oral and Written Conventions/Conventions. Students understand the function of and use
the conventions of academic language when speaking and writing. Students will continue to
apply earlier standards with greater complexity. Students are expected to:
(A) use and understand the function of different types of clauses and phrases (e.g., adjectival,
noun, adverbial clauses and phrases); and
(B) use a variety of correctly structured sentences (e.g., compound, complex, compoundcomplex).
(24) Listening and Speaking/Listening. Students will use comprehension skills to listen
attentively to others in formal and informal settings. Students will continue to apply earlier
standards with greater complexity. Students are expected to:
(A) listen responsively to a speaker by framing inquiries that reflect an understanding of the
content and by identifying the positions taken and the evidence in support of those positions;
and
(B) evaluate the clarity and coherence of a speaker's message and critique the impact of a
speaker's diction and syntax on an audience.
(26) Listening and Speaking/Teamwork. Students work productively with others in teams.
Students will continue to apply earlier standards with greater complexity. Students are
expected to participate productively in teams, offering ideas or judgments that are purposeful
in moving the team towards goals, asking relevant and insightful questions, tolerating a range
of positions and ambiguity in decision-making, and evaluating the work of the group based on
agreed-upon criteria.
Enduring Understandings
Students will understand that . . .
· 1. (G/T) Individuals often mask aspects of
their nature to impress others, negatively
impacting self assurance and blurring one’s
true identity.
· 2. (G/T) Failure to accept one’s past often
inhibits an individual’s ability to find
satisfaction in the present.
· 3. (G/T) Individuals often experience
disappointment when the search for
happiness solely relies on the approval of
others.
Essential Questions:
1. a. How do the people at Gatsby’s party
mask their true nature to impress others? (f)
c. How does Gatsby compromise his true
nature in order to win Daisy over? (c)
b. In what situation is it acceptable for
someone to change who they are in order to
appease others? (p)
2. a. How does holding onto the past keep one
from striving forward? (p)
b. Why does Gatsby create a false past? (f)
c. Is it possible, if Daisy was able to tell Tom
she never loved him, that things would go
back to the way they were for her and
Gatsby? (p)
d. Why is Gatsby able to think letting go of
the past is so easy, while Daisy finds it
impossible? (c)
e. How does the death of Gatsby’s dream
illustrate the death of romanticism and the
lead to modernism? (c)
3. a. Why does Gatsby throw so many
parties? (f)
b. Why does Gatsby take the blame for
Myrtle’s death? (c)
c. What made Daisy so special in Gatsby’s
eyes? (c)
d. Could Gatsby ever be truly content in a
relationship with Daisy? (p)
· 4. (R/WC) Effective readers have the
ability to allow symbolism and imagery to
guide their perception, and this ability can
be essential for broadening the reader’s
understanding of fictional texts.
Students will know . . .
4. a. In what specific ways does the
symbolism of the green light found in the
novel reflect the overall identity of Gatsby
and his aspirations? (c)
b. How does the symbolism found in
Eckleburg's “eyes” speak to more universal or
religious themes outside the realm of
individuals in the story? (c)
c. What are some close reading techniques to
help young readers recognized literary
symbols and what they stand for? (f)
Students will be able to . . .
● Background information concerning
the life of F.Scott Fitzgerald
● Background information concerning
the “Jazz Age” and America in the
1920’s
● A basic understanding of Modernist
literature and its history
● How symbolism is employed to further
characterization and emphasize themes
● How to engage in character analysis
● Compare and contrast personal
experience and identity with
characters found in the text
● Identify and analyze symbols found in
the text
● Identify similar themes across various
texts
Stage 2 – Assessment Evidence
Performance Tasks
Summative assessment:
-The Great Gatsby Test
● 15 multiple choice
● 20 matching
(15%)
(10%)
Other Evidence
Formative assessment:
- Participation/Discussion
-Symbolism/Imagery Benjamin Button
worksheets
● 15 quotation
● 2 short answer
● 1 Essay
(15%)
(30%)
(30%)
- East Egg, West Egg Comparison Sheet
- Mind Map
- In class essay - Our Past & The Great Gatsby
- In class journals
- Symbolism/Imagery Gatsby Worksheets
-Gatsby & Daisy Character Twitter Exercise
-Gatsby Book Cover Analysis
-Gatsby Book Cover Creation
-Gatsby Masquerade/Presentation
Stage 3 – Learning Plan
Planned Teaching
Red Heading = Handouts Provided
DAY 1: Introduction to Modernism & Fitzgerald, Begin Ch 1
EU: Individuals often mask aspects of their nature to impress others, negatively impacting self
assurance and blurring one’s true identity. (G/T)
Engagement (2 min): Ezra Pound’s “In a Station at the Metro”
Introduction (20 min): Introductory Prezi on Modernism & Fitzgerald
http://prezi.com/hy8ulfp_hhsk/?utm_campaign=share&utm_medium=copy&rc=ex0share
Prezi that covers the basics of modernism including a general definition, the 4 major elements of
modernism, & common themes found in modernism. Additional background information
provided on Fitzgerald, leading up to the first chapter of Great Gatsby. (Adapted from Mary S
Dawson)
Apply (45 min): Read beginning pages of Great Gatsby, complete East Egg and West Egg
comparison sheet to open up discussion on appearance.
Evaluate (5-10 min): Students will be evaluated based on their ability to answer the questions at
the end of the handout.
Closure (5 min): Parking Lot: What questions do you still have about modernism or Fitzgerald?
HW: Read Chapter 1-2
Assign Project Party
DAY 2: Symbols and Meaning, The Curious Case of Benjamin Button (Caleb)
EU: Effective readers have the ability to allow symbolism and imagery to guide their
perception, and this ability can be essential for broadening the reader’s understanding of
fictional texts. (R/WC)
Introduction/Engagement (5 min): Journal For what purposes would a writer cloak themes or
messages in symbols? Are symbols more or less effective than stating these themes or messages
in obvious ways?
Apply (50 min): We will watch a short Powerpoint presentation that includes random images of
people and objects. For each image, students will write three words that quickly come to mind
that can serve to describe what this person or image represents.The class will then read
Fitzgerald’s short story The Curious Case of Benjamin Button aloud. As the story is read,
students will write down images and possible symbols that they notice in the text.
Evaluate (30 min): Students will divide into groups of three to share answers from their lists and
collaborate on deciding three of the symbols or images they feel are most relevant to Fitzgerald’s
story. Students will then provide two separate quotations from the story that serve as evidence
for each symbol, write a summative paragraph (of at least five sentences) that explain the symbol
in the context of Fitzgerald’s story. Each group will then share their summative paragraph with
the class. As students share, the teacher will take completion grades indicating that each student
has completed the worksheet in each group.
Closure (5 min): Fill out an exit card summarizing Chapters 2 and 3 of Gatsby in two or three
sentences. Write one possible symbol gleaned from the chapters and a short explanation of what
it might represent.
HW: Read Chapter 3-4
DAY 3: Character Analysis for Ch 1-4
EU: Individuals often mask aspects of their nature to impress others, negatively impacting self
assurance and blurring one’s true identity. (G/T)
Engagement: (Journal) Describe a time where you felt pressured to change something about
yourself in order to fit in with your surroundings. Consider the people you were with, the place
you were in, and the feelings you felt in that moment.
Introduction: Students will explore the concept of appearance vs reality by discussing the
characters they have met so far in the story in order to develop the understanding that the way
people appear--how they present themselves-- does not always reflect who they truly are. This
discussion will focus on the content from chaters 1-4.
Apply: Students will be assigned a character—Daisy, Myrtle, Gatsby, or Tom— and they will
create a mind map of their character based on what they know of them so far. Mind map will
include 3 personality traits, 1 source of personal conflict, 1 color connected to the character, 1
important symbol with explanation, and 1 important quotation spoken by the character.
Additionally, they must provide one example of an instance where the character appears to be
one way yet their reality does not reflect this appearance.
Evaluate: Students will present their mind maps at the end of the class period
Closure: Students will reflect on their peer’s presentations and discuss the ideas that we change
based on our environment.
HW: Read Chapter 5-6
DAY 4: Gatsby’s Love (Chapters 5-6) (Kyle)
EU: Individuals often experience disappointment when the search of happiness solely relies on
the approval of others. (G/T)
Engagement (10-15 min): Students will watch the Tea Invitation scene of the recent 2013 Great
Gatsby film. Students will respond to the prompt, What do you think Gatsby is thinking in the
Tea Invitation scene? How does Leonardo DiCaprio portray Gatsby’s love for Daisy?
Link: https://www.youtube.com/watch?v=H7yBQIGyunI
Apply (50-60 min): Students will create twitter accounts on poster paper for Gatsby or Daisy that
expose the characters’ true thoughts in the tea-time interaction in chapter 5.
Evaluate (10 min): Students will present their posters to the class and will explain their choices.
Closure (5 min): Students will briefly respond to the prompt, “Could Gatsby ever truly be happy
with Daisy? What is your gut reaction? Yes or no?”
HW: Read Chapter 7
DAY 5: A Dream Deferred
EU: Individuals often experience disappointment when the search of happiness solely relies on
the approval of others. (G/T)
Engagement (5-10 minutes): Clips of Tom and Gatsby Confrontation:
Link 1:https://www.youtube.com/watch?v=QCGns_FYGQA (2013 version)
Link 2: https://www.youtube.com/watch?v=-W93ly0pQGI (1974 Version)
Discuss the differences between the two versions.
Apply (45 minutes): Discuss this climactic point in the novel; this is the first time we see all of
the characters together in one room. What happens in this scene? How do the characters change
in this setting? What happens when Gatsby’s affair with Daisy comes to light? How does his
dream die? Read Langston Hughes's, “A Dream Deferred” and discuss how it relates to Gatsby.
Evaluate (20 minutes) : Read through journal entries for completion grade. Discuss 2 questions
on “A Dream Deferred” handout.
Closure (5 minutes): Reflection on the discussion.
HW: Read Chapter 8
DAY 6: A Search for Symbolism in The Great Gatsby (Caleb)
EU: Effective readers have the ability to allow symbolism and imagery to guide their
perception, and this ability can be essential for broadening the reader’s understanding of
fictional texts. (R/WC)
Engagement (15 min): Journal: Building on the lesson we had on Symbolism last week, choose
three possible symbols or images from the novel and write a brief response concerning their
possible meanings.
Apply (20 min): Students will share their journal responses in a quick discussion about possible
images and symbols that might serve a broader thematic purpose in the novel. Responses will be
written on the board.
Evaluate (50 min): Students will work in small groups to trace the context and implications for
assigned symbols or colors in The Great Gatsby. This activity allows the students to look more
closely at Fitzgerald’s language and make connections across the use of symbols/colors in the
text. Students will have a catalogue of the context and implications for specific symbols
throughout the book.
Closure (5 min): Check to make students have worksheets concerning symbols to study for Unit
Exam. Completion grades will be taken for each member of the groups.
HW: Read Chapter 9
Complete unfinished reading/assignments and begin studying for Unit Exam
Day 7: Of Days Past (Robert)
EU: Failure to accept one’s past often inhibits an individual’s ability to find satisfaction in the
present. (G/T)
Engagement (10 min): Journal: Listen and read the lyrics to Bruce Springsteen’s “Glory Days.”
Why can’t all the people in the song simply let go of what’s past and move on? How does this
apply to Gatsby? To yourself?
Apply (20 min): Class discussion about how the past is such an important aspect of The Great
Gatsby. Mention how Gatsby believes he can rewrite the past. Open for discussion between
students.
Evaluate (45 min): Students will work individually and introspectively to write an essay on how
aspects of the past can define the future. They will connect Gatsby’s inability to erase the past
similarly to aspects of their own past that has defined who they are.
Closure (5 min): Have students share a song(s) with a partner that have personal relevance that
makes them recollect moments of their past and how the song affects them.
HW: Finish the in-class essay if more time is needed
Day 8:The Great Gatsby Book Cover Analysis (Kyle)
EU: Effective readers have the ability to allow symbolism and imagery to guide their perception,
and this ability can be essential for broadening the reader’s understanding of fictional texts.
(R/WC)
Engagement (10-15 min): The teacher will present notable book covers for The Great Gatsby
since the novel’s publication. Informally, the teacher will facilitate student discussion concerning
these book covers, guiding students to analyze the artist’s choices and the artwork’s relation to
the novel.
Apply (50 min): Students will analyze the original Great Gatsby book cover, completing the
Book Cover Analysis sheet.
-After students have completed the Book Cover Analysis, they will begin working on their own
book covers for The Great Gatsby, according to the rubric. These Book Covers will be due on
Day 9. Assuming Day 8 occurs on a Thursday, the students will have the weekend to complete
the Book Cover and the brief reflection in which they explain their choices.
Evaluate (5 min): Once the allotted time is up, the teacher will ask students if they have any
questions about the assignment or need clarification on any major themes in the novel.
Closure (10 min) : Students will fill out “exit cards” on notecards responding to the question,
“How has your book cover affected the way you view the novel?”
HW: Finish Book Cover and brief reflection
Day 9: The Eyes of Eckleburg are Upon You
Summative Assessment (90 min): The Great Gatsby Test (Adapted from Mary S. Dawson and
Stephanie Hardwick’s The Great Gatsby Summative Tests)
Character matching (10%)
Quotes (15%)
Multiple choice (15%)
Short Answer (30%)
Essays (30%)
Students who complete test early should do independent reading
Day 10: The Great Gatsby Party
Gatsby Masquerade Party (90 min)
Resources/Materials Required
● Langston Hughes, “A Dream Deferred” (poem)
● F. Scott Fitzgerald, The Great Gatsby
● Bruce Springsteen song “Glory Days”
● F. Scott Fitzgerald, The Curious Case of Benjamin Button
● Prezi Link:
http://prezi.com/2f1q28_6fz6p/?utm_campaign=share&utm_medium=copy&rc=ex0share
● YouTube Links:
○ Clip of Tom and Gatsby Confrontation
○ https://www.youtube.com/watch?v=QCGns_FYGQA (2013 version)
○ https://www.youtube.com/watch?v=-W93ly0pQGI (1974 Version)
○ The Curious Case of Benjamin Button (Online Short Story):
http://xroads.virginia.edu/~hyper/fitzgerald/jazz/benjamin/benjamin1.htm
Technology Integration
● 2013 Baz Luhrmann, Film Version of The Great Gatsby
● Powerpoint presentation concerning Modernism
Powerpoint.
● “The Many Covers of The Great Gatsby”: (http://www.complex.com/artdesign/2013/05/the-15-best-great-gatsby-book-covers/)
Potential Accommodations / Differentiation
Special Education
* Option for audio book as supplemental text
* More time to complete formative and summative assessments
* Detailed instruction provided for each assignment
* Opportunities for teacher-student conferences to give and receive feedback
English Language Learners:
* Extra time allotted to complete formative and summative assessments
* Preferential seating to reduce distraction in environment
* Detailed instructions provided for each assignment
* Option for audio book as supplemental text
* List of vocabulary words from text to aid understanding
* List of literary words to aid instructional process
Gifted/Talented
* Students will have more of a say in the criteria for their summative assignment (IE what key
points should be included in their creation of their character)
* Students will complete an additional essay that calls for them to find their own text they would teach
alongside Gatsby (short story, novel, or poem) and argue why they might use this additional text.
Using a brief study of film criticism as a model, students may complete an additional essay contrasting
two of the cinematic versions of The Great Gatsby.
Prerequisite Skills / Critical Background Content
● Close reading skills
● Knowledge of essay outlines and thesis statement writing
● Ability to work in groups
● Working understanding of literary devices
● Ability to share ideas and opinions in discussion settings
Instructional Vocabulary
character
person in a novel, play, etc.
protagonist
the main character
allusion
a passing or casual reference to a person, place, or literary work
climax
decisive moment in a plot
context
what comes before or follows a word or statement and influences its meaning
dialogue
conversation between two or more people
imagery
mental images collectively
irony
the use of words to convey a meaning that is the opposite of the literal meaning
juxtaposition
placing expressions or ideas close together, for comparison or contrast
metaphor
word or phrase applied to an object or concept in order to suggest comparison
motif
recurring subject or theme
narrative
story or account of events
personification
attributing a human character or quality to an animal, idea, or thing
plot
the main story of a novel, play, etc.
refrain
recurring passage in a song or poem
setting
the locale and period of a story, play, etc.
symbol
thing that represents something else
Name:
Date:
Class Period:
MODERNISM: An American Literary Movement
Modernism is a ______________________________ that defines similarities between
______________ writers. It is Modern American literature written after
______________ before WWII (1920s-1940s).
In response to World War I, People could not fathom the death toll and tragedy of the
war. People became disillusioned, and there was a sense of social breakdown.
4 MAJOR ELEMENTS OF MODERNISM
1. Rejection of ______________
Art and literature ______________ traditional form of the 19th century. They
believe life cannot be explained as easily and perfectly as before—life is
______________
2. The Self Conscious Writer
Writers were very ______________________________ of the way they used
______________ and ______________.
3. No Right ______________
They did not believe one could every truly ______________ thoughts through
words.
4. Imagism
Since words could not accurately express ______________, modern writers relied
on giving the reader ______________.
Guiding Question of Modernism:
What is the use of ______________ in a world that is falling apart?
Themes in Modern Lit
• Violence and alienation
• Historical discontinuity
• Decadence and decay
• Loss and despair
• Rejection of history
• Unavoidable chance
• Sense of place, local color
• Inability to express or feel love
The Great Gatsby
Mary S Dawson
COMPARING AND CONTRASTING
EAST EGG and WEST EGG
Fill out the following chart as you read the book, noting points of comparison and contrast
between East Egg and West Egg. List the basis for the comparison / contrast in the left
column and the specific details about East Egg and West Egg in the center and right
columns. Before you turn this chart in, you will answer the questions on the back of this
sheet.
BASIS FOR
EAST EGG
WEST EGG
COMARISION / CONTRAST
The Great Gatsby
Mary S Dawson
1. What conclusions can you draw about each location?
2. What do you think is Fitzgerald’s purpose in including each location?
Name __________________________________________________________________
The Curious Case of Benjamin Button – Symbolism/Imagery Exercise Lesson
We will watch a short Powerpoint presentation that includes random images of people
and objects. For each image, write three words that quickly come to mind that can serve
to describe what this person or image represents to you. Don’t simply describe the
person or image- try to think what abstract concepts this person or image might stand
for.
Write three words for each image.
1. _____________________ _______________________ ________________________
2. _____________________ _______________________ ________________________
3. _____________________ _______________________ ________________________
4. _____________________ _______________________ ________________________
5. _____________________ _______________________ ________________________
We will now read The Curious Case of Benjamin Button, a short story written by F. Scott
Fitzgerald and first published in Colliers Magazine on May 27, 1922. As the story is read,
students will write down at least six images and possible symbols that they notice in the
text.
1. _______________________
4. _________________________
2. _______________________
5. _________________________
3. _______________________
6. _________________________
Now students will divide into groups of three. Students will share answers from the list
above and collaborate on deciding three of the symbols or images they feel are most
relevant to Fitzgerald’s story. Provide two separate quotations from the story that serve
as evidence for each symbol. Then write a summative paragraph (of at least five
sentences) that explain the symbol in the context of Fitzgerald’s story.
Symbol One: __________________________
Quotations/Passages from the story that illustrates/describes image or symbol:
1.______________________________________________________________________
________________________________________________________________________
2.______________________________________________________________________
________________________________________________________________________
Summation Paragraph
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Symbol Two: __________________________
Quotations/Passages from the story that illustrates/describes image or symbol:
1.______________________________________________________________________
________________________________________________________________________
2.______________________________________________________________________
________________________________________________________________________
Summation Paragraph
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Symbol Three: __________________________
Quotations/Passages from the story that illustrates/describes image or symbol:
1.______________________________________________________________________
________________________________________________________________________
2.______________________________________________________________________
________________________________________________________________________
Summation Paragraph
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Original Lesson Plan – Caleb Engler
Name:
Date:
Class Period:
A Dream Deferred
By Langston Hughes
What happens to a dream deferred?
Does it dry up like a raisin in the sun? Or
fester like a sore-- And then run? Does it
stink like rotten meat? Or crust and sugar
over-- like a syrupy sweet?
Maybe it just sags like a heavy load.
Or does it explode?
Daisy Buchannan: A Dream Deferred?
1. How does “A Dream Deferred” relate to Jay Gatsby?
2. What happens when Gatsby’s affair with Daisy comes to light?
How might his dream begin to die?
Group Member Names ______________________________________________________________________
3,3 and 3: SYMBOLISM in THE GREAT GATSBY
Working in groups of three, return to the text to further explore the use of symbolism in Fitzgerald’s
novel. Write three passages from the text that discuss the particular symbol provided (one of which
you will provide yourself). Then write three words or phrases that best describe what the symbol
could represent. Finally, combine the evidence from the text with your own analysis to write three
sentences (that you could include in an analytical essay) explaining the context of the symbols
towards the thematic elements of the story.
1. THE GREEN LIGHT
Three passages from the text that discuss the particular symbol provided (include
page numbers).
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Three words or phrases that best describe what the symbol could represent.
1. _________________________
2. ____________________________ 3. _____________________________
Three sentences explaining the context of the symbols.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
2. THE EYES of T.J. ECKLEBERG
Three passages from the text that discuss the particular symbol provided (include
page numbers).
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Three words or phrases that best describe what the symbol could represent.
1. _________________________
2. ____________________________ 3. _____________________________
Three sentences explaining the context of the symbols.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
3. Choose a symbol in the novel that can possible represent a thematic element of
The Great Gatsby. (You don’t necessarily need to choose from the pictures below).
Three passages from the text that discuss the particular symbol provided (include
page numbers).
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Three words or phrases that best describe what the symbol could represent.
1. _________________________
2. ____________________________ 3. _____________________________
Three sentences explaining the context of the symbols.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Original Handout – Caleb Engler
The Great Gatsby Book Cover Analysis ­On a separate sheet of paper, analyze the artist’s choices: color, lines, shading, font style/shape, inclusion of characters/scenes from the novel ­How does the artist employ these elements to make a meaningful book cover? ­What topics or themes from the novel are evoked by the artists work? Adapted from Julia Haug The Great Gatsby Book Cover Rubric
Your book cover...
--will be on an 8 1/2” by 11” piece of paper.
--must contain 3 topics/themes. These topics/themes must be
significant to the novel, and must be clearly different from each
other.
--must contain an ORIGINAL symbolic illustration NOT seen in
previous class work or in model book covers (do not simply imitate
your “Big Brother is Watching You” posters).
--all elements of cover (color/arrangement/visuals/text) must be
carefully arranged, precise and neat, and must reflect an over-all
design.
--cover must reflect thinking, original insights, understanding of
novel.
Adapted from Jennifer Troy
Gatsby Book Cover
Name: _______________
4
FRONT COVER:
Artwork
Content
WRITTEN
REFLECTION
3
2
1
0
Point(s) Earned
The cover is creative,
colorful, and vividly
depicts the story through
quality pictures and/or
drawings. Title and
author are both present.
The cover is creative and
depicts the story. Some
pictures or drawings
aren’t as neat as they
could be. Title and
author are both present
The cover depicts the
story. Pictures are low
quality or aren’t put
together neatly. Either
title or author is
missing.
The cover barely depicts the
story or the pictures are
messy or irrelevant. Either
title or author is missing.
The cover does not
relate to the story.
Either title or author is
missing.
The cover contains three
clear, substantial
topics/themes from the
novel.
The cover contains two
clear, substantial
topics/themes from the
novel.
The cover has only one
clear, substantial
topic/theme from the
novel.
The cover has one unclear
topic/theme from the novel.
The cover does not
relate to the
topics/themes of the
novel.
The reflection fully and
thoughtfully explains the
rationale behind all major
decisions made for the
project and specifically
explains new
understandings about the
text.
The reflection explains
the rationale behind most
major decisions made for
the project and explains
new understandings
about the text.
The reflection briefly
touches on the rationale
behind some creative
decisions and new
understandings.
The reflection shows below
average effort and hardly
addresses the rationale
behind any creative decisions
or new understandings.
The reflection shows
unacceptable effort or
is missing.
_______
_______
_______
TOTAL 
_____ /16
Rubric Modified from Eastiron.org
THE GREAT GATSBY
The Party
At the beginning of Chapter 4, Nick goes into more detail about the kind of people who
attend Gatsby’s parties. We will be having our own Gatsby party the day after our exam,
which means that each of you will need to take on the personality of a guest.
When you come into class, you will not be any name on my roster—you will be your 1920s
alter-ego, a fabulous guest at Gatsby’s fabulous party. You will speak, act, and react as
your character for the entirety of the class period. The party will only be as fun as the
guests—you are encouraged to bring any costume or prop that will help you transform into
your character.
You will be turning in a paper as well as giving yourself an introduction to the class. Your
presentation must be a short PowerPoint, Prezi, presentation, slideshow or movie about
your character. In it, you should provide us with the background of your character. Use
pictures of yourself (can be photoshopped) to prove to us how prestigious or educated you
are.
Example: If you have a picture of yourself with a celebrity, tell us how you know him/her. If
you have a picture of yourself in front of a famous place, talk to us about what business you
were there on. If you don’t have either, you can use props to show us something from
you’ve accomplished, like a 1st place ribbon you won or perhaps something a famous
admirer bought you in an attempt to win your heart. Be creative!
In your paper of your character description, you must provide the following information in
complete sentences. The challenge is to be as creative while believably portraying the
culture of Gatsby’s partygoers. Talk about your character in his/her voice. Have fun with
this assignment, but remember that the point of this assignment is to prove that you
understand the society and culture surrounding Gatsby and the 1920s!
YOUR CHARACTER ANALYSIS MUST INCLUDE THE FOLLOWING:
• Your Name
• Your Nickname
• Sex
• Age
• How you know Gatsby
• How you heard about the party
• What you think about Gatsby/Gatsby rumor you believe
• Education
• Occupation
• Status/Money
• Marital Status
Adapted From: Mary S Dawson
•
•
•
•
•
Hometown/Background
Hobbies
Ambitions
Fears
Friends
CONSIDER ALSO INCLUDING SOME OF THE FOLLOWING
• Favorite Food
• Superstitions
• Beliefs
• Pets
• Talents
• Obsessions
• Astrological Sign
• Odd Mannerisms
• Stories of experiences at past Gatsby parties
• Thoughts on other guests
Adapted From: Mary S Dawson
Masquerade Project Rubric
Ideas &
Content
 main theme
 supporting
details
Organizati
on
 structure
 introduction
 conclusion
Voice
 personality
 sense of
audience
Word
Choice
 precision
effectivenes
s
 imagery
Sentence
Fluency
6
Exem plary
5
Strong
• Exceptionally
clear,
focused,
engaging with
relevant,
strong
supporting
detail
• Clear,
focused,
interesting
ideas with
appropriate
detail
• Effectively
organized in
logical and
creative
manner
• Creative and
engaging intro
and
conclusion
4
Proficient
3
Developing
2
Em erging
1
Beginning
• Evident
main idea
with some
support
which may
be general
or limited
• Main idea
may be
cloudy
because
supporting
detail is too
general or
even offtopic
• Purpose and
main idea
may be
unclear and
cluttered by
irrelevant
detail
• Lacks
central idea;
developmen
t is minimal
or nonexistent
• Strong
order and
structure
• Inviting
intro and
satisfying
closure
•
• Attempts at
organization
; may be a
“list” of
events
• Beginning
and ending
not
developed
• Lack of
structure;
disorganized
and hard to
follow
• Missing or
weak intro
and
conclusion
• Lack of
coherence;
confusing
• No
identifiable
introduction
or
conclusion
• Expressive,
engaging,
sincere
• Strong sense
of audience
• Shows
emotion:
humour,
honesty,
suspense or
life
• Precise,
carefully
chosen
• Strong, fresh,
vivid images
• Appropriate
to audience
and purpose
• Writer
behind the
words
comes
through
• Evident
commitment
to topic
• Inconsistent
or dull
personality
• Voice may
be
inappropriat
e or nonexistent
• Writing may
seem
mechanical
• Writing
tends to be
flat or stiff
• Little or no
hint of
writer
behind
words
• Writing is
lifeless
• No hint of
the writer
• Descriptive,
broad range
of words
• Word choice
energizes
writing
• Language is
functional
and
appropriate
• Descriptions
may be
overdone at
times
• Words may
be correct
but
mundane
• No attempt
at deliberate
choice
•
• Limited
range of
words
• Some
vocabulary
misused
• High degree
of
• Easy flow
and rhythm
• Generally in
control
• Some
awkward
• Often
choppy
Organization
is
appropriate,
but
conventional
• Attempt at
introduction
and
conclusion
Monotonous
, often
repetitious,
sometimes
inappropriat
e
• Difficult to
follow or
Six Traits Writing Rubric
 rhythm,
flow
variety
craftsmanship
• Effective
variation in
sentence
patterns
• Good variety
in length
and
structure
• Lack variety
in length
and
structure
construction
s
• Many similar
patterns
and
beginnings
• Monotonous
sentence
patterns
• Frequent
run-on
sentences
read aloud
• Disjointed,
confusing,
rambling
Conventio
ns
• Exceptionally
strong control
of standard
conventions
of writing
• Strong
control of
conventions
; errors are
few and
minor
• Control of
most writing
conventions
; occasional
errors with
high risks
• Limited
control of
conventions
; frequent
errors do
not interfere
with
understandi
ng
• Frequent
significant
errors may
impede
readability
• Numerous
errors
distract the
reader and
make the
text difficult
to read
age
appropriate,
spelling,
caps,
punctuation,
grammar
Six Traits Writing Rubric
Name: _____________________________________________________ Date: __________________
I. Match the following names to their description and their quotes. Any name can be used more
than once.
A. Nick Carraway
E. Jordan Baker
B. Jay Gatsby
AB. Myrtle Wilson
C. Daisy Buchanan
AC. George Wilson
D. Tom Buchanan
AD. Meyer Wolfshiem
1. This character’s voice is full of money.
2. This character has a cruel body and once played football.
3. This character supposedly rigged the 1919 World Series.
4. This character became ill upon finding out his/her spouse was having an affair.
5. This character killed Jay Gatsby.
6. This character killed Myrtle Wilson.
7. This character is a professional golfer.
8. This character drove the yellow car into town.
9. This character wishes his/her daughter to grow up to be a “beautiful little fool.”
10. Gatsby introduced this character as “the polo player” at his party.
11. This character did business with Gatsby.
12. This character cried upon seeing Gatsby’s shirts.
13. This character is Daisy’s cousin.
14. This character spent hours staring at a green light.
15. This character narrates the novel.
16. This character is the woman loved by Gatsby.
17. This character is a cruel and prejudiced brute.
18. This character is a vulgar and sensual mistress.
19. This character is a disillusioned gas station owner.
20. This character is a racketeer who uses molars for cufflinks.
II. Circle the best answer.
21. The narrator depicts Tom and Daisy as being
a. Destructive
b. Careless
c. Selfish
d. All of the above
22. Daisy married Tom Buchanan because
a. Gatsby was gone
b. She was flattered
c. She wanted a change in her life
d. All of the above
23. Gatsby throws huge parties because
a. He has lots of friends
b. He likes to spend money
c. He doesn’t like being alone
d. He hopes to find Daisy
24. All but who of the following attend Gatsby’s funeral?
a. Nick Carraway
b. Henry Gatz
c. Jordan Baker
d. The man with the owl-eyes glasses
25. Nick is distressed after Gatsby’s death because Gatsby’s friends are
a. Anguished
b. Oversentimental
c. Apathetic
d. Pleased
26. What advice of Nick’s father does Nick claim to live by?
a. “Whenever you feel like lying, remember that people always respect the truth more.”
b. “Whenever you feel like judging people remember that they in turn will judge you.”
c. “Whenever you feel like criticizing any one, just remember that all the people in the
world haven’t had the advantages you’ve had.”
d. “Whenever you feel like telling someone else’s secrets, just remember that they have no
reason to ever confide in you again.”
27. What was the owl-eyed man so excited about in Gatsby’s library?
a. He had found his lost spectacles.
b. He had just met an old friend.
c. All of Gatsby’s books were real.
d. Gatsby had over 5,000 books.
28. What do Nick, Jordan, Daisy, Tom, and Gatsby all have in common?
a. They are all originally from West of the Mississippi River
b. They are all coping with the loss of relatives in WWI
c. They are all trying to break into the upper class world
d. They are all careless
29. What is the importance of the heat when Daisy, Tom, Jordan, Nick and Gatsby go to New York?
a. It reminds Daisy that she was married in the summer.
b. It represents the rising tension between the characters.
c. Had it not been hot, they would have not gone to the hotel.
d. It’s not important at all.
30. The neighborhood that represents breeding, aristocracy, and careless living with no consequences
is
a. West Egg
b. East Egg
c. New York City
d. The Valley of Ashes
31. Which of these is NOT symbolized by the green light?
a. Money
b. The American Dream
c. Nature
d. Optimism
32. Why does Nick think that Gatsby may be disappointed with Daisy after their first meeting at
Gatsby’s house?
a. She married Tom instead of marrying Gatsby because Tom had more money.
b. She does not love Gatsby anymore.
c. Daisy could not possibly live up to the dreams that Gatsby had about her.
d. She is unimpressed by the picture of Dan Cody and Gatsby on the yacht.
33. How does Gatsby dress for his first meeting with Daisy?
a. In white, silver, and gold.
b. In a pure white tuxedo with a daisy in the lapel.
c. In a pink suit.
d. Black slacks, white shirt, and white jacket.
34. Kilspringer, the man that lived in Gatsby’s house for most of the summer, said what on the phone
to Nick after Gatsby’s death:
a. “I rang to let you know I won’t be able to make it down for the funeral on account of a
golf game.”
b. “I called about the funeral. I wouldn’t miss it for the world, Nick, not the world. Will it
be on Monday?”
c. “What I called up about was a pair of shoes I left there. I wonder if it’d be too much
trouble to have the butler send them on.”
d. “I was calling, you see, because I believe Gatsby left me some money. Has the will been
published out yet?”
35. What were the last words said at the cemetery following Gatsby’s funeral?
a. “ashes to ashes. . .”
b. “He will be missed.”
c. “A man of the elations of men.”
d. “The poor son-of-a-bitch.”
II. Use the box below to identify the speaker of the quote. Any name may be used more than once.
A. Daisy Buchanan
B. Nick Carraway
C. Tom Buchanan
D. Jordan Baker
E. Jay Gatsby
AB. Meyer Wolfsheim
BC. George Wilson
CD. Myrtle Wilson
"Let us show our friendship for a man when he is alive and not after he is dead "
_____36. Who said this?
_____37. To whom is the person speaking?
_____38. Of whom is the person speaking?
"They're a rotten crowd. You're worth the whole damn bunch put together."
_____39. Who said this?
_____40. To whom is the person talking?
_____41. Which two people is this statement directed at most?
"She never loved you, do you hear?"
_____42. Who is the speaker?
_____43. About whom is the person speaking?
_____44. To whom is the person speaking?
"He was crazy enough to kill me if I hadn't told him the truth."
_____45. Who is the speaker?
_____46. To whom is the person speaking?
_____47. About whom is the person speaking?
"He wants to know if you will invite Daisy to your house some afternoon and then let him come
over for tea."
_____48. Who is the speaker?
_____49. To whom is the person speaking?
_____50. About whom is the person speaking?
IV. Answer in a paragraph (4-10 sentences). Pick two.
A.
“Gatsby’s death, like his life, is the product of an illusion.”
Explain this statement using evidence from The Great Gatsby.
“Then wear the gold hat, if that will move her;
If you can bounce high, bounce for her too,
Till she cry “Lover, gold-hatted, high-bouncing lover,
I must have you!”
-Thomas Parke D’Invilliers
Why do you think Fitzgerald includes the following quote on the front title page of the book?
B.
C.
Why is the book titled The Great Gatsby (Short answer)
D.
Nick decides to allow Gatsby to continue to “[clutch] at some last hope” that Daisy might leave
Tom for Gatsby. Discuss whether or not Nick should have tried to stop Gatsby from holding on
to this expectation. Use specific examples from the text to support your opinion. Avoid plot
summary.
E.
Nick Carraway’s father advised him: “Whenever you feel like criticizing anyone, just remember
that all the people in this world haven’t had the advantages that you’ve had.” How is this
relative to the theme or other characters in the novel?
V. Essay. Pick one prompt to write a 3-7 paragraph essay.
A.
“Love is the state in which man sees things most widely different from what they are. The
force of illusion reaches its zenith here, as likewise the sweetening and transfiguring power.
When a man is in love he endures more than at other times; he submits to everything.”
--Nietzsche
In a well-developed essay, discuss the significance of this quote by Nietzsche. Use evidence
from The Great Gatsby to support your discussion. Avoid plot summary.
B.
A character’s attempt to recapture or to reject the past is important in many works of literature.
Using The Great Gatsby as your source, select a character and discuss how that character views
the past with such feelings as reverence, bitterness, or longing. Show with clear evidence from
the work how the character’s view of the past is used to develop a theme in the work.
C.
Many plays and novels use contrasting places (for example, two countries, two cities or towns,
two house, or the land and the sea) to represent opposing forces or ideas that are central to the
meaning of the work. Using The Great Gatsby as your source, write an essay explaining how the
places differ, what each place represents and how their contrast contributes to the meaning of the
work.
D.
Choose three symbols from the novel and describe their significance and how they relate to the
major themes found throughout the text.
* Adapted from Mary S. Dawson and Stephanie Hardwick’s The Great Gatsby Summative Tests
Insufficient:
F (1)
Partially Sufficient:
C (3)
Sufficient:
B (4)
❒Student offers no answer ❒The student offers an
or thesis
answer or thesis
❒The student offers an
acceptable answer or thesis
❒The student offers a
reasonable answer or thesis
❒The student provides no
evidence or
examples/uses evidence
to contradict their thesis
❒The student supports the
answer or thesis with
accurate evidence
❒The student supports the
answer or thesis with
accurate and relevant
evidence
❒ The student’s writing
shows no basic writing
skills
A (15-13)
B (12-10)
C (9-8)
D (7-6)
F (5-3)
Hardly Sufficient:
D (2)
❒The student fails to offer
good examples
❒The student’s writing shows
a lack of basic writing skills
❒The student’s writing
shows some knowledge of
basic writing skills
❒The student’s writing shows
knowledge of basic skills
Exemplary:
A (5)
❒The student offers an
interesting answer or
thesis
❒The student supports the
answer or thesis with
accurate, relevant, and
specific evidence
❒The student’s writing
shows a mastery of at
least basic skills