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The Great Gatsby:
“Show me a hero and I will write you a tragedy”
Unit Author
First and Last Name:
Ashley Abegglen
School District:
Lincoln Public Schools
School Name:
Secondary (7-12)
School City, State:
Lincoln, Nebraska
Unit Overview
Unit Plan Title:
The Great Gatsby: “Show me a hero and I will write you a
tragedy.”
Curriculum-Framing Questions
Essential Question
Why is The Great Gatsby one of the most popular classics
in modern American fiction?
What American themes reverberate in The Great Gatsby?
Unit Questions
Why are Fitzgerald’s life, art and culture important to the
understanding of The Great Gatsby?
What does the “American Dream” mean?
Content Questions
What point of view is The Great Gatsby written in?
Who is the protagonist in The Great Gatsby?
What types of figurative language are found in The Great
Gatsby?
What do the main characters symbolize?
What are the most important turning points in The Great
Gatsby?
Unit Summary:
Students will complete a unit titled The Great Gatsby: “Show me a hero and I will write you a
tragedy.” During the course of this unit students will understand why Fitzgerald’s novel
remains so captivating to this day. Students will focus on author history, cultural aspects, and
what makes The Great Gatsby a great book. Students will also focus on specific elements of
literature including: character analysis, symbolism, figurative language, and themes of the
novel. Students will complete discussion activities, writing exercises, homework assignments,
and a final project dealing with the “American dream.” Students will watch the film adaptation
of The Great Gatsby and complete a compare/contrast graphic organizer.
Subject Area(s): Click box(es) of the subject(s) that your Unit targets
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Business Education
Engineering
Home Economics
Language Arts
Music
School to Career
Social Studies
Drama
Foreign Language
Industrial Technology
Math
Physical Education
Science
Technology
Other:
Other:
Other:
Grade Level: Click box(es) of the grade level(s) that your Unit targets
K-2
6-8
ESL
Gifted and Talented
3-5
9-12
Resource
Other:
Targeted State Frameworks/Content Standards/Benchmarks:
NDE Academic Standards
LA 10.1.4 Fluency: Students will develop accuracy, phrasing, and
expression while reading a variety of grade-level print/digital
text to support comprehension.
LA 10.1.5 Vocabulary: Students will build and use conversational,
academic, and content-specific grade-level vocabulary.
LA 10.1.6 Comprehension: Students will construct meaning by
applying prior knowledge, using text information, and
monitoring comprehension while reading increasingly
complex grade-level literary and informational text.
LA 10.2.1 Writing Process: Students will apply the writing process to
plan, draft, revise, edit, and publish writing using correct
spelling, grammar, punctuation, and other conventions of
standard English appropriate for grade-level.
LA 10.2.2 Writing Modes: Students will write in multiple modes for a
variety of purposes and audiences across disciplines.
LA 10.3.1 Speaking: Students will develop, apply, and refine speaking
skills and strategies to communicate key ideas in a variety of
situations.
LA 10.3.2 Listening: Students will develop and demonstrate active
listening skills across a variety of situations.
LA 10.3.3 Reciprocal Communication: Students will develop, apply, and
adapt reciprocal communication skills.
LA 10.4.1 Information Fluency: Students will evaluate, create, and
communicate information in a variety of media and formats
(textual, visual, and digital).
LA 10.4.2 Digital Citizenship: Students will practice the norms of
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appropriate and responsible technology use.
Student Objectives/Learning Outcomes:
1. Students will read the novel, The Great Gatsby.
2. Students will discuss and write on the author’s life and the arts and culture of the era.
3. Students will identify the point of view, protagonist and antagonist, figurative language,
symbols, and themes throughout the novel.
4. Students will discuss and write on the character development of the main characters.
5. Students will identify the most important turning points in the novel.
6. Students will complete a final project focused on the “American dream.”
7. Students will compare and contrast the book to the movie of The Great Gatsby.
Approximate Time Needed:
3-4 weeks every day for 50 minutes and one 90 minute block classes.
Prerequisite Skills:
Students must have basic computer knowledge.
Materials and Resources Required For Unit
Computer with internet accessibility.
Technology – Hardware: (Click boxes of all equipment needed)
Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection
Laser Disk
Printer
Projection System
Scanner
Television
Technology – Software: (Click boxes of all software needed.)
Database/Spreadsheet
Image Processing
Desktop Publishing
Internet Web Browser
E-mail Software
Multimedia
Encyclopedia on CD-ROM
VCR
Video Camera
Video Conferencing Equip.
Other: SMART Board.
Web Page Development
Word Processing
Other: SMART Board
Software
3
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Printed Materials:
Supplies:
Internet Resources:
The Great Gatsby by F. Scott Fitzgerald
F. Scott Fitzgerald, 1896-1940
Fitzgerald and the Jazz Age
Fitzgerald and His Other Works
Handout 1: Prohibition
Handout 2: Gatsby’s Guide to Manhood
Handout 3: Harlem in the Jazz Age
Compare/Contrast Graphic Organizer
Vocabulary Graphic Organizer
Writing paper, pencils, poster board, markers/crayons/colored
pencils, dry erase markers, white board, SMART board.
Jazz Hits - audio
Animated Atlas: U.S. History Timeline
The Secret Society and Fitzgerald’s The Great Gatsby
H-Net: Humanities and Social Sciences Online
American Masters: F. Scott Fitzgerald on PBS.org
F. Scott Fitzgerald Voice and Film Clips
Web English Teacher: F. Scott Fitzgerald Lesson Plans
Jazz music: King Oliver – Chimes Blues
Louis Armstrong – Sugarfoot Stomp
Louis Armstrong – West End Blues
Video Clips - Darla and Nemo
Diary of a Wimpy Kid
Go Mordecai!
Character WebQuest
American Economy in the 1920s: Video Clip & Quiz
Edmodo
Character Development
Others:
Accommodations for Differentiated Instruction
Resource Student:
Teacher assistant will be available for students with time on
task activities. Accommodations will be made.
Non-Native English
Speaker:
Aide will be available to assist with English language learners.
Gifted Student:
Gifted students will be encouraged to use more vocabulary,
resources, answer challenging discussion questions, and
expand their final project by adding a digital presentation.
4
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Student Assessment:
Students will complete a final project which highlights their understanding of the “American
dream” and how it relates to The Great Gatsby. They will be assessed on their discussion
activities, writing exercises, and homework assignments.
Procedures:
Week 1
Day 1: Discussion – Open up The Great Gatsby by F. Scott Fitzgerald. Writing – Reader’s
Guide essays 1, 2, 3 and presentations. Activity – Vocabulary game Homework – Read
Chapter 1 (pp. 1-21). Answer questions.
Day 2: Discussion – Listen to jazz music and discuss Writing – Read Handouts One and
Three. Write a one-page summary of the arts and culture of the era. Homework – Read
Chapter 2 (pp. 23-38). Answer questions.
Day 3: Discussion – Point of View Writing – Write a few pages of Daisy’s version of the story.
Homework – Read Chapter 3 (pp. 39-59). Answer questions.
Day 4: Discussion – Character WebQuest. Writing – Prezi presentation on the character you
believe to be an antagonist. Homework – Read Chapter 4 (pp. 61-80). Answer questions.
Day 5: Discussion – 1920s Economy. Writing – Money value comparison. Homework – none.
Week 2
Day 1: Discussion – Assign chapters to groups and identify figurative language used in that
chapter. Writing – Pick literary terms out of a hat and write a sentence that reflects the literary
technique. Homework – Read Chapter 5 (pp. 81-96). Find examples.
Day 2: Discussion – Read chapter six. Writing – Chapter six vocabulary. Homework – Answer
question.
Day 3: Discussion – Character Development. Have any of the main characters changed in the
first six chapters? Writing – Read Handout Two and write a brief essay on whether or not this
is a coming-of-age story. Homework – Read Chapter 7 (pp. 113-145). Turning points.
Day 4: Discussion – Identify the most important turning points in the novel. Writing – Outline a
sequel to Fitzgerald’s novel. Homework – Read Chapters 8 and 9 (pp. 147-180). Answer
question.
Day 5: Discussion – Major themes. Writing – Write a two-page essay on what they consider
to be the book’s most important theme. Homework – Begin essay. Outlines are due at the
next class.
Week 3
Day 1: Discussion – What makes a great book? Writing – Work on essays in class.
Homework – Finish essays to hand in during the next class period.
Day 2: Final project: Vision of the “American Dream”
Day 3: Final project
Day 4-5: Watch the film adaptation of The Great Gatsby while completing a compare and
contrast graphic organizer.
DAY ONE
5
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Teacher: Ashley Abegglen
Class: Language Arts 10
Date: Week One/Day one
Objective(s):
NDE Academic Standards
Listed above
 The students will read the Reader’s Guide essays to learn
more about F. Scott Fitzgerald and present findings.
 The students will play a vocabulary game to prepare for
chapter 1 vocabulary.
 The students will read the first chapter of The Great Gatsby as
homework.
Vocabulary Development: reserved (p. 1), privy (p. 1), mar (p. 2), savor (p. 6), wistfully/wistful (p. 6),
supercilious (p. 7), pungent (p. 7), compulsion (p. 9), deft (p. 10), retort (p. 10), incredulously/incredulous
(p. 10), reciprocal (p. 11), contemptuously/contemptuous (p. 11), fervent (p. 13), infinitesimal (p. 13),
vigil (p. 16), cynical (p. 16), libel (p. 19).
Students will play a vocabulary game to prepare for chapter 1 vocabulary.
Class Activities: Biographical Criticism/Vocabulary Prep
Transition Into Lesson: Attendance will be taken along with a daily prep grade (students should
have a pencil and paper) in Pinnacle. Have two students pass out copies of The Great Gatsby to everyone
along with one sticky note for each student. Students will place their names on their sticky note and place
the note in the front cover of their book. Students will provide the number of their book to be recorded in
Pinnacle.
Time duration: 5-10 minutes
Motivations, Teacher/Student Interaction(s) or methods:
Students will begin by discussing The Great Gatsby. This will be a brief discussion
(many will reference the movie). The Great Gatsby is a classic 1920s Jazz Age novel
full of wealth, love, parties, and the controversial idea of the “American Dream.” End
with the author, F. Scott Fitzgerald.
Students should know that examining an author’s life can inform and expand the
reader’s understanding of a novel. Biographical criticism is the practice of analyzing
a literary work through the lens of an author’s experiences. F. Scott Fitzgerald’s life
has inspired many of his stories. Find out how through analyzing three different
essays on Fitzgerald’s life.
Divide class into three groups (attached), and assign groups with their
corresponding essays. Hand out printed copies of essays to each student instructing
them to first read essays individually (highlighting information that would affect
and/or inspire Fitzgerald in his writing).
***While groups are reading essays, pass out poster board and
markers/crayons/colored pencils to each group***
After reading essays, students will come together as a collective group and begin
illustrating what they learned from the essays – emphasizing key points on their
poster boards in a creative way (bullets, quotes, artwork, etc.). Every group member
will contribute one key point, which they will present. Announce when students
have 10 minutes left until presenting.
***Play Jazz hits on YouTube while they work on posters***
***While students are working on posters, prepare vocabulary game on SMART
board***
Groups will present posters; each student presenting their contribution. Posters will
be hung up on the wall (this can be done later).
Time duration: 25 minutes
To prepare students for chapter one, students will play a vocabulary game on the
SMART board. Keep students in their three groups.
Students will work as teams to uncover spelling and definitions of around 10-20
words found in the first chapter (word list). Every student will get a chance to use
the SMART board and compete to earn their team a point.
6
© 2000 Intel Corporation.
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The group
with
the .highest score
N T E L ®will
T Ereceive
A C H candy
T O T from
H E Fthe
U Tcandy
URE
after 15 Iminutes
tub.
Time duration: 15 minutes
Special Materials Needed/Distribution and Collection:
Great Gatsby Unit – Week One/Lesson One
Reader’s Guide Essay Groups
F. Scott Fitzgerald, 18961940
Ann
Jean
Vern
Rosa
Sandi
Gene
Fitzgerald and the Jazz Age
Ben
Joe
Cleo
Mary
Loren
Bart
Fitzgerald and His Other
Works
Helen
Julie
Larry
Miguel
Lori
Liz
Challenged – Resource Assistance
Gifted
7
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DAY TWO
8
© 2000 Intel Corporation. All Rights Reserved.
INTEL®
TEACH
TO THE
FUTURE
Teacher: Ashley Abegglen
Class: Language Arts 10
Date: Week One/Day Two
Objective(s):
NDE Academic Standards
Listed above
 The students will listen to jazz, read handouts in groups, and
write a one-page summary of the arts and culture of the era.
 The students will read chapter two of The Great Gatsby as
homework.
Vocabulary Development: impenetrable (p. 23), solemn (p. 24), proprietor (p. 25), anemic (p. 25), facet
(p. 25), perceptible (p. 25), vitality (p. 25), smoldering (p. 25), discreet (p. 26), defer (p. 26),
indeterminate (p. 27), haughty (p. 28), incessant (p. 30), flat (p. 30), disdain (p. 31), shiftless (p. 32),
flounce (p. 32), strident (p. 35).
Chapter 2 vocabulary will be listed on white board for student convenience.
Class Activities: Culture & History Part II/Vocabulary Prep
Transition Into Lesson: Attendance will be taken along with a daily prep grade (students should
have a pencil and paper) in Pinnacle. Discussion questions from chapter one will be written on the board.
All students will write answers/opinions on the board, and then we will have a short group discussion.
Time duration: 5-10 minutes
Motivations, Teacher/Student Interaction(s) or methods:
Cultural and historical contexts give birth to the dilemmas and themes at the center of
the novel. Studying these contexts and appreciating intricate details of the time and
place help readers understand the motivations of the characters. The Great Gatsby is
set in the mid-1920s, a prosperous time. We will be focusing on prohibition – which
led to a growing world of organized crime, as the sale of alcohol went underground,
and jazz – which was created by the African American artistic culture.
We will start by listening to Louis Armstrong’s jazz music from 1923 to 1928. Begin
with Kind Oliver’s “Chimes Blues,” which includes Louis Armstrong’s first recorded
solo. Move on to Armstrong’s “Sugar Foot Stomp” and “West End Blues.” After
listening to all recordings, we will discuss the following questions:
 How does Armstrong’s music change from 1923 to 1928?
 How does this music capture the spirit of the 1920s?
Next divide class into three groups (attached at bottom, different from day one).
Hand out printed copies of handouts 1 and 3 to each student instructing them to
first read essays individually.
After reading handouts, students will come together as a collective group and begin
listing key points that highlight the arts and culture of the era. Every group member
will contribute one key point (so each group will have a list of six points). After
students complete their lists, they will then complete their one-page summary rough
drafts individually.
Students will hand in typed one-page summaries first thing next class period.
Time duration: 40 minutes
Special Materials Needed/Distribution and Collection:
 Jazz music: King Oliver – Chimes Blues, Louis Armstrong – Sugarfoot Stomp,
Louis Armstrong – West End Blues
gatsbyhandout01.pd
f
gatsbyhandout03.pd
f
 Printed handouts of
and
Special Technology Needed/Special Setup: Computer with speakers.
Other-Field Trips, Speakers, Correlations With Other Teachers, etc.: Not needed
Considerations for Challenged Students: Groups distributed evenly. Resource
assistant available during class activities. Students will partner up with a gifted
group member (if available) to complete poster presentation.
Considerations for Gifted/Talented Students: Groups distributed evenly.
Students will partner up with challenged group member (if available) to help
complete poster presentation.
9
Assessment:
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INTEL® TEACH TO THE FUTURE
Formative: Class/group discussions, observations.
Summative: Not needed.
Transition Out Of Lesson: Assignment on board - read chapter 2 (pp. 23–38). What does Nick learn
Great Gatsby Unit – Week One/Lesson Two
Groups
GROUP 1
Lori
Mary
Joe
Rosa
Larry
Bart
GROUP 2
Miguel
Helen
Ben
Jean
Cleo
Liz
GROUP 3
Julie
Loren
Sandi
Ann
Vern
Gene
Challenged – Resource Assistance
Gifted
10
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INTEL®
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DAY THREE
11
© 2000 Intel Corporation. All Rights Reserved.
INTEL®
TEACH
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FUTURE
Teacher: Ashley Abegglen
Class: Language Arts 10
Date: Week One/Day Three
Objective(s):
NDE Academic Standards
 The students will watch video clips and take notes on Point of Listed above
View.
 The students will write Daisy’s version of the story.
 The students will read chapter three of The Great Gatsby as
homework.
Vocabulary Development: fortnight (p. 40), permeate (p. 40), innuendo (p. 40), erroneous (p. 41),
vehement/vehemently (p. 42), cordial (p. 42), veranda (p. 45), Gothic (p. 45), ascertain (p. 45), vacuous
(p. 46), jauntiness/jaunty (p. 50), implore (p. 51), ineptly/inept (p. 51), dissension (p. 51), indignant (p.
51), malevolence (p. 52), chasms (p. 56), insolent (p. 58).
Chapter 3 vocabulary will be listed on white board for student convenience.
Class Activities: Narrative and Point of View/Vocabulary Prep
Transition Into Lesson: Attendance will be taken along with a daily prep grade (students should
have a pencil and paper) in Pinnacle. Discussion questions from chapter two will be written on the board.
All students will write answers/opinions on the board, and then we will have a short group discussion.
Time duration: 5-10 minutes
Motivations, Teacher/Student Interaction(s) or methods:
The narrator tells the story with a specific perspective informed by his or her beliefs
and experiences. Narrators can be major or minor characters, or exist outside the story
altogether. The narrator weaves her or his point of view, including ignorance and bias,
into telling the tale. A first-person narrator participates in the events of the novel,
using “I.” A distanced narrator, often not a character, is removed from the action of the
story and uses the third person (he, she, and they). The distanced narrator may be
omniscient, able to read the minds of all the characters, or limited, describing only
certain characters’ thoughts and feelings. Ultimately, the type of narrator determines
the point of view from which the story is told.
The Great Gatsby is told in the first person by Nick Carraway. The novel begins from
the point of view of an older Nick, reminiscing on the events of one summer. Nick’s
perspective, entangled in the dramatic action, subjectively depicts a series of events.
Lecture on Point of View – watch Finding Nemo video clip Darla and Nemo and
discuss the following questions:
 How does Darla feel about having Nemo as a pet?
 How does Nemo feel about becoming Darla’s pet?
Discuss the different types of point of view and watch video clip examples: Diary of
a Wimpy Kid, Go Mordecai!
Students will then take a quick quiz, testing their knowledge on point of view:
After you check the answers to the quiz, talk about point of view as it relates to The
Great Gatsby.
 What point of view is The Great Gatsby told in?
 Who is telling the story?
 How might the perspective of the story change if Fitzgerald had chosen
Daisy’s “sophisticated” point of view to narrate the story?
The class will then pick a scene from the first two chapters and write Daisy’s version
of the story.
Time duration: 40 minutes
Special Materials Needed/Distribution and Collection:
 Video clips
o Darla and Nemo
o Diary of a Wimpy Kid
o Go Mordecai!
 Quiz
Special Technology Needed/Special Setup: Computer with speakers, projector,
12
SMART board.
© 2000 Intel Corporation.
All
Rights
Reserved
.
INT
E L ®Other
T E ATeachers,
C H T O Tetc.:
H E Not
F U needed
TURE
Other-Field Trips, Speakers, Correlations
With
Considerations for Challenged Students: Resource assistant available during class
discussion and activity.
Considerations for Gifted/Talented Students: Gifted students will be asked to
13
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DAY FOUR
14
© 2000 Intel Corporation. All Rights Reserved.
INTEL®
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Teacher: Ashley Abegglen
Class: Language Arts 10
Date: Week One/Day Four
Objective(s):
NDE Academic Standards
Listed above
 The students will complete a Character WebQuest.
 The students will present a Prezi presentation.
 The students will read chapter four of The Great Gatsby as
homework.
Vocabulary Development: bootlegger (p. 61), disintegrate (p. 61), knickerbockers (p. 62), sporadic (p.
64), punctilious (p. 64), disconcerting (p. 64), evasion (p. 65), rajah (p. 65), retribution (p. 65), sinister (p.
65), threadbare (p. 66), incredulity (p. 66), anteroom (p. 69), juxtaposition (p. 71), succulent (p. 71),
roadster (p. 74), beaux (p. 75), effectual/effectually (p. 75).
Chapter 4 vocabulary will be listed on white board for student convenience.
Class Activities: Characters/Vocabulary Prep
Transition Into Lesson: Attendance will be taken along with a daily prep grade (students should
have a pencil, paper, and their copy of The Great Gatsby) in Pinnacle. Discussion questions from chapter
three will be written on the board. All students will write answers/opinions on the board, and then we
will have a short group discussion.
Time duration: 5-10 minutes
Motivations, Teacher/Student Interaction(s) or methods:
Character WebQuest:
https://sites.google.com/site/webquestcharacters/
Prezi presentations
Time duration: 70 minutes
Special Materials Needed/Distribution and Collection:
 Not needed
Special Technology Needed/Special Setup: Classroom laptops (or computer lab),
projector, SMART board.
Other-Field Trips, Speakers, Correlations With Other Teachers, etc.: Not needed
Considerations for Challenged Students: Resource assistant available during class
discussion and activity.
Considerations for Gifted/Talented Students: Gifted students will be asked to
“lead” projects by using their Prezi accounts for presentation.
Assessment:
Formative: Class/group discussions, observations, presentations.
Summative: Not needed.
Transition Out Of Lesson: Assignment on board - read chapter 4 (pp. 61-80). Consider Fitzgerald’s
descriptions as they read. Are they effective? Students should be prepared to discuss this question at the
beginning of the next class period.
All lessons, resources, and assignments are available on class website (Google Sites).
Time duration: 5 minutes
15
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WEBQUEST GROUPS
GROUP ONE
Ann
Jean
Vern
Rosa
Sandi
Gene
GROUP TWO
Ben
Joe
Cleo
Mary
Loren
Bart
GROUP THREE
Helen
Julie
Larry
Miguel
Lori
Liz
Group member in RED will be responsible for using their Prezi account for presentation.
Challenged
Gifted
DAY FIVE
16
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INTEL®
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Teacher: Ashley Abegglen
Class: Language Arts 10
Date: Week One/Day Five
Objective(s):
NDE Academic Standards
Listed above
 The students will discuss economy in the 1920s and how it
affects The Great Gatsby.
 The students will compute currency value in the 1920s
compared to today.
 The students will write a paragraph on economy, currency
value, in regards to The Great Gatsby.
Vocabulary Development: No chapter vocabulary
Class Activities: 1920s Economy
Transition Into Lesson: Attendance will be taken along with a daily prep grade (students should
have a pencil, paper, and their copy of The Great Gatsby) in Pinnacle. Discussion questions from chapter
four will be written on the board. All students will write answers/opinions on the board, and then we will
have a short group discussion.
Time duration: 5-10 minutes
Motivations, Teacher/Student Interaction(s) or methods:
Discuss economy in the 1920s:
 Video clip
 Quiz (as a class, on SMART board)
 How does this relate to The Great Gatsby?
*Math Element* Put students into groups (attached below); have each group
compute currency value in the 1920s compared to today. Currency convertor
explained and available on board.
The student will then independently write a short paragraph on how the economy,
including currency values, affects The Great Gatsby (themes, characters, plot, etc.).
Time duration: 40 minutes
Special Materials Needed/Distribution and Collection:
 Not needed
Special Technology Needed/Special Setup: Projector, SMART board.
Other-Field Trips, Speakers, Correlations With Other Teachers, etc.: Not needed
Considerations for Challenged Students: Resource assistant available during class
discussion and activity.
Considerations for Gifted/Talented Students: Gifted students will write 1 page
for writing assignment.
Assessment:
Formative: Class/group discussions, observations, writing.
Summative: Not needed.
Transition Out Of Lesson: No homework
All lessons, resources, and assignments are available on class website (Google Sites).
Time duration: 5 minutes
17
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Great Gatsby Unit – Week One/Lesson Five
Currency Groups
GROUP 1
Lori
Mary
Joe
Rosa
Larry
Bart
GROUP 2
Miguel
Helen
Ben
Jean
Cleo
Liz
GROUP 3
Julie
Loren
Sandi
Ann
Vern
Gene
Challenged – Resource Assistance
Gifted
DAY SIX
18
© 2000 Intel Corporation. All Rights Reserved.
INTEL®
TEACH
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Teacher: Ashley Abegglen
Class: Language Arts 10
Date: Week Two/Day One
Objective(s):
NDE Academic Standards
 The students will use the internet to find out about figurative Listed above
language.
 The students will identify figurative language in The Great
Gatsby.
 The students will write sentences that reflect certain literary
terms.
 The students will read chapter five of The Great Gatsby as
homework.
Vocabulary Development: elongating (p. 86), tactless (p. 88), obliged (p. 88), scrutinize (p. 89), ecstatic
(p. 90), defunct (p. 91), demoniac (p. 92), obstinate (p. 93), vestige (p. 94), exultation (p. 94), swathe (p.
96), disheveled (p. 96), garnish (p. 97), disarray (p. 97), corrugated (p. 98), scanty (p. 99), nebulous (p.
100), remote (p. 102).
Chapter 5 vocabulary will be listed on white board for student convenience.
Class Activities: Figurative Language/Vocabulary Prep
Transition Into Lesson: Attendance will be taken along with a daily prep grade in Pinnacle
(students should have a pencil, paper, and their copy of The Great Gatsby). Discussion question will be
written on the board (What do you think of the book so far?). All students will write answers/opinions on
the board, and then we will have a short group discussion.
Time duration: 5-10 minutes
Motivations, Teacher/Student Interaction(s) or methods:
Introduce figurative language: writers use figurative language to help the reader
visualize and experience events and emotions in a story.
Students will use the internet to find out about figurative language: imager, simile,
metaphor, personification, alliteration, onomatopoeia, hyperbole. They will take
notes on their findings to use in following activities and discussion.
Divide the class into groups (attached below). Assign each group a chapter (1–4) and
ask them to identify figurative language used in that chapter. They should specifically
identify images, similes, and metaphors. In those chapters, how does the figurative
language assist in telling the story? Have groups present their findings to the class.
Have students pick literary terms (attached below) out of a hat and write a sentence
that reflects the literary technique. Have each student read aloud the sentence he or
she wrote. The rest of the class must identify what technique the student was
attempting to master.
Time duration: 40 minutes
Special Materials Needed/Distribution and Collection:
 Literary terms in a hat
Special Technology Needed/Special Setup: Classroom laptops (or computer lab)
Other-Field Trips, Speakers, Correlations With Other Teachers, etc.: Not needed
Considerations for Challenged Students: Resource assistant available during class
discussion and activity.
Considerations for Gifted/Talented Students: Gifted students will assist
challenged students in groups.
Assessment:
Formative: Class/group discussions, observations, participation.
Summative: Not needed.
Transition Out Of Lesson: Assignment on board 19
- read chapter 5 (pp. 81-96). Students should find
© 2000
Intel Corporation.
Allthe
Rights
Reserved
.
N T E LThey
® Tshould
E A C HbeT ready
O T Hto
E present
FUTURE
examples
of one
(or two) of
literary
techniques
discussed inI class.
them to begin the next discussion.
All lessons, resources, and assignments are available on class website (Google Sites).
Time duration: 5 minutes
Great Gatsby Unit – Week One/Lesson Six
Figurative Language Groups
GROUP 1
Lori
Joe
Rosa
Larry
Bart
GROUP 2
Miguel
Jean
Cleo
Liz
GROUP 3
Julie
Sandi
Ann
Vern
Gene
GROUP 4
Mary
Helen
Loren
Ben
Challenged – Resource Assistance
Gifted
Figurative Language List
Imagery
Simile
Metaphor
Alliteration
Personification
Onomatopoeia
Hyperbole
Imagery
Simile
Metaphor
Alliteration
Personification
Onomatopoeia
Hyperbole
Imagery
Simile
Metaphor
Alliteration
Personification
Onomatopoeia
Hyperbole
20
© 2000 Intel Corporation. All Rights Reserved.
INTEL®
TEACH
TO THE
FUTURE
Day Seven
21
© 2000 Intel Corporation. All Rights Reserved.
INTEL®
TEACH
TO THE
FUTURE
Teacher: Ashley Abegglen
Class: Language Arts 10
Date: Week Two/Day Two
Objective(s):
NDE Academic Standards
Listed above
 The students will read chapter six of The Great Gatsby as a
class.
 The students will find vocabulary words in The Great Gatsby.
 The students will use the internet to find definitions for
chapter six vocabulary words.
 The students will write sentences that reflect certain
vocabulary words.
Vocabulary Development: transpire (p. 97), laudable (p. 97), insidious (p. 98), ineffable (p. 99), robust
(p. 99), ramification (p. 99), repose (p. 100), florid (p. 100), antecedent (p. 101), ingratiate (p. 101), senile
(p. 101), perturbed (p. 103), septic (p. 106), lethargic (p. 106), euphemism (p. 107), obtrusive (p. 107),
menagerie (p. 107), dilatory (p. 108). EXTRA: meretricious (p. 98), turgid (p. 99), debauchee (p. 100)
Chapter 6 vocabulary for class activity.
Class Activities: Vocabulary
Transition Into Lesson: Attendance will be taken along with a daily prep grade in Pinnacle
(students should have a pencil, paper, and their copy of The Great Gatsby). All students will write their
examples of figurative language from the book on the board, and then we will have a short group
discussion.
Time duration: 5-10 minutes
Motivations, Teacher/Student Interaction(s) or methods:
Scaffolding technique used - Students will receive assistance early on to complete
tasks, then as their proficiency increases, that support will gradually be removed.
Previous knowledge of The Great Gatsby will help with the understanding of new
vocabulary words.
Focus will be on chapter six vocabulary and developing understanding of new
words. Students will be assigned a vocabulary word from chapter six (attached
below). We will go over word pronunciations together.
Students will then share with the class their own definitions of what they think their
word(s) mean.
Students will get out a blank piece(s) of paper and write their word(s) at the top.
Read chapter six (p. 97-111) as a class. As we read, students will write down their
vocabulary word as it appears in the book on their paper.
After reading chapter six, students will then use technology (classroom laptops,
computer lab) to find definitions. Students will write the true definition on their
paper, and proceed to use their vocabulary word in a sentence of their own.
After students complete their vocabulary information papers (steps from above), we
will pass papers clockwise (teacher included) and each student will review each
vocabulary information paper and come up with a sentence of their own for each
word (1-2 minutes each). Papers will end up back with their owners.
If time permits students will share their favorite sentences on their paper (1-2
each).
Time duration: 40 minutes
Special Materials Needed/Distribution and Collection:
 Vocabulary words (hand out).
Special Technology Needed/Special Setup: Classroom laptops (or computer lab)
Other-Field Trips, Speakers, Correlations With Other Teachers, etc.: Not needed
Considerations for Challenged Students: Resource assistant available during class
22
discussion and activity. Vocabulary assigned at their level. They can choose to pass
© 2000 Intel Corporation. All Rights Reserved.
INTEL® TEACH TO THE FUTURE
on writing sentences on some of the vocabulary words, and instead write the word
on a separate sheet of paper to work on spelling (resource assistant available).
***School resource teachers can make accommodations to this lesson by using
Great Gatsby Unit – Week Two/Lesson Two
Class List
Average
Lori – laudable
Joe – insidious
Rosa – ineffable
Miguel – ramification
Jean – repose
Julie – florid
Sandi – antecedent
Ann –senile
Mary – perturbed
Helen – lethargic
Loren – euphemism
Ben - obtrusive
Challenged
Larry – transpire
Cleo – robust
Vern - septic
Gifted
Bart – menagerie, meretricious
Liz – dilatory, debauchee
Gene – ingratiate, turgid
Chapter Six Vocabulary List
transpire
laudable
insidious
ineffable
robust
ramification
florid
antecedent
senile
perturbed
septic
lethargic
obtrusive
menagerie
dilatory
ingratiate
meretricious
debauchee
23
© 2000 Intel Corporation. All Rights Reserved.
INTEL®
TEACH
TO THE
FUTURE
repose
euphemism
turgid
DAY EIGHT
24
© 2000 Intel Corporation. All Rights Reserved.
INTEL®
TEACH
TO THE
FUTURE
Teacher: Ashley Abegglen
Class: Language Arts 10
Date: Week Two/Day Three
Objective(s):
NDE Academic Standards
Listed above
 The students will discuss character development.
 The students will write an essay on whether The Great Gatsby
is a coming-of-age story.
 The students will read chapter 7 from The Great Gatsby for
homework.
Vocabulary Development: harrowing (p. 114), commutation (p. 115), affront (p. 115), croon (p. 117),
genial(ly) (p. 118), refuse (p. 118), boisterous(ly) (p. 121), medium (p. 122), inviolate (p. 125),
tumultuous (p. 126), intermittent (p. 126), vicarious(ly) (p. 131), rancor (p. 132), magnanimous (p. 135),
presumptuous (p. 135), truculent (p. 140), luminosity (p. 142), rift (p. 144).
Chapter 7 vocabulary will be listed on white board for student convenience.
Class Activities: Character Development/Vocabulary Prep
Transition Into Lesson: Attendance will be taken along with a daily prep grade in Pinnacle
(students should have a pencil, paper, and their copy of The Great Gatsby). Students will write 1-2 points
on character development on the board.
Time duration: 5-10 minutes
Motivations, Teacher/Student Interaction(s) or methods:
***FLIPPED ASSIGNMENT***
To be completed the night before:
Students will use Edmodo where they will watch a video on “character development”,
and each student will write three points from the video and turn them in via Edmodo.
After becoming acquainted with the concept of development of characters, students
will read the “Gatsby’s Guide to Manhood” also located on Edmodo.
gatsbyhandout02.pd
f
After reading the handout, students will then look up and post the meaning of the
“coming-of-age story” to the class group. Students will be using this information for a
writing exercise to be done in class.
Students will come to class well prepared to discuss character development as it
pertains to The Great Gatsby. As a class we will have a short discussion on character
development points turned in on Edmodo. Have any of the main characters (Tom,
Daisy, Nick, Jordan, and Gatsby) changed in the novel’s first six chapters?
Students will then use the rest of the class period to type their brief essays on
whether or not The Great Gatsby is a coming-of-age story based on the “Gatsby’s
Guide to Manhood,” the coming-of-age definition, and The Great Gatsby read thus far.
Students must support their conclusions with quotes from the novel.
I will be spending time with each student discussing his/her ideas as they write
their essays. Students must hand in typed essays by the end of the period.
Time duration: 40 minutes
Special Materials Needed/Distribution and Collection:
 Not needed
Special Technology Needed/Special Setup: Classroom laptops (or computer lab)
Other-Field Trips, Speakers, Correlations With Other Teachers, etc.: Not needed
Considerations for Challenged Students: Resource assistant available during class
discussion and activity. Resource teacher will go over flipped assignment with
students before class during resource time, to make sure they understand what is
expected during class. They will be given hard copies of "Gatsby’s Guide to
Manhood” and links to “coming-of-age story” definition.
25 Students: Students will be expected to
Considerations for Gifted/Talented
© 2000 Intel Corporation. All Rights Reserved.
INTEL® TEACH TO THE FUTURE
examine another aspect of character development
in The Great Gatsby in the flipped
assignment.
In the beginning of the novel, Daisy says contemptuously “Sophisticated—God, I’m
sophisticated!” (p. 17). Now that we know more about Daisy, what did she mean?
26
© 2000 Intel Corporation. All Rights Reserved.
INTEL®
TEACH
TO THE
FUTURE