Symbols in “The Great Gatsby”
Learning Ally Bookshelf # KM528
Title
Symbols in “The Great Gatsby”
Theme
English Language Arts - analysis of symbols in literature
Subject
Language Arts
Time
Several class periods
Grade Range
9-12
Standards
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging or beautiful.
Objectives
Students will be able to:
• Identify different symbols in the story “The Great Gatsby”
• Analyze and discern meaning from different symbols in the text
• Identify ways in which symbols help catapult theme in “The Great Gatsby”
Materials and
Preparation
• Analysis of a Symbol (worksheet available online)
• Symbolism in “The Great Gatsby” (worksheet available
online)
• Projector to portray images
Optional:
• Five-Paragraph Outline (available on
website)
Note to Teacher
Understanding symbols in literature is an important skill. “The Great Gatsby” has a multitude of great symbolism
with variable meaning. Identifying and analyzing the symbolism of this novel will allow students to better
understand the thematic elements and message of this great American novel. This is an ideal lesson to use in
aiding students in the understanding of theme, main idea, and author’s purpose.
Introduction /
Hook
On an overhead projector, project the image of the color red. Ask the class: What do you think this color means? What does
it symbolize? (Love, fear, death, lust, etc.) Continue showing the other images to the class with brief classroom discussion on
what each might symbolize. Explain to students that in literature and reading, often things an author describes are actually
symbols to help the audience infer a deeper message, or theme.
Instructional
Activities
Pass out the Analysis of a Symbol worksheet. Have students get into groups of three to four. Read the beginning of the
worksheet definition of a symbol together. Tell students that they are going to define what a symbol means and paraphrase in
their own words. Next, they will take a look at the images on the worksheet (a dove, a rose, money, a baby) and as a group
students will decipher what each image means or symbolizes. Have each group present their different interpretations of each
image. Be sure to highlight that each image may symbolize something else to each person, and that is OK. (15-20 min. group
work)
LearningAlly.org
Symbols in “The Great Gatsby”
page 2
Learning Ally Bookshelf # KM528
Instructional
activities (cont.)
Pass out the Symbolism in Great Gatsby chart. Tell students that while reading “The Great Gatsby” we will be identifying
symbols as a class, but that you may also identify symbols while reading independently by using this chart. On the board,
write the word “theme” and explain to students that a theme is the main message the author is trying to convey in their
writing. Explain that often symbols are a good way for author’s to relay a novel’s theme. Be sure to keep a place on the board
for “theme,” writing down various “themes” the class encounters while reading the story. Some examples include: lust and
desire, the American dream, prosperity vs. poverty, declining morality, etc.
After reading chapters 1-3 as a class, go back to Symbolism in Great Gatsby chart and highlight with the class some
possible symbols encountered.
- Gatsby’s mansion: symbolizes excess, especially when next to Nick’s home.
- The color green: can symbolize different things at different places in the novel—in ch. 1, Gatsby is seen reaching towards
the color green, which we learn marks his desire for Daisy (and ultimately continuing wealth to capture her attention—or the
“American dream.”)
-The Valley of Ashes—symbolizes poverty and moral decay in the desolate area between East and West Egg
-Gatsby’s lavish parties/car: symbolizes the American dream, excess.
Fill out the chart with the class, modeling how to utilize the chart and identify/analyze symbols while reading. Tell students
that while reading the story, they are to find at least five to six more instances of symbolism in the novel and fill out the chart
individually or while working in pairs.
Wrap Up
Once the novel is completed, have students refer back to different symbols they have identified in their stories. Have students
present to the class different symbols they have identified and their meanings. Ask students to choose one or two themes that
they think best highlights the main message of “The Great Gatsby” and ask them how some of their symbols relate to this
theme.
Optional: Have students use the five-paragraph essay template to write an essay about a major theme in “The Great Gatsby”
using some of their symbols as backup. (Ex: theme of the “American dream” can be symbolized through the color green,
Gatsby’s car, Gatsby’s parties, etc.)
Differentiated
Instruction
LearningAlly.org
• Group students during class discussions and assignments by various strategies: by choice, number, random, high-low,
partnering, etc.
• Allow students to use technology in their groups or individually for listening to audiobook, etc.
• Provide alternative assessment that measures same content.
• Adapt teaching methods to various learning styles (i.e. provide video to visual learners, etc.).
• Change up classroom discussions to hands-on work depending on learning style and interest.
Symbols in “The Great Gatsby”
page 3
Learning Ally Bookshelf # KM528
Assessment
Accommodations /
Modifications
LearningAlly.org
Formal: (Tests, quizzes, assignments)
• Analysis of Symbol worksheet
• Symbols in “The Great Gatsby”
• Optional Five-Paragraph Essay
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for
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Use of audiobooks at home and school.
Allow use of technology such as smartphones, computer, etc.
listening to book in class/at home.
Allow students to type instead of write all answers to questions.
Base all grading on content, not spelling or grammatical errors.
Informal:
• Class and group discussions and participation
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Provide a scribe.
Read worksheet questions aloud.
Make read-aloud optional.
Provide extended time on assignments.
Provide alternative assessment as necessary.