Effects of Setting on Plot in “The Great Gatsby”
Learning Ally Bookshelf # KM528
Title
Effects of Setting on Plot in “The Great Gatsby”
Theme
English Language Arts - analysis of setting in literature
Subject
Language Arts
Time
Several class periods
Grade Range
9-12
Standards
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or
end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its
aesthetic impact.
Objectives
Students will be able to:
• Identify the major elements of setting and plot
• Analyze the setting and plot in “The Great Gatsby”
• Make text to text, and text-to-self connections
• Use textual evidence to back up story analysis
Materials and
Preparation
• KWL chart (available on website)
• Elements of Setting (available on website)
• Elements of Plot (available on website)
Optional:
• Five-Paragraph Outline (available on
website)
Introduction /
Hook
Pass out a KWL chart to the class. Write the topic on the board “the 1920s.” Ask the class what they “know” about the 1920s.
(The 1920s was the period of time that directly followed World War I. Was called the “Roaring Twenties,” or “The Jazz Age”
and was a period of great change in America. Prohibition - 18th amendment made the sale of alcohol illegal for most of the
20s, but was repealed due to corruption and lack of enforcement.) Next, have students talk about some things they might
want to know about the 1920s. (Class discussion 15-20 min.)
Instructional
Activities
Write the word “setting” on the board and ask students what they think this means. (Generally the time and place of a story.)
The purposes of setting are:
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to create problems for the characters
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to provide a background for the events and characters
•
to help understand the characters and their conflicts
LearningAlly.org
Effects of Setting on Plot in “The Great Gatsby”
page 2
Learning Ally Bookshelf # KM528
Instructional
activities (cont.)
Pass out the Elements of Setting worksheet. Read the worksheet aloud with the class explaining what each element of setting
means. Tell students that some of the elements of setting may merge into the other, but each portion helps us form a better
picture of the specific situation of a story. You may want to fill out the “describe” section together, but then have students find
evidence and page #s on their own. Tell students that while they are reading “The Great Gatsby” students will need to fill out
the chart, finding evidence of each element of setting as they read.
After reading chapters 1-4, go back to the Elements of Setting chart and review with the class some elements we
now know. (The story takes place in the 1920s, New York, Long Island, East/West Egg, note varying weather, social
conditions (extreme wealth), etc.) Discuss with the class where each item can go in the Elements of Setting chart.
Guide students toward finding the answers on their own or in groups.
Pass out the Elements of Plot worksheet and project the first page onto the board. Tell the class that the “plot” in
literature is the sequence of main events in a story. The events can be broken into five areas: introduction, rising
action, climax, falling action and resolution or how the story ends. New words to define with class:
-Rising action: These are all events that lead up to the climax of the story
-Climax: This is the major turning point in a novel. Usually highly memorable.
-Falling action: All events that come after the climax.
-Resolution: How the story ends or how major loose ends are tied up.
Discuss a different book that is well known to the class and go through the various stages of plot aloud. (An
example could be a simple fairy tale like Cinderella, or any book the class has previously read.) Go through the
elements of plot together for the story, highlighting areas where the climax may be (in Cinderella where she loses
her shoe after her running from the castle at midnight), as well as rising and falling action. Class discussion 10-15
min.
After discussing a different title, move on to “The Great Gatsby” and ask students to identify the different elements
of plot that they have read so far in the story. (This will depend on where you are in the story.) Fill out the second
page with the class, or have students fill out independently as you continue reading the novel in class. Be sure
to ask students: How do you think the setting (the story being set in the 1920s, prohibition, social change, etc.)
affects the plot? Possible answers: The change in society (i.e. 1920s) where behavior shows excess in all areas.
Gatsby made his fortune through illegal means (bootlegging, etc.) during prohibition, all with the desire of wooing
Daisy back with wealth.
LearningAlly.org
Effects of Setting on Plot in “The Great Gatsby”
page 3
Learning Ally Bookshelf # KM528
Wrap Up
Once the novel has been completed, have students take out their Elements of Setting and Elements of Plot charts and review
with the class. Ask students: How did the setting of this story affect the plot?
Optional: Using the five-paragraph essay template, have students write an essay about how the setting in “The Great Gatsby”
affects the plot, and ultimately the message of the story.
Differentiated Instruction
• 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.
• 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.
Assessment
Formal: (Tests, quizzes, assignments)
• Elements of Setting completion
• Elements of Plot completion
• Five-Paragraph Essay Template
Accommodations /
Modifications
LearningAlly.org
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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.