Lesson 3 | The Great Gatsby | 12th Grade English

Objective

Identify details from chapter 3 that can support assertions about Gatsby’s character.

Analyze how Fitzgerald develops the symbolic meaning of cars in the novel.

Readings and Materials

Book: The Great Gatsby by F. Scott Fitzgerald — Chapters 1-3

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Target Task

Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Writing Prompt

Explain Fitzgerald’s use of contradictions to develop Gatsby’s character thus far. Be sure to include both how and why he does so.

Articulate the relevance and meaning behind the cars that appear in chapter 3. Use evidence to support your argument.

Key Questions

Questions about the text that will help guide the students understanding

Track Fitzgerald’s use of cars as symbols. What is he communicating through his use of cars throughout chapter 3?
Nick begins by saying that Gatsby possessed “an extraordinary gift for hope.” (p. 2) Where do you see evidence of this “gift for hope” in the descriptions of Gatsby in chapter 3?
Who does Gatsby call, “old sport?” (pp. 47 and 48)
Is Nick’s positive characterization of Gatsby as one in a million accurate? What are the many possible negative interpretations of Gatsby based on what you read in the text?

Notes

Suggestions for teachers to help them teach this lesson

Small-group or whole-class discussions about Nick’s claim about Gatsby (“extraordinary gift for hope”) would be a good use of at least part of today’s class. Students should be required to both support and refute this claim using evidence from throughout the first three chapters.
In order to identify the significance of the symbolism of the cars, students may need background information on the frenetic pace of both the 1920s and the Jazz Age. A resource such as this blog, "The Cars of "The Great Gatsby"" might be helpful to the teacher in developing a handout or lecture.

Lesson 2

Lesson 4

Lesson Map

“8 Ways 'The Great Gatsby' Captured the Roaring Twenties”
The Great Gatsby — Chapter 1

Identify contradictions present in 1920s society and evaluate how these contradictions are revealed in the opening chapter of the novel.

The Great Gatsby — Chapters 1 and 2

Analyze the key diction used to characterize the setting as well as the major characters: Nick, Daisy, Tom, Jordan, etc.

Compare how Nick, Daisy, Tom, Jordan, etc., are characterized versus how Gatsby is characterized.

The Great Gatsby — Chapters 1-3

Identify details from chapter 3 that can support assertions about Gatsby’s character.

Analyze how Fitzgerald develops the symbolic meaning of cars in the novel.

The Great Gatsby — Chapter 4

Identify details from chapter 4 that can support our assertions about Gatsby’s character.

The Great Gatsby — Chapters 5 and 6
“Gatsby's Green Light”

Analyze Fitzgerald’s characterization of Gatsby and his development of theme in chapters 5 and 6.

The Great Gatsby — Chapter 7

Analyze Fitzgerald’s use of diction, characterization, and historical context to develop the themes of memory and social class.

The Great Gatsby — Chapters 8 and 9

Evaluate Fitzgerald’s use of foreshadowing and symbolism in the final chapters of the novel.

Discussion & Writing

The Great Gatsby — Entire novel

Evaluate the essential questions of the unit in the context of the novel.

Assessment

Select a topic and begin work on a unit paper.

The Great Gatsby
The Great Gatsby

Analyze how the filmmaker establishes tone in the film version.

The Great Gatsby

Objective

Readings and Materials

Target Task

Writing Prompt

Key Questions

Notes

Lesson Map

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