Curriculum / ELA / 12th Grade / Unit 5: The Great Gatsby / Lesson 3
ELA
Unit 5
12th Grade
Lesson 3 of 10
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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.
Book: The Great Gatsby by F. Scott Fitzgerald — Chapters 1-3
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
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.
Questions about the text that will help guide the students understanding
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Identify details from chapter 4 that can support our assertions about Gatsby’s character.
Identify contradictions present in 1920s society and evaluate how these contradictions are revealed in the opening chapter of the novel.
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.
Analyze Fitzgerald’s characterization of Gatsby and his development of theme in chapters 5 and 6.
Analyze Fitzgerald’s use of diction, characterization, and historical context to develop the themes of memory and social class.
Evaluate Fitzgerald’s use of foreshadowing and symbolism in the final chapters of the novel.
Evaluate the essential questions of the unit in the context of the novel.
Select a topic and begin work on a unit paper.
Analyze how the filmmaker establishes tone in the film version.
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