Curriculum / ELA / 12th Grade / Unit 5: The Great Gatsby / Lesson 6
ELA
Unit 5
12th Grade
Lesson 6 of 10
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Analyze Fitzgerald’s use of diction, characterization, and historical context to develop the themes of memory and social class.
Book: The Great Gatsby by F. Scott Fitzgerald — Chapter 7
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
As we leave Gatsby standing outside the Buchanan house, do you see him as Nick does, as a figure of romantic hope, or as most of society does, as a shady character? Explain your thinking with precise evidence.
Questions about the text that will help guide the students understanding
Suggestions for teachers to help them teach this lesson
The cartoon The Real Jay Gatsby by Kate Beaton, a Canadian comics artist, could be used today to prompt discussion on both Gatsby’s contradictory character and Fitzgerald’s use of Gatsby to convey his message.
Next
Evaluate Fitzgerald’s use of foreshadowing and symbolism in the final chapters of the novel.
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.
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.
Identify details from chapter 4 that can support our assertions about Gatsby’s character.
Analyze Fitzgerald’s characterization of Gatsby and his development of theme in chapters 5 and 6.
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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