Great Gatsby Unit Plan

November

Unit Plan

Calendar
Sunday

Monday

Tuesday

02

Wednesday

1.03

Introduction to The
Great Gatsby
Intro lesson
* Begin reading
chapter 1 for
homework
(W1/L1)

Thursday

2.12
Presentations
* Finish reading
chapter 1

Friday

3.2.23.2

Before, During,
and After
reading activity
* Read chapter
2 in class and
whatever is
leftover will be
homework

Saturd
ay

11

12

Character
mapping
activity
*Begin
reading
chapter 3

(W1/L2)

7
Reading
Journals
* Finish reading
chapter 3 and
start on chapter
4

13

20

14

Intro to multigenre portion

*Begin the
students on
chapter 6

21

8
Rare Reading
*Continue with
chapter 4
(W2/L1)

9
Setting map
* Start on
chapter 5

15

Public genre
*Reading chapter 6
(W3/L1)

22

10
Work day
*Working on
maps and
journals
continue
reading chapter
5

16

Literary Genre
* Reading
chapter 7

23

Work day

17

No lesson plan

24

In-class
Quiz
* Quiz over
chapters 15

18

19

25

26

Reading
Journal day
Finish
chapter 7
and start on
chapter 8

- Rudy
- Pursuit of
happiness
- Of mice and
men
- The great
Gatsby

27

28

(W4/L1)
(finish book today)

29

Intro to paper

Work day
No lesson plan

Peer
evaluation

30

Turn in and Film

day

0313131

Introduction Lesson (week1lesson1)

#1
SUBJECT

TEACHER

GRADE

English

Ms. Rogers

8th

DATE

Notes:
Objectives

Students will be able to:

1. Analyze and synthesize the different
categories surrounding the 1920s
2. Create a presentation over their given
topic
3. Work collaboratively within groups of their
peers

Materials

Procedure
(by min)

Computer
Group arrangement
Project and presentation instructions

1. (5 mins) Begin the class by introducing

the book to the students
Bring the students attention to the
year that the book was written
2. (5-7 mins) After you have discussed the
time period, break the students into
groups dealing with a specific topic in
relation to the 1920s
Music
Literature
Clothing
The American Dream
The war
3. (15 mins) Offer up the example
presentation that is created
To give them a visual example of what
you want their presentations to look
like.

-Not all categories

will be used it will
depend on the size
of the class

- Your example is
over parties of the
1920s on PP

Notes:

Presentation details
1. The presentation will take place the
following day of this lesson
2. The presentation should be no longer
than 5 mins but with a minimum of 3
min
3. Each member of the group must say
something during the presentation
4. As each group is presenting the
classmates watching should be taking
notes over each category
At the end of this presentation we will
discuss how each topic ties into the
American dream
4. (20-25 mins) Once you have broken the
students into groups and given them their
specific topic they have the rest of the
period to work on their presentation with
their group
5. As they are working walk around and
listen to the students work and give help
when its needed
Closinghomeworkassessmemt

* The notes that they

will be taking on the
presentation will help
them for the paper
they will be writing
at the end of the unit

The students will be given the class period

to work on these short presentations.
Depending on what they get done in class
will depend on the homework they have to
take home them. And begin with reading
chapter 1.

Notes:
Standards

8.W.5: Conduct short research assignments

and tasks to build knowledge about the
research process and the topic under study.
8.RL.3.2: Analyze a particular point of view or
cultural experience in a work of world
literature considering how it reflects heritage,
traditions, attitudes, and beliefs.
8.SL.4.2: Create engaging presentations that
integrate multimedia components and visual
displays to clarify information, strengthen
claims and evidence, and add interest.

The Roaring 1920s Presentation Project

Name ___________________
Period______________
Date_______________

Assignment: For this project you will work in small groups doing research on a relevant topic during the
1920s. Once you have been assigned a topic and a group you will be given the rest of the class period
to work on your presentation

The presentation will be doing research on your topic by finding examples and pictures that is relevant
to that topic, and put all that information in a PowerPoint presentation.
The presented tomorrow at the beginning of class. Each groups presentation should be no longer than 5
minutes but a minimum of 3. Each member of the group should speak at least once during the
presentation

Presentations: Each group will present their project to the class. With the presentation being at least
3 minutes but no longer than 5 minutes

While each group is the students observing will take notes on each section. These notes will be
important for a later assignment so take good ones!

____/5 points
____/10points
____/5points

Total:

____/20points

Presentation Day (week1lesson2)#2

SUBJECT

TEACHER

GRADE

English

Ms. Rogers

8th

DATE

Notes:
Objectives

The students will be able to:

1. Create a presentation over a given
topic
2. Present the information they find to
their peers
3. Interrupt the information from
peers presentations and take
effective notes over the material

Materials

PowerPoint presentations
Note taking paper
Pen/pencil

Notes:
Procedure

1. (10mins) Begin class by having the

students get into their groups and
go over their presentation, and
once the students have discussed
with their group members
2. (5 mins) Start off by passing out
the note taking sheet and instruct
the students on what to do
Pay attention to each
section and write down any
relevant information (let
them know that their notes
will be helpful for a later
assignment, so take good
notes)
While each group is
presenting have the
students think about the
relationship with each topic
to the American Dream
3. (20-30mins) Use the rest of the
class period for presentations and
discussion over the American
dream
4. (5 mins) If there is any free time in
class allow the students to catch up
on their reading

Closinghomework
assessme
mt

The students will be responsible for

finish chapter 1 of the novel and be
prepared to start chapter 2 for class
tomorrow.

Standards

8.W.3.2: Write informative

compositions on a variety of topics that

The notes that they take during the

presentation and collect at the end
of the class period.

* Hand the students

back their notes
tomorrow in class/
points for completion

Develop the topic with relevant, wellchosen facts, definitions, concrete

7

Notes:
details, quotations, or other information
and examples from various sources and
texts.
8.W.4: Apply the writing process to
Use technology to interact and
collaborate with others to generate,
produce, and publish writing and
present information and ideas
efficiently.
8.SL.4.2: Create engaging
presentations that integrate multimedia
components and visual displays to
clarify information, strengthen claims
and evidence, and add interest.
8.ML.1: Critically analyze information
found in electronic, print, and mass
media used to inform, persuade,
entertain, and transmit culture.

Note-Taking Worksheet
Name ___________________
Period______________
Date_______________

Music

Mens and women

Clothing

The American Dream

Literature

The War

Cars

Before, During, After

(week1lesson3)#3
SUBJECT

TEACHER

GRADE

English

Ms. Rogers

DATE

th

Notes:
Objectives

Students will be able to:

1. Analyze the text paying close attention
to characters
2. Understand and describe the viewpoints
of a character
3. Respond in complete sentences to
questions

Materials

Procedures

The Great Gatsby by F. Scott

Fitzgerald
Discussion handout
Paper
Pen/pencil

1. (10mins) We will start the class with a

short writing prompt answering the
following question and give them time to
write
Have students respond to the
following question:
Write about a time when you were
forced to go somewhere you didnt
want to go. Or, better yet, write
about a time you ended up in a
place you knew you really
shouldnt be, but you couldnt do
very much about it.
2. (5 mins) Once they have finished writing
call on a few students to share their
stories
3. (2 mins) Introduce the During reading
activity
As you read Chapter II, answer the
following questions about the
characters and descriptions. Do
not be overly concerned with
grammar and punctuationjust
make sure that you can
understand your own thoughts.
*Questions will be on the
handout*

*Let the students know

they will be sharing
their stories

10

Notes:

5. (30-35 mins) Give the students the rest

of the class period to read and work on the
chapter questions

Closinghomeworkassessmemt

Standards

The assignment would become homework

if the students do not finish their work in
class. If they are done they can turn it in at
the end of class period or at the beginning
of class the next day.
8.RL.1: Read a variety of literature within a
range of complexity appropriate for grades 68. By the end of grade 8, students interact
with texts proficiently and independently.
8.RL.2.2: Analyze the development of a
theme or central idea over the course of a
work of literature, including its relationship to
the characters, setting, and plot; provide a
detailed summary that supports the analysis

Name ___________________
11

Period______________
Date_______________

The Great Gatsby

Before and During Reading Activity
Chapter 2
Before Reading:
Journal Write (5-10 minutes) - Have students respond to the following question:
Write about a time when you were forced to go somewhere you didnt want to
go. Or, better yet, write about a time you ended up in a place you knew you
really shouldnt be, but you couldnt do very much about it.
Response Time:
Call on a few students to share their story. If students are reluctant share one of
Introduction to Reading:
Today, we are going to read more about our friends Daisy, Nick and Tom, and I
want you to think about a couple of things as you read Chapter II. First, are any
of the characters in the wrong place at the wrong time? Do they get in trouble?
Also, you will meet Myrtle in this chapter, and I want you to watch her behavior
carefully. To that end, I have a few questions for you to answer as you read.
Make sure you write in complete sentences, I just want some good examples
from the text for each question.
During Reading:
As you read Chapter II, answer the following questions about the characters
and descriptions. Make sure that you can understand your thoughts.
1. Read the first three paragraphs. Count how many times the words ash or
ashes are used. Write the number down. Then, see how many other words
you can find that relate to ashes or dust. Write them below. As you read this
chapter, look for more words that relate to things that have been
burned.
2. Sketch a quick picture of what you think the Valley of Ashes might look like
dont forget Dr. T.J. Eckleburg.
3. Note the behavior of Myrtle Wilson. Make a list of what she buys and how
she behaves. How does it change from when she is at the garage to in
New York?
4. Which characters do you think are in the wrong place at the wrong time,
if any? Why?

12

Character Mapping (Week1lesson4)#4

SUBJECT

TEACHER

GRADE

English

Ms. Rogers

8th

DATE

Notes:
Objectives

The students will be able to:

1. Discuss and analyze character development
2. Describe the characteristic traits of several
characters in the book
3. Organize the characters according to the
character map
4. Interpret each characters depiction of the
American dream

Materials

Procedure

Character map worksheet

The Great Gatsby text
Pencil
Paper

* Make sure the

students have a
pencil because
they will be using
it to underline
text in the book

1 (5 mins) To begin this lesson, ask the students

to think about a character in a book that
they really enjoy. Ask students to share
the reasons that they like the character
and the things that that author did to
make the character likable.
2 (5 mins) In turn, ask students if they have
encountered a character that they did not
like and to talk about what reasons they
dislike these characters.
3 (5-7 mins) Share the following information with
the students:
* When authors create characters, they
13

Notes:

consider the characters

Physical characteristics
Interaction with other characters
Interaction with the world around
him/her
Thoughts and feelings
Behavioral Traits
Speech and speech habits
Past, present and future.

4 (7-10 mins) Once you have discussed these

different characteristics with the class
hand out the character mapping
worksheet and go over the instructions as
a class
On this chart there is a list of
characters from the novel
For each character you are
responsible for a; description of the
character, characteristics to
describe that character, and page
number of a quote you found in the
text
* Note that all the characters
cant be fully described so its
okay for some sections to be
left blank if the students hasnt
reached that character yet
5 (20-25 mins) Give the students the rest of the
class period to work on their character
maps
* The students may work in group if
they want, but if they do each
member in the group must have a
different quote for a specific
character
6 (1min) Explain that for this project, students
will map out the life of a character through
out the book and to keep this chart close
because it will come in handy or another
14

Notes:

assignment

Closinghomeworkassessmemt

Standards

This character map will help them with a

journal entry assignment that will all be turned
it at the end of the unit. So for a complete
grade its important that the students hold on
to this character map.
8.W.3.3: Write narrative compositions in a
variety of forms that
Use narrative techniques, such as dialogue,
pacing, description, and reflection, to develop
experiences, events, and/or characters.
8.RL.1: Read a variety of literature within a
range of complexity appropriate for grades 68. By the end of grade 8, students interact
with texts proficiently and independently.

15

Character Mapping Activity The

Great Gatsby
Name ___________________
Period______________
Date_______________

Character

Key
characteristic
s

Textual evidence
(page number)

Characters
Representation
of American
Dream

Nick
Carraway

Jay
Gatsby

16

Daisy
Buchanna
n

Tom
Buchanna
n

Jordan
Baker

Myrtle
Wilson

George
Wilson

Owl eyes

Klipspringe
r

17

Meyer
Wolfshei
m

Reading Journals (week1lesson5)#5

SUBJECT

TEACHER

GRADE

English

Ms. Rogers

8th

DATE

Notes:
Objectives

Students will be able to:

1. Create a journal entry on the voice
of the character
2. Use previous class period to
determine what character they want
to choose
3. Understand a characters relevance
to the American dream

Materials

Procedure

Composition notebooks
Pens/pencils
Character maps
The Great Gatsby

* The composition
notebook should be
different from their regular
English notebook

1. (1 min) Begin the class by having

the students pull out their character
charts
2. (10-15 mins) Once they have pulled
out the character charts have them
pull out their composition notebooks
and explain the reading journals
18

Notes:

Refer to the handout for

journal instructions
3. (30 mins) Once you have gone over
the instructions with the class allow
them the rest of class period to work
on their journals
4. Walk around the class periodically to
make sure the students are off to a
good start
5. (4 mins) Explain to the students that
you will be checking their progress
on the journals as they are leaving
class
Closinghomeworkassessmemt

Standards

This activity will be something they

will work on through the weeks.
However for this class period as an
exit ticket the students will have to
show what progress they have made
on their journals.
8.W.1: Write routinely over a variety of
time frames for a range of tasks,
purposes, and audiences; apply reading
standards to support analysis, reflection,
and research by drawing evidence from
literature
8.RL.2.2: Analyze the development of a
theme or central idea over the course of
a work of literature, including its
relationship to the characters, setting,
and plot; provide a detailed summary
that supports the analysis.

19

ADDITIONAL
INSTRUCTION

The Great Gatsby Character Journal

Directions:
Just as the narrator Nick experiences new people and places in Northeastern
New York in the story, you will also be chronicling your adventures via a
reading journal in your composition notebook for The Great Gatsby.
But as you are writing journals in the point of view of a character of your
choice.
Using the character maps we created pick a character in which
will be the voice of your reading journal. For each chapter
of the book you will write a response in the voice of your character.
Even if your character isnt in the chapter, write about how you
Think your character would respond.
You will have various opportunities to work on these journals in class.
Periodically your journals will be collected just to make sure your journal
entries are up-to-date with the chapters. So it is important that you stay on
track during this novel! Try to write your entry immediately after you finish
reading a chapter so that it will be fresh in your mind, thoughts, and words!

20

Journal Requirements (One for each chapter, so nine [9] journals in total):
1. All journal entries must be written in your composition notebook
2. On each page the right hand corner should include the chapter number
and page numbers.
3. Each entire should consist of 2 paragraphs
a. Paragraph One: Write at least a 3-5 sentence chapter summary
i. For each chapter try and choose a different event to focus on
for the following
ii. Write one sentence why you chose this
character/place/event.
b. Paragraph Two: Write at least two sentences of your personal
response here. There are no right or wrong answers. What did you
like? Dislike? Inferences for the next chapter??
i. Choose a line/sentence the best represents the
character/place/event, citing in MLA style (Fitzgerald 122).
4. Choose one quote from each that incorporates the idea of The American Dream
5. Finally once your journal entries are finished, you will be responsible for
decorating the cover of your journal with your character in mind. This is your
chance to show me how creative you can be
6. These journals wont be due until the completion of the book, but remember we
will work on them during the weeks coming so keep up with the chapters

21

A R.A.R.E Day (week2lesson1)#6

SUBJECT

TEACHER

GRADE

English

Ms. Rogers

8th

DATE

Notes:
Objectives

Students will be able to:

1. Understand the components of R.A.R.E
2. Analyze a given text using R.A.R.E
3. Describe the importance of using R.A.R.E
while reading a text

Materials

Procedure

R.A.R.E worksheet
The Great Gatsby
Pen/Pencil
4 different color high lighters
Short stories for class activities

1. (5-7 mins) Begin the class by asking the

students a question:
If I tell you that we are going to be
learning R.A.R.E reading what do
they think we will be learning?
Give the students time to discuss
the answers as a class
2. (1min) Pass out Stories Worksheet
3. (15 mins) Once they have discussed use
the board to write down the acronym and
explain each one in detail
R- restate the question; use the
words from the prompt and the
correct transition words
A- answer the question by stating
what you believe main idea but no
details yet, just a topic sentence of a
paragraph
R- reason; Provide reasons to

* Before telling the

students what it
means ask for
suggestions from
the class

22

Notes:

support your answer with details

from the text
E- evidence; Provide examples,
evidence, explanation, or
elaboration from the text/your mind
to support your answer. Typical
Answer: Students usually leave this
part out!
At the end show they students how
you combine that information and
write a response paragraph
4. (15-20 mins) After going through the
letters as a class we will work on the
worksheet together answer the question
using R.A.R.E

Closinghomeworkassessmemt

Standards

The students will participate in class

discussion but wont turn in the worksheet
because they will be using it as a reference
for other class activities.
8.RL.1: Read a variety of literature within a
range of complexity appropriate for grades 6-8.
By the end of grade 8, students interact with
texts proficiently and independently.
8.RV.1: Acquire and use accurately gradeappropriate general academic and contentspecific words and phrases; gather vocabulary
knowledge when considering a word or phrase
important to comprehension or expression.
8.SL.2.1: Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) on grade-appropriate
topics, texts, and issues, building on others
ideas and expressing personal ideas clearly.

23

Name ___________________
Period______________
Date_______________

R.A.R.E Reading
R- restate the question; use the words from the prompt and the correct
transition words
A- answer the question by stating what you believe main idea but no details
yet, just a topic sentence of a paragraph
R- reason; Provide reasons to support your answer with details from the text
E- evidence; Provide examples, evidence, explanation, or elaboration from
the text/your mind to support your answer. Typical Answer: Students usually
leave this part out!
Example:
Once upon a time there were three little pigs. One pig built a house of
straw while the second pig built his house with sticks. They built their houses
very quickly and then sang and danced all day because they were lazy. The
third little pig worked hard all day and built his house with bricks.
A big bad wolf saw the two little pigs while they danced and played and
thought, What juicy tender meals they will make! He chased the two pigs and
they ran and hid in their houses. The big bad wolf went to the first house and
huffed and puffed and blew the house down in minutes. The frightened little pig
ran to the second pigs house that was made of sticks. The big bad wolf now
came to this house and huffed and puffed and blew the house down in hardly
any time. Now, the two little pigs were terrified and ran to the third pigs house
that was made of bricks.
The big bad wolf tried to huff and puff and blow the house down, but he
could not. He kept trying for hours but the house was very strong and the little
pigs were safe inside. He tried to enter through the chimney but the third little
pig boiled a big pot of water and kept it below the chimney. The wolf fell into it
and died.
The two little pigs now felt sorry for having been so lazy. They too built
their houses with bricks and lived happily ever after.

24

Question:
The wolf in The Three Little Pigs says that everyone is wrong about him. Hes
really a nice wolf. Do you believe him? (use R.A.R.E to answer the question)

Setting Map (week2lesson2)#7

SUBJECT

TEACHER

GRADE

English

Ms. Rogers

8th

DATE

Notes:
Objectives

The students will be able to:

1. Analyze the setting of The great
Gatsby
2. Create a setting map using
information from the text
3. Provide textual evidence of each
setting description

Materials

Procedure

Setting map
The Great Gatsby
Pencil/paper

1. (5-7 mins) To begin this lesson,

ask the students what does
setting mean and why its
important to a book and in turn,
ask the students if they have ever
encountered a time where a
setting didnt seem to fir in with
the book
2. (2 mins) Hand out the setting map
to the students, draw their
attention back to the character
maps that they did previously
3. (5-7 mins) Explain the directions
for the setting chart
25

Notes:

Note that all the settings cant

be fully described so its okay
for some sections to be left
blank if the students hasnt
reached that character yet
4. (25-30 mins) Give the students
the rest of the class period
to work on their character maps
* The students may work in
group if they want, but if they
do each member in the group
must have a different key
point
5. (2-5 mins) Explain that for this
project, students will map out the life
of a character through out the book
and to keep this chart close because it
will come in handy or another
assignment
Closinghomeworkassessmemt

Standards

The setting map will be checked

periodically throughout the unit.
However, as an exit ticket the
students will need to show you the
progress they made on the setting
map. Which will count towards part
on the total grade for the map
8.RL.2.2: Analyze the development of a
theme or central idea over the course of
a work of literature, including its
relationship to the characters, setting,
and plot; provide a detailed summary
that supports the analysis.
8.W.1: Write routinely over a variety of
time frames for a range of tasks,
purposes, and audiences; apply reading
standards to support analysis, reflection,
and research by drawing evidence from
26

Notes:

literature and nonfiction texts.

8.SL.2.1: Engage effectively in a range
of collaborative discussions (one-on-one,
in groups, and teacher-led) on gradeappropriate topics, texts, and issues,
building on others ideas and expressing
personal ideas clearly.

Name ___________________
Period______________
Date_______________

Setting Map The Great Gatsby

Directions:
When a reader experiences a novel, many times the characters and plot are viewed as the
most important. The setting (time and place) of a work of a literature is very important,
especially in The Great Gatsby. For this assignment you will be asked to fill out this setting map
to help you organize the many locations found within our class reading.
Your settings should always include: PAGE NUMBERS and a detailed description stating
what you feel is important about the specific setting.
It is a good idea to have your setting map in class every day, as we may read about a
particular setting together in class that you can write about then (less homework for you!)
This will be checked twice throughout our unit, so it is advised you fill out your growing
map with new information you read after every chapter!

Setting/Symbol

Page
Number

Key Points Description of Setting/Symbol

27

Buchanans House

East Egg

Gatsbys House

Hotel in New York

Long Island Sound

Nicks House

Railroad Tracks

T.J. Eckleburg
Billboard

Valley of Ashes

28

West Egg

Wilsons Garage

Work Day (week2lesson3)#8

SUBJECT

TEACHER

GRADE

English

Ms. Rogers

8th

DATE

Notes:
Objectives

The students will be able to:

1. Collaborate with others students
on the progress of their project
2. Work on a previous assignment
3. Receive effective feedback from
teacher fro their work

Materials

Character/setting map
Reading journals
The great Gatsby
Pens/ paper

29

Notes:
Procedure

Closinghomeworkassessmemt

Standards

1. (2 mins) You will begin class Pulling

up the agenda for class work day
a. Things to work on
Character map
Setting map
Reading journals
Reading
2. (1 min) Inform the students they
are allowed to talk silently among
their class mates to get help or
reading with a partner
3. (5 mins) Before the begin work let
them know hat they will have a
quiz Friday over chapters 1-5 (so if
they arent caught up they might
want to use this class period to do
that)
4. (35-40 mins) Allow the rest of the
time period to work

* As they are working

walk around and clarify
or help any students that
might need help

If they arent caught up for reading

they will need to finish reading for
homework and study for their quiz
tomorrow.
8.W.1: Write routinely over a variety of
time frames for a range of tasks,
purposes, and audiences; apply reading
standards to support analysis,
reflection, and research by drawing
evidence from literature and nonfiction
texts

8.W.4: Apply the writing process to

Plan and develop; draft; revise using
30

Notes:

appropriate reference materials;

rewrite; try a new approach; and edit to
produce and strengthen writing that is
clear and coherent, with some guidance
and support from peers and adults.

ADDITIONAL
INSTRUCTION

Quiz Day (week2lesson4)#9

SUBJECT

TEACHER

GRADE

English

Ms. Rogers

DATE

th

Notes:
Objectives

The students will be able to:

1.

Materials

Demonstrate their understanding of the first 5

chapters of the novel

Great Gatsby Quiz

Pencil
Greats Gatsby book

31

Notes:
Procedure

1.
2.

(2 mins) You will begin class and have the

student get ready for the in class quiz
(5 mins )Before you pass out the quiz give
students a few announcements

Once they are finish with the class they

3.
4.

Closinghomeworkassessmemt

Standards

will turn it in to me
They will be able to use the rest of the

class period to catch up and work on

other assignments (if needed/if not they
can begin reading chapter 6)
(20-35 mins) Quiz
Allow for the remainder of the class for the
students to work

The students should be being reading chapter 6, if

they didnt start during class

8.RV.1: Acquire and use accurately gradeappropriate general academic and contentspecific words and phrases; gather vocabulary
knowledge when considering a word or phrase
important to comprehension or expression.
8.RV.2.1: Use context to determine or clarify the
meaning of words and phrases.
8.RV.3.1: Analyze the meaning of words and
phrases as they are used in works of literature,
including figurative and connotative meanings;
analyze the impact of specific word choices on
meaning and tone, including analogies or allusions
to other texts.

32

The Great Gatsby Quiz

A. Match the character with the description.
1. Nick Carraway
to Tom
2. Jay Gatsby
with Myrtle
3. Daisy Buchanan
4. Tom Buchanan
neighbor
5. Jordan Baker
Golfer
6. George Wilson
7. Owl eyes
Daisy

A. Narrators cousin/Beautiful socialite/ Married

B. Immensely wealthy man/ Having an affair
C. Husband of myrtle/ Owner of garage
D. The narrator, who befriends his mysterious
E. narrators love interest/ Friend of Daisy/ Pro
F. Man looking through Gatsbys library
G. Protagonist/ throws parties/ in love with

33

B. Answer the question below in complete sentences.

1. What does Nick Carraway learn from his father, and who do we find out is
the hero of this story?

2. Who do Tom and Kick take with them to New York City? Explain what
happens in New York once they get there.

3. Name some of the different rumors that are surrounded by Jay Gatsby?
Why do you think these rumors are relevant to his character?
4. What is the life story that Jay Gatsby shares about himself with nick on the
way to New York? Does Nick believe what hes telling him? Explain your
answer

5. What does Jay want him to do for him? Who is it all for?

34

Intro to Multi-Genre
(week2lesson5)#10
SUBJECT

TEACHER

GRADE

English

Ms. Rogers

8th

DATE

Notes:
Objectives

The students will be able to:

Creatively interpret specific parts of the

literature
Collaboratively work to create and generate

ideas and topics

Draw their own connections and interpretations
of the literature in a public, literary, and private
sphere

35

Notes:
Materials

Procedure

1.
2.
3.
4.

Multi-genre project handout

Great Gatsby text
Pens/Pencils
Notebook

1.

(5-7 mins) Class will begin class with a bell ringer:

What do you think it means when I say

2.
3.
4.

Multi-genre and how it relates to your

English class
(5 mins) Once the students have had time to write
have a quick discussion over there answers
(1 min) After discussion begin passing out the
Multi-Genre project packet
(25-30 mins) Use the class period you go over the
packet

Explain how everyday this week you will be

going a different example of each section
to give the students and example.

Closinghomeworkassessmemt

Standards

Before the end of the class have to students write

down what they think they want to do for the project
and hand it in on their way out

8.RN.4.2: Evaluate the advantages and

disadvantages of using different mediums (e.g.,
print or digital text, video, multimedia) to present a
particular topic or idea.
8.W.1: Write routinely over a variety of time
frames for a range of tasks, purposes, and
audiences; apply reading standards to support
analysis, reflection, and research by drawing
evidence from literature and nonfiction texts.

8.W.5: Conduct short research assignments

and tasks to build knowledge about the
research process and the topic under study.
Present information, choosing from a variety of
formats.

36

Notes:

MATERIALS

ADDITIONAL
INSTRUCTION

Name ___________________
Period______________
Date_______________

Multi-Genre Project
For the purpose of this multi-genre project we will focus our attention to The
Great Gatsby by F. Scott Fitzgerald, as we read the story we can see that love,
happiness, and the American dream play a huge role in this novel. Now is your chance
to connect with the reading in a creative way. And thats what you will be doing for this
project, using the text I want you to be as creative as possible, let you imagination run
wild!
For this project I want you all to focus on the three families of genre: public,
literary, and private. The public genre is the idea of using any creative device the
focus more on public display, so for example Facebook, twitter, instragm, blogs, etc.
Literary is being creative in the sense of literature, so for example using elements like
plots, settings, and characters. The private genre is any type of literature that is from
a characters private eye, so for example a journal or diary. Once you are all done you
will combine your project in a folder with tabs to separate each section.
37

This week in class we will be doing an example (different from your choices) in
class so that you can get a better idea of how to create each project successfully!
Below are 3 categories are listed for each family, and for each one you must choose 1
project to do. So in total you will have three projects (1 from each family) to turn in to
me.
Public: choose 1 of the following
1. Become a Journalist: Put yourself in the shoes of a journalist and creates article
about the Jay Gatsby parties that are mentioned throughout the text. Be as descriptive
as possible, feel free to include pictures or anything else that you think would help
make your article come to life.
2. Choose from the following social media formats: Facebook, twitter, or Instagram
Choose a character you focus on (if I were you I would choose the character you used
for your journal entries) and write a profile page for each of the characters
3. Create a new book cover for The Great Gatsby. The book cover should include the
title, author, and be colorful
Private: Choose one of the following
1. Write a letter to the Author addressing something that he did in the book that really
made the book stand out to you. Be sure to create the letter in standard letter
format
2. In the voice of Daisy write a Goodbye letter to either Tom or Jay, in this letter be
sure to use textual evidence to support your reasoning why she is saying good bye.
3. In the voice of Gatsby write a love letter expressing his love for Daisy, using textual
evidence to support your answer.
Literary: Choose one of the following
1. Do a journal entry in the voice of a character other than they one in your reading
journals. The journal should reflect the attitude and the voice of the character and
should focus on just one incident.
2. Write an obituary about one of the characters, if they were to die in the story. The
obituary should include personal information and a description of the character
along with service information.
3. Write an editorial about why or why not you believe Jay Gatsby history, i.e. him
going to Oxford. The editorial should be persuasive and give examples from the
novel to support it.

38

Public (week3/lesson1)#11
SUBJECT

TEACHER

GRADE

English

Ms. Rogers

8th

DATE

Notes:
Objectives

Materials

The students will be able to:

1. Creatively interpret specific parts of

the literature
2. Collaboratively work in a group to
create and generate ideas and
topics
3. Draw their own connections and
interpretations of the literature
4. Participate in class discussion and
oral presentations
Paper
The Great Gatsby
Pencil
Templates
- Facebook

39

Notes:
Procedure

1. (3-5 mins) Begin the class by

breaking the students up into three
different groups
- Group 1: Literary
- Group 2: Public
- Group 3: Personal
2. (10-15 mins) Once the students
are put in their groups each group
will be given their specific genre
category and group by group I will
explain what they will be doing for
each one
- Facebook (Public): The
students will get a template of
a Facebook page and using
the main character of their
choice they will create a
Facebook profile and create
two status updates (one being
a specific quote from the
book)
3. (20mins) The students will work in
their groups preparing their specific
projects
4. (10mins) After the students have
worked in their groups, each group will
get up in front of the class and give a
no longer than 3 minute presentation
over their project

Closinghomeworkassessmemt

Standards

The students will hand on their templates on

the way out of the classroom and will be graded
off of completion

8.RL.2.2: Analyze the development of a

theme or central idea over the course of a
work of literature, including its relationship to
the characters, setting, and plot; provide a
detailed summary that supports the analysis.
8.SL.1: Listen actively and adjust the use of
spoken language (e.g., conventions, style,
40

Notes:

vocabulary) to communicate effectively with a

variety of audiences and for different
purposes.

MATERIALS

ADDITIONAL
INSTRUCTION

41

42

Literary (week3/lesson2)#12
43

SUBJECT

TEACHER

GRADE

English

Ms. Rogers

8th

DATE

Notes:
Objectives

The students will be able to:

1.
2.
3.

Materials

Procedure

Interrupt poetry effectively and creatively

Make connections between literature and theme
American dream
Create their own poetry using the found poetry
method

1.
2.
3.

Page of text from text

Coloring utensils
Example done to show class

1.

(1-3 mins) Begin class by having the students

share what they know about found poetry
(3-7 mins) Once you have discussed with the
students explain it to them

The process of using a page of text out of

2.

3.

4.

the book and using certain words to create

a poem

The show them your example

(1 min) Once youve spent time going through the
example pass out the paper with the passage and
tell the students its their turn to try it
(25-30 mins) They will be given time in class to
create a poem using this text

The poem that they create should be

Below the examples

of the poetry is the
text I want the
students to use for
the poetry
Link:
http://www.planetebo
ok.com/ebooks/TheGreat-Gatsby.pdf

relevant to theme of obtaining the

American Dream
They are also aloud to create an image the
way that I did in the example as long as it
is relevant to the topic

5. (10 mins) If there is time left in class allow for a

few students to share their poems if they would like
Closinghomework
assessme
mt

Collect all of the poems at the end of class, remind

the students to continue reading for homework

44

Notes:
Standards

8.W.3.3: Write narrative compositions in a

variety of forms that
Engage and orient the reader by establishing a
context and point of view and introducing a narrator
and/or characters.
Organize an event sequence (e.g., conflict,
climax, resolution) that unfolds naturally and
logically, using a variety of transition words,
phrases, and clauses to convey sequence and
signal shifts from one time frame or setting to
another.

8.ML.1: Critically analyze information found in

electronic, print, and mass media used to inform,
persuade, entertain, and transmit culture.

MATERIALS

ADDITIONAL
INSTRUCTION

45

Found Poetry examples

46

47

48

Passage from The Great Gatsby (chapter7)

He might think he saw a connection in ithe might
think anything. I looked at the house: there were two
or three bright windows downstairs and the pink
glow from Daisys room on the second floor.
You wait here, I said. Ill see if theres any sign of a
com- motion.
I walked back along the border of the lawn,
traversed the gravel softly and tiptoed up the
veranda steps. The draw- ing-room curtains were
open, and I saw that the room was empty. Crossing
the porch where we had dined that June night three
months before I came to a small rectangle of light
which I guessed was the pantry window. The blind
was drawn but I found a rift at the sill.
Daisy and Tom were sitting opposite each other at
the kitchen table with a plate of cold fried chicken
between them and two bottles of ale. He was talking
intently across the table at her and in his
earnestness his hand had fallen upon and covered
her own. Once in a while she looked up at him and
nodded in agreement.
They werent happy, and neither of them had
touched the chicken or the aleand yet they werent
unhappy either. There was an unmistakable air of
natural intimacy about the picture and anybody
would have said that they were conspiring together.

49

As I tiptoed from the porch I heard my taxi feeling its

way along the dark road toward the house. Gatsby
was wait- ing where I had left him in the drive.
Is it all quiet up there? he asked anxiously.
Yes, its all quiet. I hesitated. Youd better come
home

Reading Journal Cover

(week3lesson4)#13
SUBJECT

TEACHER

GRADE

English

Ms. Rogers

8th

DATE

Notes:
Objectives

The students will be able to:

1.
2.

Materials

Create a cover for their reading journal that is

relevant to the theme of the text
Engage with their peers in creative and effective
way

Magazines
Glue/tape
Markers/coloring pencils
Paper

Procedure

1.

2.

(5 mins) Class will begin by having the students

discuss the progress they have made on their
reading journals
(10-15 mins) Once you have allowed time for a
few students to share introduce them to what we
will be doing today

Today the students will be creating a cover

for their reading journals

The cover should incorporate details of the

book, character, or theme

They have magazines that they can use,
50

Notes:

3.

4.

they can draw their own pictures, just be

creative as they want
Remember the cover should be relevant to

the book in some way

Think of it as if they are creating the cover

art for the book

(20-25 mins) Give the students the rest of the
class period to work and they are free to talk
quietly among the other students to help with
creating ideas and suggestions
(5 mins) As class comes to an end walk around
and look at what the students have done

Ask them if there are any questions they

may have
See if they are on the right track with
their cover

Closinghomeworkassessmemt

Go around and check on the students progress.

Listen to the discussion and raise questions on
anything that might need to be clarified for the
students

Standards

8.RL.2.3: Analyze how particular lines of

dialogue or incidents in a work of literature
propel the action, reveal aspects of a character,
or provoke a decision.
8.SL.2.1: Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) on grade-appropriate
topics, texts, and issues, building on others
ideas and expressing personal ideas clearly.
8.ML.1: Critically analyze information found in
electronic, print, and mass media used to
inform, persuade, entertain, and transmit
culture.

MATERIALS

ADDITIONAL
INSTRUCTION

51

Supplemental Material
(week3lesson5)#14
SUBJECT

TEACHER

GRADE

English

Ms. Rogers

8th

DATE

Notes:
Objectives

The students will be able to:

1.
2.
3.

Materials

Engage with supplemental material

Create connections between supplemental
material and novel
Discuss as a class the importance of the
material

Videos (links are below)

American dream worksheet
Paper
Pencil

52

Notes:
The Great Gatsby text

Procedure

1.

2.

3.

4.

(5-7 mins) We will begin the class by discussing

the American Dream and what aspects of it
they have seen in the book thus far
(7 mins) Once you have let the students discuss
begin by showing the first video:

The New York Times video over the

American dream

Allow for discussion

(12 mins) From there you will continue on to
each video

MTKO music video

Pursuit of Happyness ending scene clip

The Great Gatsby movie trailer
(10-15 mins) After each video have a discussion
over what each video is saying about the
American dream. You can lead discussion by
asking:

Using this video how would you define

the American dream?

How is that definition different from

what we are reading in the book?

How is third version of the American
different/similar to the other clips weve
watched?

5. (5-7mins) Allow for this discussion to continue

until there are 5 mins left in class and have the
students do a quick writing that they will hand
you on the way out
Closinghomeworkassessmemt

Exit ticket: The students will do a quick writing at

the end of the class period and will hand in on
their way out:

From what we saw today do you agree with

the idea of the American dream? Why or
not

Standards

8.RL.3.2: Analyze a particular point of view

or cultural experience in a work of world
literature considering how it reflects
heritage, traditions, attitudes, and beliefs.
8.SL.2.1: Engage effectively in a range of
53

Notes:

collaborative discussions (one-on-one, in

groups, and teacher-led) on gradeappropriate topics, texts, and issues, building
on others ideas and expressing personal
ideas clearly.

8.ML.2.1: Identify and analyze persuasive

and propaganda techniques used in visual
and verbal messages by electronic, print and
mass media, and identify false or misleading
information.
8.ML.2.2: Analyze and interpret how people
experience media messages differently,
depending on point of view, culture, etc.

MATERIALS

MTKO: American
Dream (music
video, 3:46)

The Great Gatsby

movie trailer

The NewYork Times: The

American Dream (video, 3:12)

American Dream (week4/lesson1)#15

SUBJECT

TEACHER

GRADE

English

Ms. Rogers

8th

DATE

54

Notes:
Objectives

Students will be able to:

1.
2.

Materials

Identify the recognition of themes in the text

Participate in class discussion

Paper
Pencil
The Great Gatsby

Procedure

1. (10mins) Class will begin with a

discussion that will center on what
statements are being made with
regard to the American dream in this
last chapter.
2. (10-15 mins) We will conduct a close
reading at the final paragraphs in
order to further investigate this
theme.
3. (20 mins) Once we have discussed we
will look back at some symbols we
noted early in the text:
The green light, east v west
and make sense of how these
have contributed to theme.
4. (5-7 mins) After discussion has
finished end the class by having the
students do a quick write responding
to the following prompt:

What do you think the

significance of putting so much
emphasis on the American
Dream at the end of the book.
And how does this idea of the
American dream compare to
your idea of the American
Dream

55

Notes:
Closinghomeworkassessmemt

The students will hand in their quick write on the

American dream at the end of the class period

Standards

8.RL.1: Read a variety of literature within a

range of complexity appropriate for grades 6-8.
By the end of grade 8, students interact with
texts proficiently and independently.
8.RL.3.2: Analyze a particular point of view or
cultural experience in a work of world literature
considering how it reflects heritage, traditions,
attitudes, and beliefs.
8.ML.2.2: Analyze and interpret how people
experience media messages differently,
depending on point of view, culture, etc.

MATERIALS

ADDITIONAL
INSTRUCTION

Intro to paper (week4/lesson2)#16

SUBJECT

TEACHER

GRADE

DATE
56

English

Ms.Rogers

8th

Notes:
Objectives

Students will be able to:

1.
2.
3.

Materials

Understand the requirements for the paper being

presented
Interpret their idea of the American dream

American Dream paper instructions

Paper
Pencil/pen
The Great Gatsby
Paper outline handout

Procedure

1.

2.
3.
4.
5.

** The paper
outline is only
needed if there is
spare time at the
end of class (10
mins<)

(10-15 mins) Class will begin with a discussion over

the theme in the text

What is the theme we discussed

Was it relevant to you that it was the

theme
(2 mins) Pass back their writing prompts from the
previous class period
(15-20 mins) Introduce the paper (use instruction
paper)
(5 mins) Allow time for any questions about the
paper
If the is time left in class pass out the organizer
sheet to let the students brain storm thoughts for
their paper

** When explaining
the instructions when
you get to the
requirements tell the
students that if they
dont remember how
to cite they can see
me and I will help
them, and that only if
they are using any
material we used
outside of class

57

Notes:
Closinghomeworkassessmemt

Before they leave the classroom ask the students any

last minute questions they have for the paper.

Standards

8.RL.2.1: Cite the textual evidence that most

strongly supports an analysis of what a text says
explicitly as well as inferences drawn from the
text.
8.RL.3.2: Analyze a particular point of view or
cultural experience in a work of world literature
considering how it reflects heritage, traditions,
attitudes, and beliefs.
compositions on a variety of topics that
Introduce a topic clearly, previewing what is to
follow; organize ideas, concepts, and information into
broader categories; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
Develop the topic with relevant, well-chosen facts,
definitions, concrete details, quotations, or other
information and examples from various sources and
texts.
Use appropriate and varied transitions to create
cohesion and clarify the relationships among ideas
and concepts.
Choose language and content- specific vocabulary
that express ideas precisely and concisely,
recognizing and eliminating wordiness and
redundancy.
Establish and maintain a style appropriate to the
purpose and audience.
Provide a concluding statement or section that
follows from and supports the information or
explanation presented.

MATERIALS

ADDITIONAL
INSTRUCTION

58

The American Dream Essay

The notion (idea or concept) of the American Dream plays a very important role in The Great
Gatsby. In light of this, you will have the opportunity to demonstrate in writing your definition
of and insights toward the American Dream of the past and the present.
Directions:
Using all of the material we have gathered and watched about the American dream you will
write an informative paper on the given question:
What is the American Dream?
Her are some questions you can use to outline your thoughts for the paper:
1
2
3
4
5
6

Your definition of the American Dream. How did you come up with your
definition? Please explain/elaborate.
Answer the question Is the American Dream a real term or attitude? Defend
your response with detail/examples from the book and any other supplemental
material.
A representation of the American Dream in the 1920s, and today (money, status,
etc.) feel free to use the book as a reference.
Comparison between the 1920s and today in regards to the American Dream.
What are your (American) Dream(s), and is that based off of your cultural or
historical background.
Do you believe in the American Dream? Is it still a real idea, or is it outdated?

Requirements:

Paper must be a minimum of 2 full pages, and no more than four.

Please hand in a printed version of your paper.
Double space, 12 point font, times new roman, correct spelling and grammar
If you use anything outside of the material we use in class please cite it
* If youre not sure what that material, feel free to ask me and I will let you know

Due Date: Monday, But there will be a peer evaluation on Friday, so it would be helpful to have
some of your paper completed so that you can receive positive feedback from your peers!

59

60

61

Peer Evaluation (week3/lesson4)#17

SUBJECT

TEACHER

GRADE

English

Ms. Rogers

DATE

th

Notes:
Objectives

Students will be able to:

1
2
3

Materials

Effectively evaluate their class members

Positively interrupt feedback from peer
Apply feedback to the revision of the paper

Peer evaluation sheet

American dream paper
Pens

Procedure

1.

2.

3.

4.

(5 mins) Class will begin by breaking the

students in to partners, just by counting off by
twos starting from the back
(1 min) Once the students have moved with
the partner, have then pull out their American
dream papers

The papers can be typed or hand

written for the peer evaluation
(1 min) as they are pulling put their papers
begin passing out the peer evaluation
worksheets
(10 mins)Explain to them what they will be
doing:

They will get time to read through

their partners paper

Once they have read it once they will
answer the questions on the worksheet

5. (25-30 mins) Allow for the students to use the

rest of the time to peer evaluate and discuss
Closinghomeworkassessmemt

As the students are working in their groups walk

around and listen to the feedback your hearing
and rather or not you see any similarities. If you
do then before class is over have a discussion
with the students to clarify up anything for the
paper and answer any question they may have

62

Notes:
Standards

8.W.1: Write routinely over a variety of time

frames for a range of tasks, purposes, and
audiences; apply reading standards to
support analysis, reflection, and research by
drawing evidence from literature and
nonfiction texts.

8.W.4: Apply the writing process to

Plan and develop; draft; revise using
appropriate reference materials;
rewrite; try a new approach; and edit to
produce and strengthen writing that is
clear and coherent, with some guidance
and support from peers and adults.
8.W.6.2: Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
focusing on: 8.W.6.2c: Spelling
Students are expected to build upon and
continue applying conventions learned
previously.

63

Peer Review Form

Title of Paper Reviewed:

Your Name:

A)

Read the essay quickly. Mark only in pencil. Mark spelling and obvious grammatical errors.

B)

Reread the essay and give brief remarks here on presentation.

1.

Does the opening paragraph contain a thesis sentence that describes what the essay hopes
to achieve? Is the paper organized in a logical order as suggested by the opening thesis?

2.

Does each paragraph provide specific arguments, examples, or illustrations supporting the
main idea of the paragraph? Give an example of the author's use of supporting material.

3.

Summarize the essay's main argument.

4.

What terms and concepts are used in the essay? Are they used correctly?

5.

What is one important idea that you took form this essay?
64

Content

Low

1.

9 10

9 10

Paper responds fully to the assignment

High

(see description of paper types on syllabus)

,
2.

Introduction does a good job of setting up the paper

Writing quality, grammar, spelling

7.

Sentence structure is good

9 10

8.

Paper makes correct use of punctuation

9 10

9.

Paper is free of spelling errors

9 10

9 10

10. Paper is free of errors in word choice

65

Film Day (week4/lesson4)#18

SUBJECT

TEACHER

GRADE

English

Ms. Rogers

8th

DATE

Notes:
Objectiv
es

The students will be able to:

1.
2.
3.

Materials

Interpret the portrayal of the American dream in the film

The Great Gatsby
Collaborate in discussion with classmates over theme
Compare the two film version of The Great Gatsby

Film clips of the Great Gatsby

Note taking sheet
Paper
Pencils

Procedur
e

1.
2.

(1- 3 min) Class will begin by having the students turn in

their Reading Journals and American Dream Papers
(20mins) After you have collected all of the materials pass
out the note taking and explain what they students will be
doing:

We will be watching parts of both versions of the great

Gatsby film
https://www.youtube.com/watch?v=Ka-

TT8BhIMs&list=PL43BfgSQRjPa0ISGFnnANY35LT4IwWFh&index=4
https://www.youtube.com/watch?
v=B86ixiypBeE&list=PL43BfgSQRjPa0ISGFnnANY35LT4IwWFh&index=5

3.

4.

As we are watching each version you will be using this

note-taking sheet and compare the two film versions of

the movie

Play the movies back to back and after both finish

(5-7mins) After you have finished watching the film break
the classes up into small group and have them discuss their
comparisons
(5 mins) After they have discussed in their groups, we will
66

Notes:

5.

6.

Closinghomewo
rkassessm
emt
Standar
ds

then discuss as a class what they have discussed

(5 mins) Begin to turn the conversation towards the films
impact of The American Dream and how they portrayed it in
each scene
(10 mins) At the end of class have the students discuss
movies today where we see the depiction of the American
Dream and why they think this term is still relevant today

The students will discuss as a class the comparisons they have

seen in the movie and how do they think it is relevant toady

8.RL.4.1: Analyze the extent to which a filmed or live

production of a story or play stays faithful to or departs
from the text or script, evaluating the choices made by
the director or actors.
8.ML.1: Critically analyze information found in
electronic, print, and mass media used to inform,
persuade, entertain, and transmit culture.
8.ML.2.2: Analyze and interpret how people experience
media messages differently, depending on point of view,
culture, etc.

MATERIALS

ADDITIONAL
INSTRUCTION

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