Lesson 7

Lesson Goals

Texts

Core

• • The Great Gatsby, F. Scott Fitzgerald, Scribner, 1925

Materials

Tools

• The Great Gatsby: Section 2 Diagnostic Checklist

• Character Note-Taking Tool

• Forming Evidence-Based Claims Tool

• Mentor Sentence Journal

• Organizing Evidence Tool

• The Great Gatsby: Setting Note-Taking Tool

• Vocabulary Journal

Reference Guides

• Academic Discussion Reference Guide
• Claims Reference Guide
• Conventions Reference Guide

Question Sets

• The Great Gatsby: Question Set 2.7

Editable Google Docs

• The Great Gatsby: Section 2 Diagnostic Checklist

• Character Note-Taking Tool

• Forming Evidence-Based Claims Tool

• Mentor Sentence Journal

• Organizing Evidence Tool

• The Great Gatsby: Question Set 2.7

• The Great Gatsby: Setting Note-Taking Tool

• Vocabulary Journal

Activity 1: Read

We will review the section 2 diagnostic checklist.

Read through the Section 2 Diagnostic Checklist and identify key words in the evaluation criteria. Consult with your teacher for any clarifications.

Activity 2: Read – Write – Discuss

We will review and analyze the questions for the section 2 diagnostic and begin preparing our notes and responses.

In this Section Diagnostic, you will respond to the following questions, using evidence from your reading to explain and support claims you make about the novel:

1. How does Fitzgerald describe and contrast characters, settings, and scenes in Chapters 2-4? Analyze a set of contrasting characters or settings and scenes to explain the impact on your reading and understanding of the novel.

2. How does Fitzgerald develop a theme of the novel through description, imagery, and symbolism in a scene from Chapters 2-4? Analyze a specific scene and how literary devices are used by the author to develop a key theme.

Do a close reading and annotation of these two questions, and discuss with a writing partner what you think they are asking you to do. Consider which characters and scenes you might write about in response to the questions.

Review your Character Note-Taking Tools,Setting Note-Taking Tools, and the previous claims you have developed about characters or scenes.

Begin brainstorming ideas in your Learning Log. Choose the question you find most interesting or feel you have the most evidence to support. Use a Forming Evidence-Based Claims Tool to develop a claim in response to the question and an Organizing Evidence Tools to list textual evidence that you will use to develop and support your claim.

Activity 3: Read – Write

We will prepare for the Section Diagnostic by collecting and organizing necessary planning documents.

Review your notes, tools, claims, and evidence, and organize your materials so that you are prepared for the Section Diagnostic.

Review your Vocabulary Journal. Identify a significant word or words that you would like to use in your response to the Section Diagnostic.

Additionally, review your Mentor Sentence Journal. Select at least one technique that you plan to use when writing your response to the Section Diagnostic.

As before, you are encouraged to bring your materials and preparatory work, including planning done in previous lessons, to use to draft your response in the next lesson.