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Lesson 8

We will use our notes and materials from the previous lessons to respond to questions about Fitzgerald’s use of contrasting elements, imagery, and symbolism in order to develop themes, building our responses from interpretive claims and using academic language related to literary analysis.

Lesson Goals

Reading and Knowledge

  • Evaluate Effects: How well do I evaluate the effects of literary elements (characterization, counterpoint) and devices (imagery, symbolism) in Chapters 2–4 of The Great Gatsby?
  • Gather and Organize Evidence: How well do I gather and organize relevant and sufficient evidence to demonstrate an understanding of Chapters 2–4 and to support analytical claims about characters or scenes in the novel?

Writing

  • Form Claims: How well do I develop and clearly communicate meaningful and defensible claims that represent valid, evidence-based analysis of Chapters 2–4?
  • Develop Ideas: How well do I sequence and group sentences and paragraphs and use reasoning and textual evidence to establish coherent analyses and explanations?
  • Use Conventions to Produce Clear Writing: How well do I apply correct and effective syntax, usage, mechanics, and spelling to communicate ideas and achieve intended purposes?
  • Reflect Critically: How well do I think about and evaluate personal and group development?

Texts

Core

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

Materials

Tools

Question Sets

Editable Google Docs

Activity 1: Write

We will write our section 2 diagnostic responses using materials from the unit. We will respond to questions about contrasting elements and literary devices, using evidence from the novel to support analytical claims.

Consider the following question:

  1. How does Fitzgerald use description, contrast, imagery, and symbolism to develop scenes, characters, and themes in The Great Gatsby?

Using the materials you have prepared ahead of time, write a one-paragraph analysis in response to one or both of the following questions about the use of contrasting scenes or characters and about how literary devices are used to develop themes in Chapters 2-4 of The Great Gatsby.

  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 your understanding of the novel.

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

For each question you choose to answer, be sure to do the following:

  • Respond to the specific issues framed by the question.

  • Form a central claim in response to the question.

  • Gather and organize relevant and strong evidence from Chapters 2-4 of the novel.

  • Organize your analysis into a well-developed paragraph.

  • Integrate specific references and quotations from the novel.

  • Use academic language and demonstrate your understanding of literary elements, devices, and terminology.

  • Demonstrate a clear understanding of the first four chapters of the novel and the author’s choices in developing them.

  • Use appropriate syntax, grammar, and mechanics.

Activity 2: Write

We will revise our work to make sure we have fully supported and developed our ideas based on the needs of the task, purpose, and audience. This will help us develop work that is clear and coherent.

Revision is the process of seeing your work with fresh eyes. Revision is a challenge for all writers—the art of making writing better is hard work that can feel very messy at times.

Using the Section 2 Diagnostic Checklist, reread your draft response. Ask yourself the following questions:

  1. Does my response address the specific issues framed by the question?

  2. Is my central claim strong and clearly stated?

  3. Is my evidence strong and relevant?

  4. Does my response effectively integrate specific references and quotations from the novel?

  5. Does my response use precise academic language?

  6. Is my response properly punctuated and error-free?

Make any necessary revisions or edits to improve the communication of your ideas.

Activity 3: Write – Discuss

We will reflect on our progress and the knowledge and skills we have developed in preparation for the Culminating Task at the end of the unit.

Step 1

Choose at least three of the following questions about the Section Diagnostic and respond to them in your Learning Log:

  1. How well did you take the necessary actions to prepare for the task?

  2. What went well for you during the completion of this task?

  3. With what did you struggle during the completion of this task? How did you push through those struggles?

  4. How well did you actively focus your attention during this independent task?

  5. How well did you develop and use an effective and efficient process to maintain workflow?

  6. What would you do differently during the next Section Diagnostic?

Review your Culminating Task Progress Tracker. Think about all you have learned and done during this section of the unit. Evaluate your skills and knowledge to determine how prepared you are for the Culminating Task.

  • Add or refine any skills and content knowledge required for the Culminating Task.

  • Evaluate how well you are mastering skills and knowledge required for the Culminating Task.

Step 2

Review the Central Question of the unit:

How do perceptions, illusions, and dreams influence our lives?

Use the following questions to guide a discussion with a partner or small group:

  1. What new knowledge do you have in relation to the Central Question?

  2. What are you still curious about in relation to the Central Question?

  3. What is the relationship between the question and the texts you have read so far? How do the texts shed light on the question? How does the question help you understand the texts?

  4. How has your response to the question evolved, deepened, or changed?

In your Learning Log, write your response to Question 3. You will return to this response in later lessons to examine how your understanding of the Central Question has evolved.

Activity 4: Read

For homework, we will read the first part of chapter 5.

Read and annotate Chapter 5 of The Great Gatsby, focusing especially on pages 81-92 (until “I’ve never seen such—such beautiful shirts before'') and considering the following text-specific questions:

  1. How does Gatsby’s mood change and develop in the two interconnected scenes at Nick’s and Gatsby’s houses? Why do you think this happens?

  2. What might be the significance of the scene in which Gatsby knocks the clock over? How might this “defunct mantelpiece clock” have a symbolic meaning? What evidence from the text supports your conclusion?

  3. Why do you think Daisy is crying at the end of the scene as she examines Gatsby’s “beautiful” shirts?

Set up a Setting Note-Taking Tool for this passage from the novel and note key details that stand out to you. Add notes to your Character Note-Taking Tools for Gatsby and Daisy (and potentially for Nick).

Write new or interesting words you encounter in your Vocabulary Journal.