Lesson 9
We will participate in a formal fishbowl discussion based on whether we believe that The Great Gatsby is mostly Gatsby’s story or mostly Nick’s story. We will communicate an evidence-based claim that takes a position about one of the two characters and his significance in the novel.
Lesson Goals
Reading and Knowledge
- Analyze Relationships: How well do I recognize and interpret important relationships among key elements and details (characters, setting, point of view, plot structure, themes) within The Great Gatsby?
- Evaluate Effects: How well do I evaluate the effects of literary elements and devices (such as narrative perspective, characterization, and counterpoint) in The Great Gatsby?
- Analyze Perspective: How well do I analyze how Nick’s perspective impacts the reader’s interpretations of the novel?
- Compare and Connect: How well do I recognize points of connection among narrative scenes, textual elements, and critical perspectives about the novel to make logical, objective comparisons?
- Gather and Organize Evidence: How well do I gather, organize, and orally present relevant and sufficient evidence to demonstrate my understanding of the novel and to support analytical claims about a character and his importance?
Speaking and Listening
- Form Claims: How well do I develop and clearly communicate meaningful and defensible claims that represent valid, evidence-based analysis of a character’s importance in the novel?
- Develop ideas: How well do I use oral explanations, reasoning, and evidence to support and elaborate on coherent and logical claims and arguments?
- Communicate Effectively: How well do I use language and respectful debate strategies to support my analysis and position during discussions?
Writing
- Reflect Critically: How well do I think about and evaluate my personal development?
Texts
Core
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- The Great Gatsby, F. Scott Fitzgerald, Scribner, 1925
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- “Counterpoint as Technique in The Great Gatsby,” James M. Mellard, National Council of Teachers of English, 1966
- Excerpt from “Unreliable Narration in The Great Gatsby,” Thomas E. Boyle, Rocky Mountain Modern Language Association, 1969
- “Jay Gatsby: A Dreamer Doomed to Be Excluded. The Novelist Jesmyn Ward Explains.,” Jesmyn Ward, The New York Times Company, 2018
- “The Trouble with Nick: Reading Gatsby Closely,” excerpt from Fitzgerald and Hemingway: Works and Days, Scott Donaldson, Columbia University Press, 2009
Materials
Tools
Reference Guides
Question Sets
Editable Google Docs
Activity 1: Discuss – Listen – Write
We will organize ourselves into the appropriate groups and locations for the first fishbowl discussion and debate about The Great Gatsby.
Depending on which character you have chosen, join either the first discussion group (Gatsby) in the inner circle of the room, or the observational group (Nick) on the perimeter of the discussion circle.
With your teacher’s supervision, begin the discussion with each member of the group stating their two claims about Gatsby’s character and his role in the novel in response to Questions 3 and 4 as listed below:
Is Gatsby a character to be admired or pitied? Why?
What does Gatsby’s story suggest about dreams, illusions, and the American Dream?
If your position is that Gatsby is a character to be admired, join other students who have taken a similar position and present evidence that supports your analysis.
If you do not see Gatsby as an admirable character, ask questions and present evidence to counter students who admire him.
If your position is that Gatsby is a character to be pitied, join other students who have taken a similar position and present evidence that supports your analysis.
If you do not see Gatsby as a pitiable character, ask questions and present evidence to counter students who pity him.
As an observer of the discussion of the character you have not chosen (outer circle), take notes, submit written questions to the discussion group, and evaluate the contributions of its members.
Activity 2: Discuss – Listen – Write
We will organize ourselves into the appropriate groups and locations for the second fishbowl discussion and debate about Nick.
Depending on which character you have chosen, join either the second discussion group (Nick) in the inner circle of the room, or the observational group (Gatsby) on the perimeter of the discussion circle.
With your teacher’s supervision, begin the discussion with each member of the group stating their two claims about Nick’s character and his role as the narrator of the novel, in response to Questions 3 and 4 as listed below:
Is Nick a reliable narrator? Why or why not?
What does Nick’s story suggest about dreams, illusions, and the American Dream?
If your position is that Nick is a reliable narrator, join other students who have taken a similar position and present evidence that supports your analysis.
If you do not see Nick as reliable, ask questions and present evidence to counter students who trust him as the narrator of the story.
If your position is that Nick is not a reliable narrator, join other students who have taken a similar position and present evidence that supports your analysis.
If you do see Nick as a reliable narrator, ask questions and present evidence to counter students who do not trust him as the narrator of the story.
As an observer of the discussion of the character you have not chosen (outer circle), take notes, submit written questions to the discussion group, and evaluate the contributions of its members.
Activity 3: Write – Discuss
We will reflect on our progress in the discussion.
After the fishbowl discussion ends, as a member of either observation group (outer circle), make general observations about what you noticed during the discussion and debate. Provide feedback about the arguments presented and about how students participated in a civil academic discussion. Let participants know which of their arguments seemed convincing to you and why.
Complete a personal reflection and self-assessment about your participation in the fishbowl discussion, using the self-assessment reflection portion of the Discussion Tool.
As a class, reflect on what you have learned about the novel, the two characters, and the process of making and supporting an academic argument.
Activity 4: Write – Discuss
We will reflect on our individual progress and the knowledge and skills we have developed in preparation for the Culminating Task at the end of the unit.
Choose at least three of the questions below about the Section Diagnostic and respond to them in your Learning Log:
How well did you take the necessary actions to prepare for the task?
What went well for you during the completion of this task?
With what did you struggle during the completion of this task? How did you push through those struggles?
How well did you actively focus your attention during this independent task?
How well did you develop and use an effective and efficient process to maintain workflow?
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.