The Great Gatsby

NOVEL UNIT: The Great Gatsby

“In leaving something unsaid the beholder is given a chance to complete the idea and thus a great masterpiece irresistibly rivets your attention until you seem to become actually a part of it.” –on the value of art and suggestion, Kakuzo Okakura--

The novel unit is designed to give students the chance to expand the fundamentals learned during the short story unit at a much larger scope. Students will learn how to break a novel down by applying basic prose elements such as themes, plots, subplots, characters (and character development), while learning about symbols, metaphors, imagery, and word choice. Students reading The Great Gatsby will learn about social issues of America during the Roaring Twenties and the failure of the American Dream. In the novel we will look at characters and characterization, and see how they prove to be harsh, lively, compelling and most of all—human.

OBJECTIVES:

At the end of the unit students will be able to

1) Define character development, irony, metaphor, personification, subplot, atmosphere and allusion and symbol
2) List all the characters that appear in the novel and describe their physical appearance, motivations, social class.
3) List various allusions and foreshadows and discuss what they mean in relation to plot.
4) List the various types of conflict that occur throughout the novel and discuss who the conflicts are between.
5) Keep a journal that outlines each chapter by listing setting (if applicable), characters, conflicts, and summaries.
6) List three themes and in a paragraph or more discuss how these themes work in the novel.
7) In an essay of a page or more discuss how Fitzgerald uses particular images or characters as symbols and discuss how these symbols reflect larger themes or ideas in the novel.
8) Outline the character development (inward change) of various characters (to be mentioned later).
9) List and outline four subplots in either novel.
10) List and outline the central plot.
11) In a paragraph or more discuss how social class or social problems fit in the novel and relate them to conflict and theme.
12) Pick out two or three examples of similes and/or metaphors and in a paragraph discuss how they are used.
13) Given a quotation identify the speaker.
14) Write various journal entries from different characters’ points of view, which demonstrates an understanding of the character and the character’s attitude towards life.


ACTIVITIES TO BE INCLUDED:

1) Quizzes
2) Reading (inside and outside of class)
3) Viewing Documentaries and Movies that relate to the novel
4) Listening to CDs that relate to the novel
5) Journals
6) Group questions and group work
7) Drawings
8) Unit Final
Possible memorization and acting of characters