The Great Gatsby
F. Scott Fitzgerald
Reading Schedule for The Great Gatsby:
Chapter:
Due Date:
Chapter 1 (1-21)
1.2 & 1.4: 9/23
2.2: 9/24
Chapter 2 (23-38)
Chapter 3 (39-59)
Chapter 4 (61-80)
Chapter 5-6 (81-111)
1.2 & 1.4: 9/27
2.2: 9/28
1.2 & 1.4: 9/29
2.2: 9/30
1.2 & 1.4: 10/1
2.2: 10/4
1.2 & 1.4: 10/5
2.2: 10/6
Chapter 7 (113-145)
1.2 & 1.4: 10/7
2.2: 10/11
Chapter 8-9 (147-180)
1.2 & 1.4: 10/12
2.2: 10/13
HW/Focus for Discussion:
Pick out ten lines dealing with
characterization of the five
characters in Gatsby’s first
chapter: Jordan, Nick, Daisy, Tom,
and Gatsby.
Find three literary devices and
articulate their function in the text.
When writing your found poem,
please focus on capturing the
tone of this chapter.
Focus on the contrast in Gatsby
(truth vs. rumor).
Write a thesis for Gatsby.
Focus on symbols/motifs and what
they represent.
Focus on the acts of carelessness
in the text. What is the larger
message?
Focus on the victims in the text.
Include and explain how each
character is a victim of something.
Finish proving your thesis.
Assignments for The Great Gatsby:
Actively read assigned chapters, complete homework, and prepare for in-class
discussions.
Write a found poem for each chapter. Each found poem must be at least ten
lines, use words and phrases from the chapter, and summarize the chapter’s
main ideas.
Notes on the Roaring Twenties (The Automobile, Prohibition, Youth and Wealth,
Race, and Harlem Renaissance and the Jazz Age).
Notes on theme, symbol, and motif.
Complete all Anchor Assignments related to The Great Gatsby.
Major Projects for The Great Gatsby:
Using your found poems, write an original poem that meets the following
requirements:
o Convey a summary of the novel.
o Begin with a statement (belonging to you, the author, or a character) that
introduces the ideas of the novel.
o End with a statement (belonging to you, the author, or a character) that
brings the poem to a conclusion.
o Use both Fitzgerald’s words as well as your own; you should flow
seamlessly between the two.
o Be consistent with the novel’s tone(s) and theme(s).
o In your poem, take a stand in some way about the text, the characters,
the theme(s), and/or the 1920s.
Timed Writing #2 and Timed Writing #3
Allison Marks
Forest Grove High School
Revised: April 2011
The 1920s
The Automobile
Youth and Wealth
Harlem Renaissance and the Jazz Age
Race
Allison Marks
Forest Grove High School
Revised: April 2011
Theme
Topic:
Carelessness and Hollowness
of the Upper Class
Theme:
Support from the text:
Social Class and the American
Dream
Race/Discrimination
Allison Marks
Forest Grove High School
Revised: April 2011
Symbols and Motifs
Symbol/Motif:
The Green Light (symbol)
Support from text:
The Valley of Ashes (symbol)
The Eyes of Doctor TJ Eckelburg (symbol)
Geography (motif)
Weather (motif)
Allison Marks
Forest Grove High School
Revised: April 2011
Supporting a Thesis Statement
Thesis:
Support from the text:
Allison Marks
Forest Grove High School
Revised: April 2011
Chapter One
Found Poem:
Homework/Notes:
Allison Marks
Forest Grove High School
Revised: April 2011
Chapter Two
Found Poem:
Homework/Notes:
Allison Marks
Forest Grove High School
Revised: April 2011
Chapter Three
Found Poem:
Homework/Notes:
Allison Marks
Forest Grove High School
Revised: April 2011
Chapter Four
Found Poem:
Homework/Notes:
Allison Marks
Forest Grove High School
Revised: April 2011
Chapter Five
Found Poem:
Homework/Notes:
Allison Marks
Forest Grove High School
Revised: April 2011
Chapter Six
Found Poem:
Homework/Notes:
Allison Marks
Forest Grove High School
Revised: April 2011
Chapter Seven
Found Poem:
Homework/Notes:
Allison Marks
Forest Grove High School
Revised: April 2011
Chapter Eight
Found Poem:
Homework/Notes:
Allison Marks
Forest Grove High School
Revised: April 2011
Chapter Nine
Found Poem:
Homework/Notes:
Allison Marks
Forest Grove High School
Revised: April 2011