AP English Language/ Honors American Literature
The Great Gatsby: Group Presentations
Using F. Scott Fitzgerald’s iconic novel The Great Gatsby groups will
analyze one of the topics/ questions from the following list and
present their findings to the class. There will be two short periods in
class, and one entire class period in the media center to research and
pull together the presentation. Each group will be given 6 minutes to present their
information; it is the group’s responsibility to make sure they have planned/organized so as to
fit in their 6 minutes maximum information on topic. Time wasted during “presentation” will
negatively impact the grade. Groups may utilize power points, charts, pictures, hand-outs, etc.
All presentations/ discussions will stop at 6 minutes. Groups will present in numeric order; all
students need to have a speaking part in presentation.
Type of Grade: Summative Reading 20 points
Summative Writing 40 points
ALL presentations are expected to USE LITERARY TERMS throughout their discussion
All presentations are expected to quote specific phrases/lines from the text during discussion
1.) Novel’s Thesis
Identify two (only 2) significant textual thesis (thesis is one sentence only) and through analysis of
quotes from the text prove that both of your thesis are valid. Make sure to identify the context of each
quote and clearly explain how the quote supports the thesis. Multiple quotes are needed to support
each thesis.
2.) Novel’s Comments on Legal – Illegal Activities
Cite two (only 2) specific instances of dialogue/plot in the text dealing with legal V. illegal activities in
1920’s American society, analyze each clearly and fully explain how each instance identifies a significant
conflict in 1920’s American society between what society declared legal and what society did.
3.) Novel’s Inferences
Explain and analyze two (only 2) significant plot/dialogue textual instances in which grasping a point of
view requires distinguishing what is directly stated in the text from what is really meant (or actually
done). What was the effect of the author implying instead of directly stating?
4.) Novel’s Conflicts
Identify two (only 2) major conflicts in the text (traditional literary conflicts are: man V. man; man V.
nature; man V. outside force; man V. himself; man V unknown, etc.) analyze what the author was saying
about 1920’s American society by developing these conflicts. Consider how these conflicts are
developed throughout the text and how they relate to each other.
5.) Novel’s Reflections on American Society of the Time
Identify two (only 2) explicit or implied text’s statements about American society of 1920’s, identify
the 2 “statements”, and analyze what the author “said” through dialogue, action and/or settings,
indicate how accurate your group feels these statements are – and why you feel this way.
6.) Novel’s Symbols
Identify two (only 2) of the major symbols in the text (ex: eyes of Dr. T. J. Eckleburg, “eggs,” name
“Daisy,” the green light, Valley of Ashes, etc.) explain each symbol and analyze the impact of their
symbolism (yes, you must state what their symbolism is) on the thesis of the novel (yes, you must state
in one sentence what you think the text’s thesis is).
*Students who are absent during their group’s presentation will do written make-up work to earn grade.
* Any group wanting to use a hand-out needs to e-mail hand-out to me (Judith.Coane@cobbk12.org) no later than
3:20 pm the day before presentations. Make sure names of all group members are on the pages. I will run enough
copies for the class – you do not need to run copies.
*All student are expected to be active participants during all presentations. Students not being active participants
will lose points and may be assigned after school detention. (YES, doing work for other classes counts as NOT
paying attention in this class.)