The Great Gatsby GLAD Unit
Level 11: English III
By: Paula Wright and Carla Williams-Swick
IDEAS PAGE
I. Unit Theme: The 1920’s and The American Dream
 The Roaring 20’s
 Character analysis and recognizing different perspectives
 Compare and contrast different characters and events within the novel
 Apply individual knowledge and background to interpret different events,
character actions and quotes within the novel
 Identify figurative language (simile, metaphor, symbol, allusion, foreshadowing,
etc.)
II. Focus and Motivation:
 Three Standards/Scout Awards
 Zero Noise Signal
 Cognitive Content Dictionary with Signal Word
 Inquiry Chart
 Observation Charts
 Teacher Made Big Book: F. Scott Fitzgerald’s Life
III. Closure/Assessment:
 Process all charts and learning
 Revisit Inquiry Chart
 Assessment of Learning Logs
 Jeopardy with Process Grid
 Add to living walls
 Home School Connection
 Team Task Evaluation
 Teacher made quizzes
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IV: Standards:
Alaska Content Standards
History
A student should understand that history is a record of human experiences that
links the past to the present and the future.
A student who meets the content standard should:
1) understand chronological frameworks for organizing historical thought and place
significant ideas, institutions, people, and events within time sequences;
2) know that the interpretation of history may change as new evidence is discovered;
3) recognize different theories of history, detect the weakness of broad generalization,
and evaluate the debates of historians;
4) understand that history relies on the interpretation of evidence;
5) understand that history is a narrative told in many voices and expresses various
perspectives of historical experience;
6) know that cultural elements, including language, literature, the arts, customs, and
belief systems, reflect the ideas and attitudes of a specific time and know how the cultural
elements influence human interaction;
7) understand that history is dynamic and composed of key turning points;
8) know that history is a bridge to understanding groups of people and an individual’s
relationship to society; and
9) understand that history is a fundamental connection that unifies all fields of human
understanding and endeavor.
A student should understand historical themes through factual knowledge of time,
places, ideas, institutions, cultures, people, and events.
A student who meets the content standard should:
1) comprehend the forces of change and continuity that shape human history through the
following persistent organizing themes:
a. the development of culture, the emergence of civilizations, and the accomplishments
and mistakes of social organizations;
b. human communities and their relationships with climate, subsistence base, resources,
geography, and technology;
c. the origin and impact of ideologies, religions, and institutions upon human societies;
d. the consequences of peace and violent conflict to societies and their cultures; and
e. major developments in societies as well as changing patterns related to class, ethnicity,
race, and gender
2) understand the people and the political, geographic, economic, cultural, social, and
environmental events that have shaped the history of the state, the United States, and the
world;
3) recognize that historical understanding is relevant and valuable in the student’s life and
for participating in local, state, national, and global communities;
4) recognize the importance of time, ideas, institutions, people, places, cultures, and
events in understanding large historical patterns; and
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5) evaluate the influence of context upon historical understanding.
A student should develop the skills and processes of historical inquiry.
A student who meets the content standard should:
1) use appropriate technology to access, retrieve, organize, and present historical
information;
2) use historical data from a variety of primary resources, including letters, diaries, oral
accounts, archeological sites and artifacts, art, maps, photos, historical sites, documents,
and secondary research materials, including almanacs, books, indices, and newspapers;
3) apply thinking skills, including classifying, interpreting, analyzing, summarizing,
synthesizing, and evaluating, to understand the historical record; and
4) use historical perspective to solve problems, make decisions, and understand other
traditions.
A student should be able to integrate historical knowledge with historical skill to
effectively participate as a citizen and as a lifelong learner.
A student who meets the content standard should:
1) understand that the student is important in history;
2) solve problems by using history to identify issues and problems, generate potential
solutions, assess the merits of options, act, and evaluate the effectiveness of actions;
3) define a personal position on issues while understanding the historical aspects of the
positions and roles assumed by others;
4) recognize and demonstrate that various issues may require an understanding of
different positions, jobs, and personal roles depending on place, time, and context;
5) base personal citizenship action on reasoned historical judgment with recognition of
responsibility for self and others; and
6) create new approaches to issues by incorporating history with other disciplines,
including economics, geography, literature, the arts, science, and technology.
English/Language Arts
A student should be able to speak and write well for a variety of purposes and audiences.
A student who meets the content standard should:
1) apply elements of effective writing and speaking; these elements include ideas,
organization, vocabulary, sentence structure, and personal style;
2) in writing, demonstrate skills in sentence and paragraph structure, including grammar,
spelling, capitalization, and punctuation;
3) in speaking, demonstrate skills in volume, intonation, and clarity;
4) write and speak well to inform, to describe, to entertain, to persuade, and to clarify
thinking in a variety of formats, including technical communication;
5) revise, edit, and publish the student’s own writing as appropriate;
6) when appropriate, use visual techniques to communicate ideas; these techniques may
include role playing, body language, mime, sign language, graphics, Braille, art, and
dance;
7) communicate ideas using varied tools of electronic technology; and
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8) evaluate the student’s own speaking and writing and that of others using high
standards.
A student should be a competent and thoughtful reader, listener, and viewer of
literature, technical materials, and a variety of other information.
A student who meets the content standard should:
1) comprehend meaning from written text and oral and visual information: by applying a
variety of reading, listening, and viewing strategies; these strategies include phonic,
context, and vocabulary cues in reading, critical viewing, and active listening;
2) reflect on, analyze, and evaluate a variety of oral, written, and visual information and
experiences, including discussions, lectures, art, movies, television, technical materials,
and literature; and
3) relate what the student views, reads, and hears to practical purposes in the student’s
own life, to the world outside, and to other texts and experiences.
A student should be able to identify and select from multiple strategies in order to
complete projects independently and cooperatively.
A student who meets the content standard should:
1) make choices about a project after examining a range of possibilities;
2) organize a project by a. understanding directions; b. making and keeping deadlines;
and c. seeking, selecting, and using relevant resources;
3) select and use appropriate decision-making processes;
4) set high standards for project quality; and
5) when working on a collaborative project, a. take responsibility for individual
contributions to the project; b. share ideas and workloads; c. incorporate individual
talents and perspectives; d. work effectively with others as an active participant and as a
responsive audience; and e. evaluate the processes and work of self and others.
A student should be able to think logically and reflectively in order to present and
explain positions based on relevant and reliable information.
A student who meets the content standard should:
1) develop a position by a. reflecting on personal experiences, prior knowledge, and new
information; b. formulating and refining questions; c. identifying a variety of pertinent
sources of information; d. analyzing and synthesizing information; and e. determining an
author’s purposes;
2) evaluate the validity, objectivity, reliability, and quality of information read, heard,
and seen;
3) give credit and cite references as appropriate; and
4) explain and defend a position orally, in writing, and with visual aids as appropriate.
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A student should understand and respect the perspectives of others in order to
communicate effectively.
A student who meets the content standard should:
1) use information, both oral and written, and literature of many types and content from
the speaker’s or author’s perspective;
3) recognize bias in all forms of communication; and
4) recognize the communication styles of different cultures and their possible effects on
others.
English Language Proficiency
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V. Vocabulary
Prohibition
supercilious
feign
incredulous
complacent
languid
permeate
impetuous
innuendo
fluctuate
somnambulatory
nebulous
laudable
elicit
suppressed
insidious
desolate
elusive
portentous
tumultuous
surmise
elocution
garrulous
American Dream
speakeasies
Lost Generation
perspective
bootlegger
flapper
VI. ORAL LANGUAGE/READING/WRITING SKILLS
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Writing for different audiences
Use style appropriate to the audience and purpose
Writing process
Express personal thoughts in a group
Use communication strategies and skills to work effectively with others
Uses listening and observation skills to gain understanding
Words in context
Recall specific details
Cause/effect relationships
Predicting outcomes
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Read and write charts, chants, learning logs and student writing
Journaling
Analyze and evaluate the effectiveness of written work
Written and oral activities
VII. SOCIAL STUDIES SKILLS
 Map skills
 Comparative: East vs. West, Gatsby vs. Tom, Old Money vs. New Money, Lower
Class vs. Upper Class.
 Examine cultural effects of World War I
RESOURCES AND MATERIALS
Fiction
The Great Gatsby by F. Scott Fitzgerald.
http://www.readbookonline.net/read/690/10628/ (Curious Case of Benjamin Button short
story)
Non-Fiction
http://www.nytimes.com/2009/05/08/us/08dreampoll.html
http://www.usnews.com/opinion/articles/2008/06/13/the-american-dream-goes-on
Internet Resources
http://www.1920-30.com/
http://www.thepeoplehistory.com/1920s.html
http://local.aaca.org/bntc/slang/slang.htm
http://www.u-s-history.com/pages/h1564.html
http://www.sc.edu/fitzgerald/biography.html
http://www.online-literature.com/fitzgerald/
http://www.pbs.org/kteh/amstorytellers/bios.html
http://www.americansc.org.uk/Online/American_Dream.htm
http://www.todaysamericandream.com/
http://online.sfsu.edu/~kferenz/syllabus/dreams/thedream.html
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PLANNING PAGES
I. FOCUS/MOTIVATION
 Three Standards/Scout Awards
 Zero Noise Signal
 Cognitive Content Dictionary with Signal Word
 Inquiry Chart
 Observation Charts
 Teacher Made Big Book: F. Scott Fitzgerald’s Life
II. INPUT
 Pictorial Input Chart – Geography:
o East Egg
o West Egg
o Valley of Ashes
o New York City
o Character’s locations
o Symbols
 Pictorial Input Chart: Character: Nick Carraway
o Whole Class
 Narrative Input- Life in the 1920’s story
 Comparative Input: East vs. West
 10/2 Lecture
III. GUIDED ORAL PRACTICE
 T-Graph for Social Skills
o Cooperation
o Team Points
 Picture File Cards of 1920’s
o Picture File Cards – observe, classify, categorize, label, highlight - why?
 Picture File cards of The Great Gatsby
o Picture File Cards – observe, classify, categorize, label, highlight - why?
 Chants
o Gatsby Character Chant (3 Blind Mice)
o Gatsby Drama Chant
o 1920’s Chant
 Exploration Report
 Sentence Patterning Chart (Farmer-in-the-Dell)
 Process Grid
 Team Tasks
 Choral Reading
 Numbered Heads
 Daily review and processing of charts
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IV. Reading/Writing
A.
Total Class Modeling
 Found Poetry
 Listen and Sketch
 Narrative – Story Map
B.
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C.
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D.
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Small Groups (anything modeled by the teacher)
Narrative Retell
Expert Groups
o Gatsby
o Daisy
o Myrtle
o Tom
Writers’ Workshop
Process Grid
Ear-to-Ear Reading
Focused Reading
Adding to the walls
Individual
Learning Logs
o Student Graphic Organizers for Key Characters
 Character Name
 Character Traits
 Character Perspective
 Character Representation of the 1920’s
 Character Geography
 Character Symbol
 Character Journey
o Individual CCDs
o Clunkers and Links
Journal
o Text and You
Character Bio-poem
Personal Explorations
Focused Reading with Personal CCD
Research
Picture File Cards
Add to charts
Writer’s Workshop
Mini Lesson
o Found Poetry
o Character Bio-poem
Write – plan, share, write, revise, edit, publish
Author’s Chair
Conference
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V.
VI.
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Extended Activities for Integration
Raps
Flipbooks
Closure
Portfolio Assessment: Teacher and Self-Assessment
o Learning Log
Jeopardy with Process Grid
Home School Connection: The American Dream
Process all charts and information
Teacher made quizzes/tests
Student created Big Books/Flip Books
SAMPLE LESSON PLAN
Week 1:
Focus/Motivation:
 Zero Noise Signal
 3 Set Standards - Scout Awards
 Observation Charts- Ask a question, make a comment or make a prediction
 Inquiry Chart
o What do you know about the 1920’s?
o What do you want to know about the 1920’s?
Input
 10/2 Discussion
 Introduce Learning Log
Guided Oral Practice
 T-Graph with word “Cooperation” and Team Points
Reading and Writing
 Introduce reading strategy
o Clunkers and Links
 With sticky notes:
 ? Questions
  Cool facts, new information, things that are interesting
 ! Text-to-self, Text-to-Text, Text-to-World
 * Unknown vocabulary
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Read Chapter 1 of The Great Gatsby as whole class while modeling the reading
strategy and information that would be good in the learning logs.
Focused reading with personal CCD
Journal:
o Text and You
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Closure
 Process all charts and information
Week 2:
Focus/Motivation
 Zero Noise Signal
 3 Set Standards - Scout Awards
 Cognitive Content Dictionary Introduction with Signal Word
 Teacher made Big Book: F. Scott Fitzgerald’s Life
 Revisit Inquiry Chart
Input
 10/2 Lecture
 Pictorial Input Chart: Whole Class (Modeling)
o Character
 Nick Carraway
Guided Oral Practice
 Picture File Cards of 1920’s
o Observe, classify, categorize, label, highlight- why?
 Gatsby Character Chant (3 Blind Mice tune)
 Assign Expert Groups to their character
o Gatsby
o Daisy
o Myrtle
o Tom
Reading and Writing
 Read Chapter 2
 Focused reading with personal CCD
 Journal:
o Text and You
 Clunkers and Links
Closure
 Chapter 1 Gatsby Quiz
 Chapter 2 Gatsby Quiz
 Process all charts and information
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Week 3:
Focus/Motivation
 Zero Noise Signal
 3 Set Standards - Scout Awards
 Cognitive Content Dictionary with Signal Word as whole class
 Self-selected Cognitive Content Dictionary as an individual in their Learning Log.
 Revisit Inquiry Chart
Input
 Pictorial Input Chart: Geography:
o East Egg
o West Egg
o Valley of Ashes
o New York City
o Character’s Locations
o Symbols
 10/2 Lecture
Guided Oral Practice.
 1920’s Chant
Reading and Writing
 Chapter 3 of Gatsby with Ear to Ear Reading
 Chapter 4 of Gatsby
 Expert Groups with discussion and collaboration
 Focused reading with personal CCD
 Journal:
o Text and You
 Clunkers and Links
Closure
 Chapter 3 Gatsby Quiz
 Chapter 4 Gatsby Quiz
 Process all charts and information
Week 4:
Focus/Motivation
 Zero Noise Signal
 3 Set Standards - Scout Awards
 Revisit Inquiry Chart
Input
 Narrative Input Chart: Life in the 1920’s
 10/2 Lecture
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Guided Oral Practice
 Gatsby Drama Chant
 Farmer and the Dell/Sentence Patterning Chart
 Exploration Report
 Team Tasks
Reading and Writing
 Read Chapter 5 of Gatsby with Choral Reading
 Read Chapter 6 of Gatsby
 Listen and Sketch
 Expert Groups
 Journal:
o Text and You
 Clunkers and Links
Closure
 Chapter 5 Gatsby Quiz
 Chapter 6 Gatsby Quiz
 Process all charts and information
Week 5:
Focus/Motivation
 Zero Noise Signal
 3 Set Standards - Scout Awards
 Revisit Inquiry Chart
Guided Oral Practice
 Revisit the chants
 Process Grid
 Team Tasks
Input
 Comparative Input
o East vs. West
 10/2 Lecture
Reading and Writing
 Read Chapter 7 of Gatsby
 Read Chapter 8 of Gatsby
 Read Chapter 9 of Gatsby
 Listen and Sketch
 Expert Groups
 Writer’s Workshop
o Character Bio-poem
o Rewrite a chant
o Found Poetry
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Closure
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o Author’s Chair
o Write: plan, share, write, revise, edit, publish
Journal Text and You
Clunkers and Links
Process all charts and information
Chapter 7 Gatsby Quiz
Chapter 8 Gatsby Quiz
Week 6:
Focus/Motivation
 Zero Noise Signal
 3 Set Standards - Scout Awards
 Finalize Inquiry Chart
Guided Oral Practice
 Revisit the chants
Input
 10/2 Lecture
 Lecture on American Dream
Reading and Writing
 Finalize Learning Logs
o Student Graphic Organizers for key characters:
 Character Name
 Character Traits
 Character Perspectives
 Character Representation of the 1920’s
 Character Geography
 Character Symbol
 Character Journey
o Individual CCD’s
Closure
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Process all charts and information
Chapter 9 Gatsby Quiz
Gatsby Test
Jeopardy with Process Grid
Home School Connection: The American Dream
Student created Big Books/Flip Books
Portfolio Assessment: Teacher and Self-Assessment
o Learning Log
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The 1920’s Chant
Is this the 1920’s?
Is this the 1920’s?
How do you know?
What else do you know?
Give me an example.
Is this the Jazz Era?
Is this the Jazz Era?
How do you know?
What else do you know?
Give me an example.
Is this the Roaring 20’s?
Is this the Roaring 20’s?
How do you know?
What else do you know?
Give me an example.
Is this the Lost Generation?
Is this the Lost Generation?
How do you know?
What else do you know?
Give me an example.
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Yes Ma’am
Yes Ma’am
It’s after Prohibition
It’s a party time after
World War I.
Speakeasies!
Yes Ma’am
Yes Ma’am
Women are more
independent.
They like to dance the
Charleston.
Flappers!
Yes Ma’am
Yes Ma’am
They were living for the
moment
They wanted self
expression.
The bob!
Yes Ma’am
Yes Ma’am
They lacked a cosmopolitan
culture.
They changed American
writing from Victorian to
Modern.
T.S. Eliot!
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Gatsby Character Chant
Tune of Three Blind Mice
Gatsby, Daisy, Tom
Gatsby, Daisy, Tom
Are the characters
Are the characters
Of Fitzgerald’s Great Gatsby novel
With Myrtle, Nick and Jordan too,
And also Wolfshiem and George Wilson
Gatsby, Daisy, Tom
Gatsby, Daisy, Tom
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Gatsby Drama Chant
Drama here, drama there
Drama, drama everywhere
Obsessed Gatsby pining openly,
Snooty Daisy cheating sneakily,
Patient Nick observing quietly,
Arrogant Tom boasting loudly
Drama through West Egg,
Drama around East Egg,
Drama in Wilson’s Garage,
And drama within Gatsby’s mansion
Drama here, drama there
Drama, drama everywhere
Drama! Drama! Drama!
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Cognitive Content Dictionary Strategy Lesson Plan.
Objective: Students will demonstrate an understanding of key vocabulary
terms that relate to the unit topic.
Share Goal: Review and model the guidelines for success: respect others,
make good decisions and solve problems.
New Word
Prediction
Final Meaning
Oral Sentence
Initial Introduction:
 Teacher introduces a new vocabulary word.
 Teacher will have the students “say that word. Tell your neighbor.
Tell the wall. Tell your shoe, etc.”
 Teacher will ask how many students have heard the word before and
write the number of “yes” and “no” at the top of the chart.
 Teacher will model what heads together looks like.
 Teacher will ask students to put their heads together in their groups
and come up with a prediction of the meaning of the word.
 Teacher will pull a spoon with a number on it and the corresponding
person on each team will state their team’s prediction of the word
when called upon. The teacher will write the team’s prediction down
verbatim on the chart in the team’s color.
 The teacher will then come up with a Total Physical Response and
phrase to go along with the vocabulary word. Teacher will use this
TPR and phrase as a signal word to change activities.
 Teacher will not fill out the remaining sections of the CCD chart until
the following day.
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Final Processing:
 The next morning the teacher will review the CCD chart with the class.
 The teacher will ask teams to put their heads together and come up
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with a final meaning of the CCD word.
The teacher will draw a numbered spoon and call upon teams until
every team’s speaker has stated what their prediction of the final
definition of the CCD word is.
The teacher will then write the dictionary definition of the word under
the final meaning space on the CCD chart and discuss it with the class.
The teacher will then draw a simple sketch related to the meaning of
the word, write the word’s part of speech and different forms of the
word.
The teacher will then ask teams to put their heads back together and
come up with a sentence that has the CCD word in it.
The teacher will draw a numbered spoon and ask the corresponding
student in each team to give their sentence orally.
When all teams have correctly said a sentence with the CCD word in
it the teacher will put a check mark in the oral sentence part of the
CCD chart.
Teacher will then repeat the initial process with a new CCD word.
Modification of Whole Class Cognitive Content Dictionary:
 After students are familiar with the CCD, teacher can have teams
come up with their own CCD word in the form of a Stumper Word.
 With a Stumper Word, teams try to come up with a word that no one
else in the room will know, preferably from the charts around the
room or something that is relevant to the unit being studied.
 The teacher will explain what a Stumper Word is to the class and then
ask the teams to put their heads together and try to come up with a
Stumper Word.
 The teacher will then draw a numbered spoon and ask the
corresponding student in each team to say their Stumper Word. The
teacher will then take a poll of who knows what that word means. If
no students can properly define the word then the teacher will declare
that a Stumper Word and will star it on the chart and give that team
extra team points. If students can define the word the teacher will still
put it on the chart, but will not star it and will not use it as one of the
CCD words.
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 When all teams have had a chance to say their Stumper Word, the
teacher will then take a vote on which Stumper Word the students
want to learn about. The Stumper Word that has the most votes will
become the new CCD word and the teacher will follow all the CCD
guidelines outlined above for the new word.
Team Cognitive Content Dictionary:
 This will normally be done during Team Task Time.
 The teacher will give each team a Cognitive Content Dictionary Chart.
 Each team will come up with a new word that they would like to learn
that relates to the topic that is being discussed or the teacher could
assign each team a specific new word.
 Each team will do their own CCD chart and come up with their own
TPR for their new word.
 Each member of each team must write something on the CCD chart in
their color of pencil.
Individual Cognitive Content Dictionary:
 This can be done as homework or during individual work time.
 This can also be used as an assessment of the words already done
(blank out certain parts and the student must fill it in correctly).
 The teacher will give each student a Cognitive Content Dictionary
Chart.
 Each student will come up with a new word that they would like to
learn that relates to the topic that is being discussed or the teacher can
assign each student a specific word.
 Each student will do their own CCD chart.
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Character Traits:
How does this character
represent the 1920’s?
CHARACTER
Perspective:
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Geography:
His/Her Journey:
Character Symbol
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The Great Gatsby
Text (include page #):
Chapter ______
Your Response:
Personal Connections/Reactions/Thoughts (not a summary)
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The Great Gatsby
Chapter ______
Questions/Predictions/Links:
1.
2.
3.
4.
5.
Word & POS
Guess
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Definition
Sentence (page #)
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Gatsby Quiz Chapter 1
Name ________________ Date _____
1.
Who is the narrator?
2.
Does he like to gossip?
3.
Where is the narrator from?
4.
Where did he go to college?
5.
What war did the narrator serve in?
6.
Why didn’t he stay in his hometown after the war?
7.
Is his house in East or West Egg?
8.
What egg does Gatsby live on?
9.
Where do the narrator’s second cousin and her husband live?
10.
What are their names?
11.
How did he meet his cousin’s husband?
12.
What sport was this man famous for in college?
13.
What else was this man famous for in college?
14.
When the narrator is having dinner at his cousins, who calls on the phone?
15.
The narrator’s cousin said the last couple years have been _______________.
16.
The narrator’s cousin has a little girl. An hour after the birth, what did she say
about the baby?
17.
The cousin has a friend she wants to set-up with the narrator. What’s her
name?
18.
What does this woman do?
19.
How does the narrator feel when he leaves their house?
20.
The narrator goes home and sees Gatsby out on his lawn. What does Gatsby
do with his arms?
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Gatsby Quiz Chapter 2
Name ________________ Date _____
2 points each
/24
1.
What is the name of the location between the “eggs” and NYC?
2.
What is on the billboard overlooking this place?
3.
What is the name of the mechanic who works in this place?
4.
What is Tom’s mistress’s name?
5.
Tom’s friend is described as kind of unattractive. What good qualities does
she have?
6.
Where in NYC do the three of them go?
7.
How do they get there? Be specific.
8.
After they embark, what do they stop to purchase?
9.
The mistress tells Nick about first meeting Tom on the train. What was the
first thing she found attractive about him?
10.
There is a party. There is a man named McKee there. He falls asleep/passes
out. What does Nick do to his face?
11.
At the party something happens for the second time in Nick’s life. What was
it?
12.
Something happened to the mistress’s nose. What was it?
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Gatsby Quiz Chapter 3
Name ________________ Date _____
2 points each
/22
1.
Why did Nick go to the party at Gatsby’s?
2.
Who did he hang out with there?
3.
We read about several rumors concerning Gatsby in this chapter. What was
the one about something he did for the German army?
4.
At a previous party a girl tore her dress. What did Gatsby do or say?
5.
Nick meets a guy in Gatsby’s library reading. Describe his most prominent
feature.
6.
What comment did this man make about Gatsby’s books?
7.
Nick goes back to his previous companion. He meets a new guy at his table.
The guy says Nick looks familiar. How did they know each other?
8.
Who is this guy?
9.
After the party there is a car wreck. The drunk passenger said he “washes his
hands” of the whole matter. Who was this person?
10.
The chapter ends with Nick stating that he dated Jordan. Besides being
careless and incurable dishonest, why didn’t he want to get more serious with
her? Think about his hometown.
11.
Nick proudly states that he is the only (blank) person he knows.
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Gatsby Quiz Chapter 4
Name ________________ Date _____
2 points each
/24
1.
Chapter 4 starts with another party. Where is the party held?
2.
Later Nick and Gatsby head into town for lunch. Gatsby tells Nick that he is
from a wealthy mid-western family. Where does he say he went to school?
3.
Gatsby said that after school he “lived like a young rajah in all the capitals of
Europe.” He then lists 3 things he did to help him forget something very sad
that happened. Name one of them.
4.
Gatsby has 2 things with him to support his story. Name one.
5.
Why did Gatsby say he told Nick about his background?
6.
While still driving into town, Gatsby gets pulled over for speeding. What
happens?
7.
Nick and Gatsby have lunch with one of Gatsby’s friends named Meyer
Wolfsheim. What kind of cufflinks did Wolfsheim have?
8.
Gatsby told Nick that Wolfsheim had something to do with the World Series
of baseball in 1919. What was it?
9.
Nick sees Tom at the restaurant. He introduces Gatsby to Tom. What does
Gatsby do?
10.
Nick then has tea with Jordan and she tells him how Daisy and Gatsby met.
How did they meet?
11.
Jordan passes on Gatsby’s message to Nick. Where does Gatsby want to meet
Daisy?
12.
How does Nick feel about Gatsby’s request?
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Gatsby Quiz Chapter 5
Name ________________ Date _____
2 points each
/30
1. At the beginning of the chapter, Nick comments that Gatsby’s house looked like it
was on fire. Why were all the lights on?
2. What does Gatsby initially say to Nick’s invitation to tea with Daisy? What is
ironic about his response?
3. In Chapter 5, Gatsby offers Nick the opportunity to make a little money on the
side. How does Nick respond? Why?
4. Before Gatsby reunites with Daisy, he attempts to spruce up Nick’s house a bit.
Name one thing that he does.
5. How long has it been since Daisy and Gatsby have seen each other?
6. When Gatsby first meets Daisy again, how does he react?
7. After meeting at Nick’s house, Gatsby takes Daisy and Nick over to his house.
Why does he want to show Daisy his house?
8. Gatsby wanted to show Nick and Daisy his gardens and take them on a boat ride.
Why couldn’t they go?
9. Who is in Gatsby’s house?
10. What does he do for Gatsby, Nick, and Daisy?
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11. While showing Nick and Daisy around his house, Gatsby throws a big pile of
fancy shirts on his bed. What does Daisy do or say about them?
12. What is the significance of the green light at the end of Daisy’s dock?
13. (Longer answer/6 points) Interpret: “No amount of fire or freshness can challenge
what a man will store up in his ghostly heart.”
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Gatsby Quiz Chapter 6
Name ________________ Date _____
2 points each
/24
1
Nick interrupts the main story line to tell us that someone stopped by
Gatsby’s mansion to ask him a few questions. What type of person
stopped by?
2
Fitzgerald uses this as an excuse to tell us about Gatsby’s real past. Where
is Gatsby really from?
3
Where did he really go to school?
4
What did he do for a job to pay for school?
5
What is Gatsby’s real name?
6
How did Gatsby meet Dan Cody?
7
How had Dan Cody made his money?
8
How did Dan Cody die?
9
Nick next sees Gatsby, he is at the mansion visiting. Three people stop by
to visit. Name one of them.
10
One of the three people ask Gatsby to dinner. While he is upstairs
changing, what do they do?
11
Tom and Daisy go to Gatsby’s next party. What do they both notice about
almost all of the women there?
12
What does Tom do at the party to keep himself busy?
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13
As Tom and Daisy are leaving the party, Daisy glances back. What is she
worried might happen to Gatsby?
14
Who does Gatsby ask to stay after the party with him?
15
What does Gatsby think about Daisy’s reaction to his party?
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Gatsby Quiz Chapter 7
Name ________________ Date _____
2 points each
/38
1. Chapter 7 starts with description of Gatsby’s mansion. What is different about
this weekend?
2. Why did Gatsby get rid of all his domestic staff?
3. Gatsby calls Nick and invites him to lunch. Daisy calls to confirm. Where did
they eat lunch?
4. Daisy brings out her child. Is it a boy or girl?
5. What is the child’s name?
6. What’s the weather like?
7. How does Tom figure out something is going on between Daisy & Gatsby?
8. Gatsby & Nick find out why Daisy’s voice is so nice. They say it sounds like
_______________.
9. What car does Tom drive into town?
10. Who goes with?
11. Why does Tom stop on the Valley of Ashes?
12. What does George Wilson tell them?
13. Tom tells them he knows Daisy & Gatsby are having an affair. He calls Gatsby a
Mr._________ from ___________ .
14. Why does Tom let Daisy go home with Gatsby?
15. All of this is happening on Nick’s birthday. What birthday is it?
16. When Daisy & Gatsby are returning home, they see Myrtle Wilson. What do they
do or say to her?
17. That night Gatsby stands outside Daisy’s window. What for?
18. Nick also looked in the window at Tom & Daisy. What were they doing? Be
specific
19. When Nick and Gatsby see Tom & Daisy doing this, how does it make him feel?
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Gatsby Quiz Chapter 8
Name ________________ Date _____
2 points each
/24
1. Nick goes to Gatsby’s house. The doors open & he walks in. He tells Gatsby that
he should do what?
2. Why does Gatsby feel he misled Daisy?
3. Symbolically, Daisy is like “what” to Gatsby?
4. Nick wants to stay with Gatsby that day. Does he go to work or take the day off?
5. Nick tells Gatsby in chapter 8 that "They're a rotten crowd. You're worth the
whole damn bunch put together." What does Gatsby do or say in return?
6. This comment (above) is the only _________________ Nick ever gave Gatsby.
7.
At home Jordan calls Nick & says she wants to see him. What does Nick say or
do?
8. Nick then gives us more information about the previous night. The restaurant guy,
Michael, was talking to George. George answers & says that he & Myrtle were
married for 12 years, didn’t have any kids and also didn’t have a ___________.
9. George tells Michael that he had told Myrtle that she “couldn’t hide from God,
because God sees everything.” What are George & Michael looking at during
this conversation?
10. Gatsby went swimming in his pool. Before he does he tells his servant to bring the
phone. Why? Be specific
11. What, if anything, happened to Gatsby while he was floating around his pool on
an air mattress.
12. Nick comes over to Gatsby’s mansion. He sees Gatsby with George. What does
George say or do?
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Gatsby Quiz Chapter 9
Name ________________ Date _____
1. After Gatsby was killed, Nick called Daisy to tell her. Where have Daisy & Tom
gone?
2. Nick wants people to call or come over to Gatsby’s house to show their support.
Who shows up that day?
3. Gatsby’s dad shows up three days after Gatsby’s death. By what nickname did
his father call Gatsby?
4. That day Klipspringer, “the border”, calls. He says he can’t make the funeral, but
he needs something he left sent to him. What does he need so urgently?
5. How does Nick respond to Klipspringer’s request?
6. Nick goes to New York to get Meyer Wolsheim. Does Wolfsheim agree to go to
the funeral? Why or why not?
7. At the funeral, Nick, Mr. Gatz, the servants, the postman, and ________ show up.
8. After Gatsby is killed, Nick decides to move. Where does he decide to go?
9. Nick wants to get things in order first. He goes to breakup with Jordan. How
does Jordan respond?
10. In October, before Nick moves, he sees Tom on 5th Ave in New York. Nick tries
to avoid him, but Tom walks up to shake his hand. What does Nick do?
11. Nick then asks Tom what he told George Wilson after Myrtle died. What did
Tom tell him?
12. Mr. Gatz tells Nick that Gatsby came to Minnesota to visit him. What did Gatsby
do while he was visiting?
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The Great Gatsby Exam
Name ________________ Date _____
Part A: Multiple choice. Two points (2) for each correct answer.
_____1. Nick Carraway was bornA. In the Northeast
B. In the Midwest
C. In the South
D. In the West
_____2. The character who first appears “in riding clothes…standing with his legs apart
on the front porch” isA. Gatsby
B. Tom Buchanan
C. Nick Carraway
D. George Wilson
_____3. The pretentious expression, “I’m p-paralyzed with happiness,” is spoken byA. Jordan Baker
B. Daisy Buchanan
C. Myrtle Wilson
D. Myrtle’s sister
_____4. James Gatz is –
A. Daisy’s cousin
B. Gatsby’s piano player
C. Gatsby’s real name
D. Meyer Wolfshiem’s son’s brother’s son
_____5. Nick recalls a story which implies that Jordan Baker onceA. betrayed a friend
B. stole some money
C. cheated at golf
D. killed a man
_____6. Gatsby shows a police officerA. a fifty dollar bill
B. a card from the police commissioner
C. the damage done to the front fender of his car
D. the butt of a gun
_____7. Doctor T. J. Eckleberg becomes a symbol ofA. Gatsby’s “romantic readiness”
B. Nick’s friendship with Gatsby
C. The superiority of laser eye surgery
D. The lack of morals prevalent in the East/God’s all seeing eyes
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_____8. Myrtle Wilson’s nose is broken byA. Gatsby
B. George Wilson
C. Tom Buchanan
D. Her new police dog
_____9. The expression “and the holocaust was complete” refers toA. Myrtle’s death
B. George Wilson’s death
C. Gatsby’s death
D. Myrtle’s new police dog’s death
_____10. Nick left his home to come to New York in an effort toA. become better acquainted with his relatives
B. play in a golf tournament with Jordan Baker
C. work and learn the bond trade
D. escape the draft
_____11. The character who has “one of those rare smiles with a quality of eternal
reassurance in it,” isA. Daisy Buchanan
B. Jay Gatsby
C. Jordan Baker
D. Meyer Wolfsheim
_____12. The character who, according to Gatsby, fixed the world series isA. Meyer Wolfsheim
B. Klipspringer
C. Owl Eyes
D. That scrawny girl in the yellow dress
_____13. Most of Gatsby’s money has come fromA. drug sales, prostitution, murder for hire
B. bootlegging
C. salmon, clam industry of Lake Superior
D. money left to him by Dan Cody
_____14. When Myrtle Wilson was killed, the car that hit her was driven byA. Gatsby
B. Daisy
C. Tom
D. Nick
_____15. “The promise of a decade of loneliness” is sensed byA. Nick
B. Gatsby
C. Tom
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D. Jordan
_____16. The most significant change in Daisy’s life since the war is that she nowA. has a child
B. loves Gatsby
C. likes having money
D. no longer needs to work
_____17. “That ashen, fantastic figure gliding toward him through the amorphous trees”
isA. George Wilson
B. Jay Gatsby
C. Tom Buchanan
D. Nick Carraway
_____18. A symbol of the human capacity for hope isA. Gatsby’s immense mansion
B. Owl Eyes
C. The green light at the end of Daisy’s dock
D. The innocent, mongrel puppy being “saved” by purposeless wealth
_____19. Daisy has not seen Nick sinceA. she married Tom Buchanan about five years ago
B. he told her that he loved her and wanted to marry her
C. they were children together in the South
D. their divorce
_____20. At first Nick did not know what to think of Gatsby becauseA. he only knew Gatsby by another name
B. there were so many rumors about him
C. his father had told never to trust what other people say
D. he had a very good reputation
_____21. Tom Buchanan showed how rich a man he was byA. owning a large fleet of ships
B. buying and selling great quantities of stocks and bonds
C. throwing huge parties every weekend
D. giving Daisy a string of $350,000 pearls the night before their wedding
_____22. Nick’s impression of Meyer Wolfshiem is determined by the fact thatA. Meyer wears a very ragged suit
B. His cuff links are kind of different
C. His is not able to come to Gatsby’s parties
D. He refuses to shake Nick’s hand
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_____23. After Myrtle’s death, Tom tells George WilsonA. That he loved her and wanted to marry her
B. That he can have any car he wants from his garage
C. That Gatsby was driving the yellow car he was asking about
D. That he is sorry for his loss and offers his help
_____24. New York and its environs during the Jazz Age
A. were a very restrained and subdued place
B. was a place of great excesses and luxury
C. influenced the Midwest
D. did not include Long Island
_____25. At the end of the novel, Nick decidesA. to take a trip around the world
B. to stay in New York and make his fortune
C. to return to the Midwest
D. to live in Gatsby’s mansion for a while
_____26. Gatsby’s love for Daisy
A. forces him to leave New York
B. allows him to become a happy man
C. is simply an illusion and he learns to love again
D. becomes his obsession and ultimately his demise (ruin)
_____27. At the end of the novel, Jay Gatsby
A. is revealed to be a man of humble origins who struggled to become
rich and powerful
B. was found to be after Daisy only for her money
C. tries to frame Tom Buchanan
D. convinces Daisy to leave Tom
Part C: (Please write your paragraphs on a separate piece of paper.)
Short answer questions. Remember to support with examples from the text.
Five (5) points for each well developed, insightful answer. PEC IT!
Make a point, give evidence, and add commentary! Answer the questions,
“So, what?” Be the lawyer making his or her case. Write a paragraph per
question. 
28. Is Gatsby a “hero?” Discuss.
29. Describe Fitzgerald’s attitude toward money in the novel.
30. Analyze Fitzgerald’s use of setting as “moral geography.”
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The Great Gatsby
Learning Log
Name ___________________ Period ______
Favorite Quotes
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Sample Bio-poem: Nick Carraway
Nick
Quiet, observant, personable, nostalgic
Son of the Midwest
*Confidante to Jay Gatsby and connected to the wealthy
Lover of Gatsby’s reassuring smile, infinite hope, and romantic readiness
Who feels attracted to Jordan’s vivacity and sophistication, yet repelled by her
dishonesty and selfishness
Who gives everyone a chance, his ear, and his open-mind
Who fears loneliness, the distortion of life in New York, and turning thirty
Who would like to see the world stand at moral attention, Daisy and friends at Gatsby’s
funeral, and Tom take responsibility for his carelessness
Who lives somewhere in the dreams of the past and the reality of the present
Carraway
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What is a Biopoem?
A Biopoem is a poem that describes a person in eleven or more lines.
---------------------------------------------------------------------------------
(First Name)(Four adjectives that describe the person)
Son or Daughter of (your parents’ names)
Lover of (three different things that the person loves)
Who feels (three different feelings and when or where they are felt)
Who gives (three different things the person gives)
Who fears (three different fears the person has)
Who would like to see (three different things the person would like to
see)
Who lives (a brief description of where the person lives)
(Last Name)
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Did you know. . .
F. Scott Fitzgerald
was born in St. Paul,
Minnesota on
September 24, 1896?
Now you know!
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Did you know. . .
F. Scott Fitzgerald is
nd
the namesake and 2
cousin three times
removed of the author
of the National
Anthem?
Now you know!
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Did you know. . .
F. Scott Fitzgerald’s
st
1 published work
was a detective story
he wrote when he was
13 and it appeared in
his school newspaper?
Now you know!
Did you know. . .
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F. Scott Fitzgerald
went to Princeton
college, but neglected
his studies and
dropped out to join
the army in 1917.
Now you know!
Did you know. . .
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F. Scott Fitzgerald fell
in love and became
engaged to Zelda
Sayre, but she broke
off the engagement
because he was too
poor and she didn’t
want to wait for him
to make his fortune!
Now you know!
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Did you know. . .
F. Scott Fitzgerald
became famous
overnight after his
novel This Side of
Paradise was
published on March
26, 1920. Zelda
married him a week
later?
Now you know!
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Did you know. . .
F. Scott Fitzgerald
and Zelda’s only child,
a daughter named
Frances Scott (Scottie)
Fitzgerald was born in
October of 1921?
Now you know!
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Did you know. . .
Now you know!
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Fitzgerald was an
alcoholic, but he
wrote only when he
was sober. Critics
tried to call him an
irresponsible writer
because of his
reputation, but he
actually painstakingly
revised all of his work?
Did you know. . .
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Fitzgerald started
writing The Great
Gatsby while in
France in 1924. After
revising it in Rome, it
was finally published
in April 1925?
Now you know!
Did you know. . .
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Fitzgerald and Zelda’s
marriage suffered
when Zelda had an
affair with a French
Naval Officer. They
returned to America
shortly thereafter?
Now you know!
Did you know. . .
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Now you know!
Fitzgerald and Zelda’s
marriage went
downhill after the
affair and in April of
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1930 Zelda had a
mental breakdown
and spent until
September of 1931 in
a Swiss Psychiatric
Hospital?
Did you know. . .
The Fitzgerald’s spent
money more quickly
than F. Scott could
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earn it, even though
he made about
$24,000 a year when
the average school
teacher only made
$1,299 a year. The
author who wrote “so
eloquently about the
effects of money on
character was unable
to manage his own
finances?
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Now you know!
Did you know. . .
Zelda Fitzgerald
suffered a relapse in
February 1932 and
from that point on
spent the rest of her
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life as a resident or
outpatient of various
sanitariums?
Now you know!
Did you know. . .
From 1936-1937
Fitzgerald went
through a period that
critics called “The
Crack up” in which he
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was ill, drunk, in debt
and unable to write
commercially. In
addition Zelda entered
another sanitarium.
He also no longer
maintained a home
for Scottie, but sent
her to boarding school
and he himself went
from hotel to hotel.
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Now you know!
Did you know. . .
In 1937 F. Scott
Fitzgerald moved to
Hollywood and
became a screenwriter
for MGM. While
there working for
them he made
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$91,000 at a time
when a Chevrolet
coupe cost $619.00.
Still he continued to
have financial
problems.
Now you know!
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Did you know. . .
While in California,
Fitzgerald fell in love
with a movie
columnist named
Sheilah Graham and
their relationship
continued until his
death. He still
continued to make
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trips East to visit
Zelda in the
Baltimore Sanitarium
however.
Now you know!
Did you know. . .
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F. Scott Fitzgerald
died in Graham’s
apartment of a heart
attack on December
21, 1940. His wife
Zelda died in a fire at
Highland Hospital in
1948 (same place Girl,
Interrupted was
filmed).
Now you know!
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Did you know. . .
F. Scott Fitzgerald
died thinking himself
a failure, but by 1960
he was listed among
the top American
writers of all time?
Now you know!
Did you know. . .
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In his lifetime F. Scott
Fitzgerald wrote:
 5 novels (one of
which was written
posthumously).
 8 short story
collections.
 21 short stories
(including “The
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Curious Case of
Benjamin Button”).
 1 play
 2 professional
essays (one of
which was titled
“The Crack up.”
Now you know!
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"To 1st Lt. F. Scott Fitzgerald
65th Infantry
Camp Sheridan
Forget-me-not
Zelda
9-13-18
Montgomery, Ala"
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Sheilah Graham
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F. Scott Fitzgerald and Sheilah Graham
Princeton University
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