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