The Great Gatsby – lesson 1 (Introduction to The Great Gatsby)
Time required
55 minutes
Resources required
Copies of The Great Gatsby (F Scott Fitzgerald); one copy per student + teacher’s copy
Worksheet from www.penguin.co.uk (one copy per student)
Objectives
By the end of the lesson, students will be able to:
 Reconcile their first impressions of a novel with what immediately follows
 Articulate their first impressions orally
 Analyse the meaning of a novel’s title in their own words
 Apply the meaning of a novel’s title, or the crux of its story, to real-life issues
 Answer pre-reading questions about a novel’s context and background
Anticipatory set
Distribute copies of The Great Gatsby. Give students a few minutes to gather their first
impressions of the novel based on blurb, front cover etc. and ask their opinions.
Main activity
In groups, students will be asked to discuss why they think the novel is entitled The Great
Gatsby. In addition, they should discuss the ways in which a person can be ‘great’, trying to
come up with at least 5 ideas.
Independent work
On their own, students should complete the pre-reading questions from the Penguin Readers
Worksheet (available from www.penguin.co.uk).
Plenary
Students to sum up what their group discussed in the main activity.
The Great Gatsby – lesson 2 (Chapter 1; characters; thematic and extrinsic study)
Time required
55 minutes
Resources required
Copies of The Great Gatsby (F Scott Fitzgerald); one per student
Objectives
By the end of the lesson, students will be able to:
 Write character profiles of the characters in a novel, which they can add to as the unit
progresses
 Use summary skills and the art of writing concisely
 Utilise argumentative/discursive writing skills
 Show understanding orally of one of the novel’s key themes
 Apply cross-curricular and cross-cultural knowledge to the lifestyle and mindset of
one of the characters in the novel and express their opinion thereon
 Consider the importance of the main characters in the novel
Anticipatory set
Refer the students to the point at the top of the first page of Chapter 1: “Whenever you feel
like criticising anyone, just remember that all the people in this world haven’t had the
advantages that you’ve had.” What does the father mean? Do the students think he is right?
Why/why not? Discuss.
Main activity
In Chapter 1, we meet the main characters. In groups, students are to read Chapter One and
write brief profiles of the characters. What are they like? What are their roles in the novel?
Independent work
On their own, students are to write half a page on Daisy’s declaration that “that’s the best
thing a girl can be in this world – a beautiful little fool.” Why would Daisy want her daughter
to be a fool? What does this say about women (and men!) of the time? Students can take an
argumentative or a discursive approach as they see fit.
Plenary
Check for any problems with vocabulary, comprehension and so on.
The Great Gatsby – lesson 3 (Chapter 2; imagery; sociological context)
Time required
55 minutes
Resources required
Copies of The Great Gatsby (F Scott Fitzgerald); one per student
Worksheet from www.penguin.co.uk (one per student; given out during lesson 1)
Objectives
By the end of the lesson, students should be able to:
 Talk coherently about the effects and use of language
 Demonstrate their comprehension of the novel so far, in writing
 Comparatively analyse concepts across chapters
 Show knowledge of the novel’s sociological context
Anticipatory set
Students are to read Chapter 2 in small groups. (Alternatively, for a shorter lesson, students
can be advised to read the chapter before class for homework and discuss it briefly with their
peers as an anticipatory set.)
Main activity
In pairs, students are to write down reasons why Fitzgerald brings in a) the ash piles and b)
the eyes of Dr Eckleburg. Feed back answers as a class.
Independent work
Students are to complete the comprehension questions on the Penguin worksheet that relate to
Chapters 1 and 2.
If finished, students should compare Daisy’s remark from Chapter 1 about wanting her
daughter to be a fool with the incident from Chapter 2 in which Tom hits Myrtle. What do
these two things together tell us so far about the relationships between men and women a) in
the novel and b) at this time in history?
Plenary
How does Fitzgerald use language in this chapter? Is he effective? Why/why not?
The Great Gatsby – lesson 4 (Chapter 3; character analysis; comprehension)
Time required
55 minutes
Resources required
Copies of The Great Gatsby (F Scott Fitzgerald); one per student
Worksheet from www.penguin.co.uk (one per student; given out during lesson 1)
Objectives
By the end of the lesson, students will be able to:
 Talk about the concept of the reliable narrator, and relate it to the novel being studied
 Distinguish between fact and opinion within the novel
 Demonstrate comprehension of what has been read so far
 Carry out a detailed character study
 Consider the morality of a character
 Critically compare their own analytical work with that of others
Anticipatory set
The teacher writes Nick’s closing line of Chapter 3 on the board. Can we trust Nick? Why or
why not? Class discussion.
Main activity
Students are to work in pairs to make two lists. List A should consist of facts that they know
about Gatsby; list B should consist of rumours about Gatsby (all from Chapter 3). When
finished, students can compare their lists between groups. Students should keep their lists for
work that they will do during lesson 6 of the unit.
Independent work
Students should complete the Chapter 3 section of the Penguin comprehension sheet on their
own.
Plenary
What have we learned about Gatsby that we didn’t know before? Have our impressions of
him changed or become more detailed?
The Great Gatsby – lesson 5 (The Great Gatsby assignments; extrinsic study)
Time required
55 minutes
Resources required
http://faculty.pittstate.edu/~knichols/flapperappeal.html
Objectives
By the end of the lesson, students will be able to:
 Structure a book report
 Structure a comparative essay
 Relate sociological aspects of the novel to real life
 Take a more extrinsic approach to the novel being studied
 Discover facets of a perhaps previously unknown subculture
Anticipatory set
Inform students that they will be asked to write a book report and a comparative essay on the
subject of The Great Gatsby. They should be given roughly three weeks in total to complete
both of these assignments. Students should read the book on their own at home with class
sessions acting more as a review.
Main activity/teaching
Students are to take notes on the following:
Structuring the assignment – BOOK REPORT
This should include a short summary sentence or paragraph, which is plot-based without
giving too much away.
The students should aim to ‘dissect’ various aspects of the book and discuss their
effectiveness (e.g. setting, characters, ending etc.), giving their opinions.
Conclusion (is it worth reading other books by this author? General summing up).
Structuring the assignment – COMPARATIVE ESSAY
Introduction - Which text(s) have they chosen to compare with The Great Gatsby and why?
Main body of text – again, dissect various aspects. What makes them similar/different and
why is this important? Students should remember to give examples to show what they mean.
Conclusion. What impact des one literary time period, author or text have on another?
Independent work
If the above has not taken the entire lesson to go over, including answering student questions,
students can read the article entitled “A Flapper’s Appeal To Parents”, retrieved from
http://faculty.pittstate.edu/~knichols/flapperappeal.html, in order to gain a feel for a different
subculture and extend extrinsic knowledge. From this, students can write about subcultures
within today’s society and/or any subculture of which they may be a part.
Plenary
Check understanding of the given assignments.
Homework
Start assignments detailed above.
The Great Gatsby – lesson 6 (Chapter 4; comprehension; character study)
Time required
55 minutes
Resources required
Copies of The Great Gatsby (F Scott Fitzgerald); one copy per student
Worksheet from www.penguin.co.uk (one per student; given out during lesson 1)
Objectives
By the end of the lesson, students will be able to:
 Show understanding of the novel’s eponymous character
 Demonstrate general comprehension skills
 Articulate their opinions both orally and in writing
 Assess the development of their own opinions about a certain subject
Anticipatory set
Students will review Chapter 4 of the novel in small groups.
Main activity
Students are to take out their lists of facts and rumours about Gatsby (see lesson 4) and add to
them, using information from the chapter that they have just read.
Independent work
Students should complete the comprehension questions from the Penguin sheet that relate to
Chapter 4.
Plenary
What impressions are the students forming about Gatsby as a character?
Homework
Continue with the assignments given in lesson 5
Bring scissors, glue, paper, and old magazines to tomorrow’s class
The Great Gatsby – lesson 7 (colour symbolism; understanding through art)
Time required
55 minutes
Resources required
Copies of The Great Gatsby (F Scott Fitzgerald); one per student
Paper, magazines, scissors, glue (students’ own)
Objectives
By the end of the lesson, students will be able to:
 Work artistically to reflect their understanding of the novel being studied
 Talk articulately about symbolism, and more specifically the symbolism of colours
 Analyse how an author uses symbolism, and particularly symbolism of colour, to
make his work more effective
Anticipatory set
Write basic colour names on the board. What do these colours symbolise? Class brainstorm.
Main activity
In pairs, students should consider the most significant colours in the novel. What colours does
the author use the most, and why, and in what ways? Make a list and feedback to the class.
*Look for yellow (moral decay; increasingly yellowing colour of dresses), white (innocence;
Gatsby’s outwardly white house; aptonymical nature of Daisy’s name), green (light; hope),
blue (promise; dream; idealism), red (violent reality; glittering dream), and the changing and
juxtaposition of colours (girls’ dresses change from white to yellow; blue eyes/yellow
spectacles; blue gardens/yellow music).
Independent work
Students are to use the magazines that they should have brought with them to class to create
collages on any theme/s of the novel that they choose. If they forgot to bring magazines,
students can work on their Great Gatsby assignments, or start populating a vocabulary list
from the novel.
Plenary
How have the students used colour in their collages? Were their choices random or
significant? Why does Fitzgerald use colour in this way throughout the novel and how is it
effective?
Homework
Continue with assignments given in lesson 5
The Great Gatsby – lesson 8 (Chapter 5; drama and role play; comprehension)
Time required
55 minutes
Resources required
Worksheet from www.penguin.co.uk (one per student; given out during lesson 1)
Copies of The Great Gatsby (F Scott Fitzgerald); one per student
Objectives
By the end of the lesson, students will be able to:
 Use drama to further their knowledge of a novel’s events
 Express their understanding of a novel’s plot in writing
 Demonstrate their script-writing skills
 Perform a scene from the novel when asked
Anticipatory set
Students are to review Chapter 5 in small groups.
Main activity
Students should create short role plays of one of the following scenes (their choice):
- the scene between Gatsby and Daisy at Nick’s house after Nick asks Gatsby to go
back in and talk to her
- the first meeting between James Gatz and Dan Cody
They will then perform their scenes to the class.
Independent work
Students should complete the comprehension questions on the Penguin sheet that relate to
Chapter 5.
Plenary
Students are to explain how the drama work completed today helped to solidify their
understanding of the novel.
Homework
Work on book report and essay, as set in lesson 5
Continue to update facts/rumours list and vocabulary list
The Great Gatsby – lesson 9 (philosophy; Chapter 6; comprehension)
Time required
55 minutes
Resources required
Worksheet from www.penguin.co.uk (one per student; given out during lesson 1)
Copies of The Great Gatsby (F Scott Fitzgerald); one per student
Definition of philosopher-kings and the Theory of Forms (from Plato’s Republic)
Objectives
By the end of the lesson, students will be able to:
 consider the philosophical implications and symbolism behind the novel’s main
character
 show their understanding of the novel’s plot so far, in writing
 relate an ancient concept and text to the novel being studied
 explain the meaning of the phrase “the Platonic conception of himself”
 utilise interdisciplinary knowledge to achieve a fuller understanding of the novel being
studied
Anticipatory set
The teacher should write the phrase “the Platonic conception of himself” onto the board. Do
any of the students have any idea what this phrase means? Any ideas, even inchoate ones,
should be welcomed and written on the board. *This is a challenging concept and may be
beyond the reach of weaker students. If the proportion of weaker students in a class is
significant then discussion can perhaps be bypassed in favour of just giving out a pre-prepared
definition of the phrase.*
Main activity and teaching
Explain the meaning of the phrase (Plato, in his Republic, built up a perfect vision of the
world, perhaps not meaning it entirely seriously. His reputation as a philosopher is heavily
based on his ability to build up a vision of perfection, as in the Republic, and then bring it
down, as in the Laws. A Platonic conception of oneself, then, is an ideal or perfect vision of
oneself). Following this, give out the definition of the philosopher-kings from Plato’s
Republic, and a definition of the Theory of Forms, which also relate to the notion of the
Platonic conception of oneself. *These definitions could be simplified for weaker students.*
Students should then use these definitions to consider, in groups, how they relate to Gatsby.
Independent work
The lesson is already quite challenging and full, so this could be used as extension work or
homework. Students are to review Chapter 6 and answer the comprehension questions that
relate to this chapter on the Penguin sheet provided.
Plenary
Clear up any student queries; check understanding and progress, perhaps by having students
summarise their understanding of what they have done that day.
Homework
Assignments given in lesson 5
Continue to populate vocabulary list
Continue to add to facts/rumours list
The Great Gatsby – lesson 10 (Chapter 7; comprehension; analysis)
Time required
55 minutes
Resources required
Worksheet from www.penguin.co.uk (one per student; given out during lesson 1)
Copies of the Great Gatsby (F Scott Fitzgerald); one per student
Objectives
By the end of the lesson, students will be able to:
 analyse the mood of a given passage
 explain how an author builds emotion or tension
 demonstrate comprehension in writing
Anticipatory set
Students should read, as a class, from the start of chapter 7 as far as page 131 (to the line “but
on Jordan Baker, whom she took to be his wife”).
Main activity
In small groups, students should make a list of what they consider to be the most awkward
moments in the extract. Why are they awkward? How does Fitzgerald build tension? Students
should write down the techniques that the author uses to achieve this.
Independent work
Students are to complete the comprehension questions on the Penguin sheet that relate to
Chapter 7, as far as they are able.
Plenary
How is Fitzgerald successful at building up relationships between his characters?
Homework
Assignments given in lesson 5
Continue to populate vocabulary list
Continue to add to facts/rumours list
The Great Gatsby – lesson 11 (Chapter 7; interior monologue; essay-writing;
comprehension)
Time required
55 minutes
Resources required
Worksheet from www.penguin.co.uk (one per student; given out during lesson 1)
Copies of The Great Gatsby (F Scott Fitzgerald); one per student
http://teach.beavton.k12.or.us/~jonathan_stoner/eng11/gatsby/gatsbyideas.doc
Objectives
By the end of the lesson, students will be able to:
 demonstrate their understanding of characters’ feelings through creative, dramatic
writing
 write critically
 show comprehension of the novel’s events
Anticipatory set
As a class, read from p131 (“There is no confusion like the confusion of a simple mind”) to
the end of the chapter.
Main activity
Write an interior monologue for any of the characters featured in this chapter (Gatsby, Daisy
and Tom are obvious choices). What are they thinking/feeling at this point in the novel?
Independent work
This again could be used as extension work depending on time.
Students can choose from a selection of essay topics relating to the novel, retrieved from
http://teach.beavton.k12.or.us/~jonathan_stoner/eng11/gatsby/gatsbyideas.doc .
Or, if they prefer, they can continue with the comprehension sheet started last lesson.
Plenary
Is Chapter 7 a turning point in the novel? If so, why?
Homework
Assignments given in lesson 5
Continue to populate vocabulary list
Continue to add to facts/rumours list
The Great Gatsby – lesson 12 (Chapter 8; creative writing; comprehension; vocabulary)
Time required
55 minutes
Resources required
Worksheet from www.penguin.co.uk (one per student; given out during lesson 1)
Copies of The Great Gatsby (F Scott Fitzgerald); one per student
1920s vocabulary list (see below)
Objectives
By the end of the lesson, students will be able to:
 utilise vocabulary of the period creatively, in order to increase understanding
 retell part of the story from another character’s point of view
 show comprehension of the novel’s plot, in writing
Anticipatory set
Students are to review Chapter 8 of the novel in small groups.
Main activity
Still in their groups, students are to rewrite the incident where Myrtle watches the arrival of
Tom, Gatsby and Nick at the garage, but this time from Myrtle’s point of view.
Independent work
Complete the comprehension questions on the Penguin sheet that relate to Chapter 8.
Extension work
Students are to use the following 1920s vocabulary list to write a creative piece (such as a
poem): the bee’s knees, spifflicated, ossified, hooch, sheba, shick, go cook a radish
Plenary
How do students predict the novel will end? Does Myrtle’s anger and disappointment
foreshadow what might happen next?
Homework
Assignments given in lesson 5
Continue to populate vocabulary list
Continue to add to facts/rumours list
Bring biographical information about the author to the next class
The Great Gatsby – lesson 13 (Chapters 9 and 10; comprehension; analysis)
Time required
55 minutes
Resources required
Worksheet from www.penguin.co.uk (one per student; given out during lesson 1)
Copies of The Great Gatsby (F Scott Fitzgerald); one per student
1920s vocabulary list (see lesson 12)
Objectives
By the end of the lesson, students will be able to:
 Review the novel orally
 Discuss key issues that the novel has raised
 Analyse characterisation
 Compare the life of the author to the world created within the novel
 Show comprehension of the novel’s plot, in writing
 Utilise vocabulary of the period creatively
 Articulate the use of irony possibly employed by the author in the novel and its title
Anticipatory set
Students should review chapters 9 and 10 in small groups. The teacher should also collect the
students’ assignments at this stage. *A review of the term ‘irony’ may also be appropriate at
this point in anticipation of the main activity.*
Main activity
In groups of three or four, students should discuss the following:
- Now that they have read the novel, do they think that the title is ironic? Why/why not?
Think of at least one way in which Gatsby was genuinely great and one way in which
the title could be considered ironic.
- Find at least five ways in which the author is similar to Gatsby, using the biographical
information that they should have brought in.
Independent work
Students should complete the comprehension questions based on Chapters 9 and 10 on the
Penguin sheet. With all comprehension questions completed, they should hand their answers
in.
Extension work
Students are to use the following 1920s vocabulary list to write a creative piece (such as a
poem): the bee’s knees, spifflicated, ossified, hooch, sheba, shick, go cook a radish
Plenary
Did the students enjoy the novel? What might they have changed about it?
Homework
Continue to populate vocabulary list (in preparation for final exam)
Continue to add to facts/rumours list (in preparation for final exam)