Say it Ain’t So, Gatsby
Subject: English III
Topic: The American Dream
Title of Lesson: “Say it Ain’t So, Gatsby”
Objectives:
Students will
1. Further analyze the theme of the American Dream in The Great Gatsby, especially with regard to Jay Gatsby (RL 11-12 #2)
2. Explore the allusions to organized crime in Gatsby, specifically the references to the Black Sox scandal and Arnold Rothstein (RL 11-12 #3)
3. Begin to research subject of the American Dream project (W 11-12 #7).
Purpose:
Having been introduced to the American Dream in the unit’s opening lesson, this lesson will help students connect the American Dream to The Great Gatsby. The focus on Jay Gatsby will also highlight Fitzgerald’s masterful, deliberate characterization.
Materials:
The Great Gatsby
Eight Men Out
American Dream project assignment sheet (attached)
Rubric from http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1321096&
Laptop/tablet
Procedures:
Procedures for Introducing the Lesson:
Students will complete a bell-ringer answering the following questions: 1. Thinking back to the lesson at the beginning of this unit, how does Gatsby represent the American Dream as we have discussed it? Give specific examples to support your answer. 2. Compare Meyer Wolfshiem to the criminals in “The Killers.” (10 minutes).
Procedures for Developing the Lesson:
Students will split up into groups of four to continue examining the connection between Jay Gatsby and the American Dream. First, the students will discuss and formulate an answer to the question: “A traditional formula based on the American Dream says: Hard work + good character = success. Based on what you have read so far, has Gatsby followed this formula? Explain your answer” (15 minutes). After the groups have had a chance to answer the prompt completely, each group will nominate one speaker to summarize the conclusions and present them to the class (10 minutes). Next, I will shift the focus to the role of criminality Gatsby by discussing the Meyer Wolfshiem character, which was based on gambler and mob boss Arnold Rothstein. To expand on the mention of the Black Sox scandal in the book, I will show a clip from Eight Men Out that focuses on how the World Series was fixed (15 minutes). After this clip, I will ask the students to consider what it says about the American Dream that Gatsby accumulated his wealth through association with such shady characters. I will use this discussion of criminality and the American Dream to introduce the culminating project, which will be due Friday. I will randomly assign groups of four and will have each group pull the name of a famous American out of a hat. The person they draw will be the focus of the project. Using the laptops, the students will have the rest of the period to conduct preliminary research and delegate responsibility on the project. Each group should also use this time to create a Capzle timeline for the project; nothing needs to be completed today, but creating the space would be a good start. (40 minutes).
Procedures for Concluding the Lesson:
With about 5 minutes left in class, I will have the students put up the laptops/tablets and rearrange the desks to the original layout.
Evaluating/Assessing the Learning:
Before the lesson: The bell-ringer will be graded on the basis of completion.
During the lesson: The students will receive a + or – for their engagement in the group work.
After the lesson: When turned in on due date, the American Dream project will be graded as indicated on assignment sheet.
Subject: English III
Topic: The American Dream
Title of Lesson: “Say it Ain’t So, Gatsby”
Objectives:
Students will
1. Further analyze the theme of the American Dream in The Great Gatsby, especially with regard to Jay Gatsby (RL 11-12 #2)
2. Explore the allusions to organized crime in Gatsby, specifically the references to the Black Sox scandal and Arnold Rothstein (RL 11-12 #3)
3. Begin to research subject of the American Dream project (W 11-12 #7).
Purpose:
Having been introduced to the American Dream in the unit’s opening lesson, this lesson will help students connect the American Dream to The Great Gatsby. The focus on Jay Gatsby will also highlight Fitzgerald’s masterful, deliberate characterization.
Materials:
The Great Gatsby
Eight Men Out
American Dream project assignment sheet (attached)
Rubric from http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1321096&
Laptop/tablet
Procedures:
Procedures for Introducing the Lesson:
Students will complete a bell-ringer answering the following questions: 1. Thinking back to the lesson at the beginning of this unit, how does Gatsby represent the American Dream as we have discussed it? Give specific examples to support your answer. 2. Compare Meyer Wolfshiem to the criminals in “The Killers.” (10 minutes).
Procedures for Developing the Lesson:
Students will split up into groups of four to continue examining the connection between Jay Gatsby and the American Dream. First, the students will discuss and formulate an answer to the question: “A traditional formula based on the American Dream says: Hard work + good character = success. Based on what you have read so far, has Gatsby followed this formula? Explain your answer” (15 minutes). After the groups have had a chance to answer the prompt completely, each group will nominate one speaker to summarize the conclusions and present them to the class (10 minutes). Next, I will shift the focus to the role of criminality Gatsby by discussing the Meyer Wolfshiem character, which was based on gambler and mob boss Arnold Rothstein. To expand on the mention of the Black Sox scandal in the book, I will show a clip from Eight Men Out that focuses on how the World Series was fixed (15 minutes). After this clip, I will ask the students to consider what it says about the American Dream that Gatsby accumulated his wealth through association with such shady characters. I will use this discussion of criminality and the American Dream to introduce the culminating project, which will be due Friday. I will randomly assign groups of four and will have each group pull the name of a famous American out of a hat. The person they draw will be the focus of the project. Using the laptops, the students will have the rest of the period to conduct preliminary research and delegate responsibility on the project. Each group should also use this time to create a Capzle timeline for the project; nothing needs to be completed today, but creating the space would be a good start. (40 minutes).
Procedures for Concluding the Lesson:
With about 5 minutes left in class, I will have the students put up the laptops/tablets and rearrange the desks to the original layout.
Evaluating/Assessing the Learning:
Before the lesson: The bell-ringer will be graded on the basis of completion.
During the lesson: The students will receive a + or – for their engagement in the group work.
After the lesson: When turned in on due date, the American Dream project will be graded as indicated on assignment sheet.