This lesson is a carry-over from the previous day's lesson where students wrote a prediction of the first meeting between Gatsby and Daisy. Today, the class will read the chapter and students will have an opportunity to reflect on how accurate they were and how they may have misinterpreted or interpreted correctly the events prior to Chapter 5. Student reflections will include the specific text evidence and the manner in which it either led them correctly to a conclusion or led them astray.
Secondly, a few students will present their 1920s projects, which are again a staple for this week as we move through the heart of the novel.
My intention for this week as the class moves knee deep into the novel is to yield over part of the learning activities and responsibilities to students. I have found that this shift is a great way to keep students motivated and less prone to ennui.
In this short section of the lesson, we do some grammatical review. I call it the Daily Language Practice. I put two sentences with grammatical mistakes on the projector or overhead. The class writes the sentences on paper. I then solicit the class to volunteer which errors they see. This is a great activity to begin class. It allows for a smooth segue to English class, and it offers a great review of grammar for the SATs.
This activity is CCSS aligned as it demonstrates command of the conventions of standard English grammar and usage when writing or speaking.
Students will present their vocabulary flashcards.
Each student was assigned a vocabulary word from an assigned list (Gatsby Vocabulary Part II). Students will look up their word in the dictionary and create a flashcard. Teacher explains the difference between connotation (meaning associated with the word) and denotation (the exact meaning of the word.) Students will create a flashcard with the following information:
Latin and Greek Roots
part of speech
Connotation: "What does word sound like?"
Denotation: exact meaning of word
Write the word in a sentence demonstrating proper usage.
Flashcards will be reviewed each day in a whole-class activities. Students will be asked to recall information on flashcard.
Students present their 1920s Projects to the class. The purpose of this activity is to introduce students to the nuances of the 1920s and understand how a time period (The Jazz Age/Modernism) can influence a writer's purpose. Specifically, students define how their topic from 1920s culture and politics defined the decade.
Students explain how the information gathered in their research supports the notion that their topic was influential in defining the decade and how it supports the characteristics of Modernism. Periodically, while reading the novel, students will be asked to point out how an event is unique to the 1920s.
As the class reads Chapter 5, we want to see if students' predictions of Gatsby and Daisy's reunion are accurate. This is a carry-over from the prior day's lesson. Accordingly, students will take notes as to how accurate their predictions are and they will assess how their interpretation of specific plot events either led them to an accurate conclusion or led them astray. Generally, students have a romanticized version of how this meeting will turn out. They still see Gatsby as this charming, romantic guy who has his act together. They are surprised to see his lack of self-confidence and awkwardness in meeting Daisy. However, this plot event demonstrates how inferior his feels to her and how they are truly from two different worlds. I do this activity at this point in the novel because I want students to begin to peel away Gatsby's fake persona. It will take a few chapters for this to occur, but by the end of the novel, they will see Gatsby in an entirely new light.
The class will read the novel together in a whole-class read. Students or teacher may choose a popsicle stick to identify the next reader. Sometimes students love the power of choosing the popsicle stick. It adds some drama to the reading.
Students will write a one-page reflection noting how accurate their predictions were. Again, students will include how their interpretation of the text led them to a correct conclusion or led them astray.