welcome to Pi Day.MOV - Section 1: Introduction & Welcome: It's Pi Day!

"Town Tattles": Characterization Though Rumors
Lesson 7 of 16
Objective: SWBAT analyze how F. Scott Fitzgerald develops mystery around Jay Gatsby in order to build suspense by reviewing events from their reading and creating tabloid covers reporting on the rumors around Gatbsy.
Big Idea: If you want to know if "Gatsby killed a man"; if you want to know if he "was a spy"; if you want to know where his money comes from--you can read about it in the "Town Tattle."
Print Lesson
It's Pi Day! (March 14th, 3.14) And while the math department is celebrating the mathematical perfection, we're celebrating dessert in another way, with our Friday Favorite vote on Girl Scout Cookies. Girl Scout Day was earlier this week, and cookie sales have recently wrapped up, so for today's Friday Favorite, students are voting for their favorite cookie. I project a list of the Girl Scout Cookies, and poll the students on their favorite.
As with the Daily Holidays, Friday Favorite votes serve to build a sense of community and trust within the classroom, encouraging students to share their thoughts and participate in a wide range of discussions, build on others' ideas, express their own ideas clearly (SL.9-10.1). In addition, the practice developing and supply evidence for their claims--even in an informal situation--should translate to students' writing as we develop more critical and evaluative pieces this semester (W.9-10.1b).
Resources (2)
Similarly to our review of Chapters 1 and 2 (see the lesson, "Chapters 1 and 2, In Review: A Shared Class Discussion"), and in order to get students up and moving--there is a strong connection between physical movement and learning--as well as giving the students a chance to take ownership of the material, I project the review guides to Chapter 3 and Chapter 4 on the front board. Students write their responses to the study guides on the board. The questions on the study guide ask for textual evidence, which we then use to support the student's interpretation of the novel (RL.9-10.1).
Once the questions have been answered, we debrief and discuss their responses as a class as a collaborative, but teacher-led discussion giving students a chance to express their ideas (SL.9-10.1). Students explain (qualify) and/or justify their answers, making new connections in light of the evidence and reasoning presented by others (SL.9-10.1d).
Continuing to explore F. Scott Fitzgerald's complex characterization in depth, I especially focus student's discussion on Jay Gatsby, how Nick describe him, and Nick's impressions during the luncheon, with a focus how Gatsby interacts with the other characters--especially Nick--over the course of the two chapters (RL.9-10.3).
Students receive participation credit for answering or developing at least two answers over the course of our study of "The Great Gatsby," ensuring each students gets multiple opportunities to share their answers, and motivating them to do so (with their grade). In addition providing movement and ownership for the students, this review provides me with an opportunity to gauge student comprehension, as well as motivation to get up, to share in class, and to complete their assignment.
Resources (4)
In order to fully understand the mystery surrounding Jay Gatsby, and how this mystery impacts Nick and drives the plot, students are directed to create the cover of the "Town Tattle", a tabloid magazine mentioned in the novel and appearing in the 2013 film adaptation.
The "Town Tattle" cover requires students to locate specific rumors about Jay Gatsby as the headlines of their tabloid cover, that demonstrates the ability to locate specific textual evidence (RL.9-10.1). Inclusion of the rumors around Gatsby demonstrates student understanding characterization and how it develops the tone of suspense surrounding Gatsby, as well as how Nick grows to trust him despite the rumor (RL.9-10.3). Additionally, the covers connect to pop culture, giving the students a touchstone in the real world to connect to.
Students are given the opportunity today to work on the cover of the "Town Tattle," or, if they wish to create a digital design, may complete it at home and read Chapter 5 of "The Great Gatsby" in order to prepare for our next class review.
Completed student Town Tattles will be hung around the classroom.
Resources (3)
With two minutes remaining, students are asked to return any art supplies and put the desks back in rows. They are reminded that if they did not complete the Town Tattle today in class, or if they chose to complete it digitally, it needs to be finished for the next class (Monday). Students were given the Chapter 5 and 6 Review Guide; Chapter 5 is due for two days from now, Chapter 6 for three (Tuesday and Wednesday, respectively).
Resources (1)
Resources (1)
Resources
Similar Lessons
Analyzing Poetry about Beliefs: Using FACE to Uncover the Mask (Day 1 of 2)
Environment: Urban
Each Detail Matters: A Long Way Gone
Environment: Suburban
Making Inferences about the Character of the Characters in "The Scarlet Ibis"
Environment: Suburban
- UNIT 1: Literacy: In The Beginning There Was American Literature...Creation Myths & Creative Writing
- UNIT 2: Literacy: Plain Living Portrayed in Puritan Poetry and Sermons
- UNIT 3: Literacy: Rhetorical Devices and Revolutionary Thinking of the Enligtenment
- UNIT 4: Persuasive Writing: Research and Rhetorical Skills
- UNIT 5: Literacy: Catching Identity, Novel Study of "The Catcher in the Rye"
- UNIT 6: Collaborative Speaking & Listening: Designing Identity in "The Catcher in the Rye" Boardgame
- UNIT 7: Literacy: Poetry by the Fireside (Romanticism Part I)
- UNIT 8: Literacy: Brooding, Dark and Gothic Poetry and Short Stories (Romanticism Part II)
- UNIT 9: Literacy: Transcendent Impressions in Essays (American Romanticism III)
- UNIT 10: Literacy: The Reality of It All--Realism in the American Story
- UNIT 11: Literacy: What's Your (Local) Color? Regionalism in the American Short Story
- UNIT 12: Literacy: Naturalism and Understanding Conflict in the American Short Story
- UNIT 13: Literacy: Figurative Language in the Poetry of Whitman & Dickinson
- UNIT 14: Literacy: "To Kill A Mockingbird" Collaborative Study
- UNIT 15: Literacy: "The Great Gatsby" Characterization, Style, and Visual Literacy
- UNIT 16: Literacy: The Theme of Nostalgia in Text and Film
- UNIT 17: Literacy: "A Raisin in the Sun": Understanding Drama
- UNIT 18: Cultural Literacy: Holiday Insights and American Traditions
- UNIT 19: Literary and Skills: Final Exam Reviews
- LESSON 1: "Rich Girls Don't Marry Poor Boys": The Connection Between Author and Text
- LESSON 2: American Dreams and Money Nightmares: Themes in 'The Great Gatsby'
- LESSON 3: Chapters 1 and 2, In Review: A Shared Class Discussion
- LESSON 4: "I’m Inclined To Reserve All Judgments": Understanding Characterization Through Casting
- LESSON 5: Comparative Literature I: Close Reading Chapter 1 in Detail
- LESSON 6: Critical Viewing I: Chapter 1 in Detail
- LESSON 7: "Town Tattles": Characterization Though Rumors
- LESSON 8: Gatsby: Rumors, Characters, and Plot--A Midpoint Review
- LESSON 9: Daisy and Gatsby Reunited: Exploring Character Interaction
- LESSON 10: Comparative Filmography: Close Reading & Closer Viewing of "The Valley of Ashes"
- LESSON 11: Critical Viewing II:Seeing Past The Gray of The Valley of Ashes
- LESSON 12: Writer's Practice: Analysis of Close Reading & Critical Viewing
- LESSON 13: Test Review: Playing "Jeopardy" to Review Story Elements
- LESSON 14: The Dream Lives On: Reviewing & Exploring the American Dream in Literature
- LESSON 15: Poetic Connections: Continuing to Explore the American Dream
- LESSON 16: Passing Judgement: Evaluating Jay Gatsby