This Literature Study Guide: The Great Gatsby Graphic Organizer is suitable for 10th - 12th Grade. For homeschool or the classroom: graphic organizers, response to literature activities, writing prompts, study guides, a reading schedule, plot flow chart, and character map relevant to any reading task. Resource is designated for The Great Gatsby, but these materials would work for. In a well-written essay, identify the “spiritual reassessment or moral reconciliation” evident in the ending of The Great Gatsby and explain its significance in the work as a whole. Weekly vocabulary assessments C. Weekly exercises from Voice Lessons: Classroom Activities to Teach Diction, Detail, Imagery, Syntax, and Tone. Readings in the course will explore the promises and limitations of the American dream. Key novels include The Great Gatsby and Catcher in the Rye. Other works include essays, poems, and plays such as Death of a Salesman, Lost in Yonkers and Othello. This course is a modified version of the English 11R curriculum. ⭐ THE GREAT GATSBY Individual Chapter Activities with Keys-A Bundle ⭐ THE GREAT GATSBY- FUN THEME, CHARACTER, AND SYMBOLISM ACTIVITY ⭐ The Great Gatsby Characterization Cell Phone Activity-Great fun, old sport! ⭐ The Great Gatsby Found Poem Activity-Creative Approach to Imagery! ⭐ The Great Gatsby Color Symbolism Activity with Key.
- Secondary English
- Inquiry Ideas
Truth, Troth, and Authentic Learning
Amanda Bricker
akb5000@psu.edu
High School South, grade 9 English
Learning is more than a search for truth; it is a passionate commitment to knowing, a betrothal to knowledge. We all have students that seem somewhat less than passionate in the classroom. How can we spark their passions to create real, relevant, and authentic learning?
Student Agency: The power to Explore, Question, Create, and Declare, “NO!”
Rebecca Struble
res24@scasd.org
High School North, Grades 11 & 12 English
What does agency mean to my colleagues, my classes, my individual students, and me? How do these competing definitions play out in the classroom experience, and what might these tensions mean for teachers and students?
“Do I Have To?”- Understanding the Motivation of Middle Level Learners
Stevie Jean Nast
sjn5012@psu.edu
Park Forest Middle School, 7th/8th grade English
What is it about school that engages some learners, while completely disengaging others? Why do some students have a thirst for knowledge, while others drift apathetically through their days in school? Using examples from my own experience and students’ first hand accounts, we will look at effective ways to encourage all students to learn!
Breaking Out of the Basics: Using Multiple Intelligences to Make Learning Fun
Anthony Macario
amm54@scasd.org
State College Area High School South, 9th and 10th Grade English
Facebook, Comic Life, Garageband, iMovie, and acting exercises are all Language Arts activities that draw upon multiple intelligences, thus making the English classroom an enjoyable experience for all students.
Great Gatsby Digital Bookmr. Becker's Classrooms
“Why does this even matter anyway?”!: using literature to create a purposeful classroom
Rachel Miller
ram5050@psu.edu
High School North, CP 11 English
The problem arose during my first unit on The Great Gatsby where I found myself teaching from the academically outdated New Critical approach in an effort to make sure my students understood the “right stuff”—the standard, agreed upon analyses of Fitzgerald’s classic. I was met with boredom, disengagement and an obsession with grades from my students. Through my reflections I imagined and began to build a new classroom where literature discussion and analysis have a meaningful and authentic purpose, and where students are able to participate in a community of knowledge construction.
21st Century Literacy—“How should I respond to this text (message)?”
Meghan Noecker
Mnoecker14@gmail.com
High School South, Grades 9 and 10 English
Have you heard of Twitter? How about Google Reader? Maybe not yet, but I am sure you will soon. That’s the thing with 21st century literacy; there are multiple platforms and applications that you may not know, but will eventually come across. As these technologies expand and evolve, so do the expectations for 21st century readers and writers. Join me as I give possible options for how teachers can utilize these changing technologies as more than a means of initial engagement but in ways that create higher-level thinking.
Great Gatsby Digital Book Mr. Becker's Classroom Lesson
How To Promote The Achievement Of The Disruptive Male Adolescent Student
Michelle Morganoff
mmm26@scasd.org
Mt. Nittany Middle School, Grade 7 English
During the adolescent period, individuals undergo several changes both physically and cognitively. Through anecdotes, personal classroom management approaches, and research, I have uncovered many questions about why male students interact in such ways when in the classroom environment.
Resurrecting Curiosity: The Development of a Creativity-Based Pedagogy
Ali Veneziano
alisonveneziano@gmail.com
High School South, Grade 10 English
How did we kill the curiosity to learn? A sea of jaded faces urged me to use experiential and theatrical pedagogy to develop my own creativity-based learning community by implementing three types of activities: communal/dramatic, relevant/interpersonal, and aesthetic/intrapersonal. Classroom phenomena and feedback demonstrate how “creation“ activities have high potential to revitalize student engagement, autonomy, and identity.
The Great Gatsby Book Information
Technology: Gaining 21st Century Skills, or Just a Distraction?
Jordan Alderson
jma24@scasd.org
High School North, Grade 12 English
Throughout the year, I have been structuring and implementing project-based instruction in my classroom. Through this instruction, I have used multiple forms of technology in order for students to become 21st century thinkers. Through this experience, I have encountered my biggest foe: video games, Youtube, Facebook, texting, and other “non-academic” sources. I will explore the students’ fascination with these items, and how using these items may actually help our students gain 21st century skills.
“I didn’t read, but I think…”
Danielle Kubrak
dak20@scasd.org
State College High South, 10th Grade English
Although students do not complete reading assignments, they still enjoy expressing their opinions during discussion. How do the benefits from a discussion create value that is comparable to a close analysis of the text?
The Fear of Interpreting a Text From Outside Their Own Cultural Perspective
Casey Staib
cms547@psu.edu
State College High School North Building, AP 12th Grade English
Can students get to a point where they are not afraid to interpret a different culture from outside of their own cultural perspective? Join me on an inquiry into the issues surrounding students’ ability to step outside of themselves and their own personal experiences in order to evaluate, analyze, and write about a text.
c u l8er: Finding Value in Incorporating Text Speak in the Classroom
Jessica Wysocki
jlw38@scasd.org
State College High South, 10th Grade English
It is no secret that younger generations have found a new voice in today’s technologically driven society. Since this discourse has trickled down into their everyday speaking, should students be allowed to talk this way in the classroom, and can value be generated in using this discourse?
Why Reflect? And Where the Heck is My Grade!
Kristina McKenna
kgm17@scasd.org
State College High North, 11th Grade English
“Prospective education implies that students should be capable of approaching problems that do not yet exist” (Kozulin 1998). In the realm of composition, there are three basic problems through which our writing progresses: Planning, Execution, and Evaluation. Using the Vygotskian construct of the Zone of Proximal Development as a framework, teachers can establish instructional and evaluative procedures that help students to internalize the evaluation of their compositions so that they can begin to self-regulate—to make full reflective use of the powerful psychological tool of language.
Can You Teach Without Answers?
Michelle Thiry
met13@scasd.org
High School North 11th Grade English
“And don’t just tell me that you hate Tom and that Daisy is dumb.” Students are often positioned to seek and give the right answers. How can you use raw emotional reactions, open-ended questions, and personal experiences to teach students how to think rather than what to think thus cultivating an ownership of learning?
Professional Development Associates and Inquiry Consultants: Christine Merrit, Jeff King, Jamie Myers, Hyunmyoung Lee, Jason Whitney, Curt Porter
Mentors: Kyle Anderson, Alison Becker, Skyra Blanchard, Marianne Bowers, Andy Cunningham, Beth Hartman, Kate Hoffman, Raeanne Horgas, Kevin Hulbert, Gina Motter, Sarah Rito, Becca Thorsen, Melissa Wager, Kathleen Yingling
Administrators: Marcia Kramer, Craig Butler, Deborah Latta
Gatsby
With The Great Gatsby, Fitzgerald made a conscious departure from the writing process of his previous novels. He started planning it in June 1922,[citation needed] after completing his play The Vegetable and began composing The Great Gatsby in 1923.[2] He ended up discarding most of it as a false start, some of which resurfaced in the story 'Absolution'.[3] Unlike his previous works, Fitzgerald intended to edit and reshape Gatsby thoroughly, believing that it held the potential to launch him toward
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Gatsby
REFLECTION/ REACTION PAPER After watching the movie in the cinema, I decided to compare Jay Gatsby from Francisco Reteche. When I first saw Gatsby, I already noticed one similarity that I can pair with Reteche wherein they were both mysterious in the starting part of the story and we could not predict what were they thinking. There were still some similarities that I noticed between the two of them like their main problem was about a girl wherein they wanted to be with a certain girl who left
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Gatsby
book The Great Gatsby does just that. By describing gatsby's life, author F. Scott Fitzgerald, makes it clear that Gatsby's past, belongings and fame all contribute to describing the American dream. Gatsby grew up poor, once working as a janitor and fisherman. He met a man named Cody and sailed with him until one day he passed away. According to Cody's will, Gatsby was supposed to inherit his money, but Cody's mistress got in the way and kept it for herself. From then on, Gatsby made his own fortune
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Gatsby
In The Great Gatsby, by F. Scott Fitzgerald, the descriptions of landscape reflect the theme of the distinction between social classes that pervades the book. Two vehicles through which Fitzgerald describes the landscape include Gatsby’s house, and the geography of New York and its weather. The descriptions of Gatsby’s house changes as the book progresses, and it should be noticed that they parallel changes in the plot, and highlight the theme. In previous chapters, Gatsby’s house is just as much
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Gatsby
The Great Gatsby The Great Gatsby The Great Gatsby is a 1925 novel written by American author F. Scott Fitzgerald that shadows a cast of characters living in the fictional town of West Egg on the prosperous Long Island in the summer of 1922. The story focuses primarily the young and mysterious bachelor Jay Gatsby and his quixotic passion and obsession for the beautiful Daisy Buchanan. The Great Gatsby offers a vivid variety of social commentary, dwelling heavily on the theme of the abandoned
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Gatsby
Fitzgerald’s The Great Gatsby The American Dream is starting with nothing and through hard work and determination one can achieve millions of dollars and all the happiness one can handle. This may not be true, if that person tries to buy the past to regain the happiness he will never succeed and mostly likely end up very unhappy. A good example of this in fiction is F. Scott Fitzgerald's, The Great Gatsby. Fitzgerald criticizes the American dream in his novel, The Great Gatsby, by showing Jay Gatsby's
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Gatsby
Jenna Bringenberg English 11 Mrs. D’Emilio & Ms. Snyder 8 May 2013 For the Love of Money In The Great Gatsby, a novel written by F. Scott Fitzgerald, money is shown as a boundary between classes. The 1920’s became known as the party period and was during the highest point of the stock market. Fitzgerald shows how money is important through old money and new money. Fitzgerald portrays how the higher class rank is seemed to have a “better” life, while people continuously take advantage of
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Gatsby
Name Teacher May 18, 2015 The Great Gatsby Character Identification - Jay Gatsby Jay Gatsby is a young man, who went from having very little in his childhood in North Dakota to one day having more than he could ever imagine. Becoming extremely wealthy was not very hard once he had gained his knowledge from a man who had many strategies to get Jay to where he needed to be. Once he had a firm understanding on what had to be done to impress a girl het met before the war. Jay was involved
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Gatsby
unfashionable area populated by the new rich, a group who have made their fortunes too recently to have established social connections and who are prone to garish displays of wealth. Nick’s next-door neighbor in West Egg is a mysterious man named Jay Gatsby, who lives in a gigantic Gothic mansion and throws extravagant parties every Saturday night. Nick is unlike the other inhabitants of West Egg—he was educated at Yale and has social connections in East Egg, a fashionable area of Long Island home
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The Great Gatsby
The Great Gatsby ‘’The Great Gatsby’’ is a Charles Scribner's Son novel based on tragedy . The novel was published in 1925 in NYC . Nick Carraway the novel narrator , explain with details how he was living in this time , including his point of view of the things that happen on his environment . is As a ‘’Modernism’’ novel great Gatsby is a non poetic story based on the search of truth and identity . The great Gatsby is an amazing novel that tells the life of Nick Carraway who travel
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