The Great Gatsby by F. Scott Fitzgerald - PowerPoint Presentation

The Great Gatsby by F. Scott Fitzgerald

Warm Up – Reading Strategy: Make a Connection Directions: Jot down responses to this essential questions to consider how you are influenced by your setting. How does your environment affect or reflect who you are? Living in Oregon gives me an appreciation for . . . As a Hilhi Spartan, I value . . . The city of Portland has an influence on . . . Looking at my room, you can tell I . . . S ocio-economic background affects me in that . . .

Living in Oregon gives me an appreciation for recycling and the environment. As a Hilhi Spartan, I value giving students a sense of belonging. The city of Portland has an influence on my love for the Blazers. Looking at my room, you can tell I have a hard time getting rid of sentimental things. S ocio-economic background affects me in that I feel privileged to live near well-kept, safe parks.

Warm Up Jot down what you know about America in the 1920’s. Write down descriptions, details, and facts you may know or look at images on the following slides and describe what you see. Be prepared to share your responses in complete sentences. The 1920’s were a time of ________________. The 1920’s were all about ________________. ____________ is associated with the 1920’s.

Learning Targets Acquire grade level vocabulary. Build background for The Great Gatsby . Language Targets Look up definitions and write them down. Use new vocabulary in sentences. Take notes on The Great Gatsby and F. Scott Fitzgerald.

WARM UP Vocabulary Activity #1 – The Great Gatsby Use a your electronic device or a dictionary in the room to look up the following words and define them. Note what part of speech each word is and use it correctly in a sentence. supercilious gruff imperatively pathetic ecstatically languidly cynical artificial indiscreet prodigality

VOCABULARY - Include definitions and sentences with context clues. Read your own or complete the following. supercilious - adjective behaving or looking as though one thinks one is superior to others __________ is supercilious because he/she __________________________________ (behavior or appearance). 2. g ruff - adjective abrupt or taciturn in manner _____________ is so gruff when he/she ________________________(action). 3. imperatively – adverb a bsolutely necessary His little sister imperatively grabbed him by the hand to show him ____________________________________________.

Vocabulary Practice continued 4. pathetic - adjective arousing pity, especially through vulnerability or sadness It is so pathetic to see ________________________________. 5. ecstatically - adverb t o act as in  a state of  ecstasy or as if full  of  joy ______________ jumped up and down ecstatically when ______________________________________. 6. languidly – adverb lacking in vigor or vitality; slack or slow The ____________ elephant moved languidly because ____________________________________________.

Vocabulary Practice continued 7 . cynical - adjective distrusting or disparaging the motives of  others The song lyric “________________________________” suggests a cynical attitude. or I am being cynical when I say, “ __________________________________.” 8 . artificial - adjective insincere or affected She behaved in such an artificial way when she ________ ____________________________________.

Vocabulary Practice continued 9. indiscreet – adjective having, showing, or proceeding from too great a readiness to reveal things that should remain secret or private Jim betrayed Ben’s friendship when he was indiscreet , telling everyone about Ben’s ____________________________________. or The politician was indiscreet when he ___________________________ and it ended up in the tabloids. 10. prodigality - noun w astefulness in spending Jessie showed prodigality when she bought everyone in the office _______________ when they already had their own.

F. Scott Fitzgerald

Color Symbolism Create a color chart. List feelings, symbols, and associations that can be made about the following colors: Brown Blue Yellow Red White Gray Green Purple

Question for Discussion Explain what Fitzgerald achieved by using the narrator’s point of view to tell Gatsby’s story? By using the _______________ perspective in The Great Gatsby, F. Scott Fitzgerald is able to ______________________________________.

Character Analysis – Journal ? Analyze your assigned character in chapter one. Name this character. Choose a passage of characterization that enables you to form an opinion about the narrator and discuss what it reveals. 1. Character : 2. Passage : 3. Describe his personality traits . What are his best qualities that are revealed in the selected passage ?  This passage reveals that __________________(character) is _________________ and ___________( character traits ) because he ____________________________________(feels, cares about, thinks). One of his qualities is _____________________. This is shown when he says, “_______________________________________ ________________________________________________”.  

Think-Aloud Notes Name: ________________________ Good Reader Checklist Before: 􀁸 Set a ___________ 􀁸 ______________ what you have already read. 􀁸 Make __________________. During: 􀁸 Read with a ____________ in mind. 􀁸 Think about the ______________ you can make to the text. 􀁸 If you don’t understand something, __________________. After: 􀁸 Pause and __________________ 􀁸 ___________________ 􀁸 ___________________   My purpose today is _______________________________and ________________________________.   Think-Aloud Notes Think aloud is a strategy that good readers use to engage actively with the text they are reading. We often do this subconsciously, but when we write down the thoughts that come to mind, it can give us an awareness of our own learning and keep ups focused. Think alouds include asking questions, making predictions , summarizing, drawing pictures of what we see in our minds, describing what we see, reacting with emotions or opinions, commenting, analyzing, noting page numbers for our observations.        

“I’m inclined to reserve all judgments” (1). Really, Nick?! subjective – adj. placing emphasis or reliance on one’s own moods, attitudes, opinions, etc. Rewrite the following sentence to be subjective : He walked down the hallway. He __________________________________.

Literary Focus #2 - Foreshadowing Foreshadowing – hints in the text of things that will happen later in the story Find an example of foreshadowing. Complete the following analysis. “________________________________,” ( ) is an example of foreshadowing. It suggests that ________________________ might happen. It creates a mood of __________________. It also creates _____________.

Classwork/Homework Exit ticket: Answer questions 1-3. Homework: Finish reading chapter 1 and complete reading guide #1.

Journal ? - Gatsby and the Green Light Choose one of the following options to write about. Discuss the significance and effect of the imagery on pages 20-21. Explain how Fitzgerald creates a tone of mystery through his word choice. The setting is described as _________________________. Words such as ___________, ___________, and ___________ create a mystical tone. Discuss the significance and effect of characterization on pages 20-21. Which of Gatsby’s movements or behavior indicates that the green light might prove to be symbolic? Nick explains that Gatsby _________________________. This suggests that Gatsby is feeling _________________ and that the green light might __________________________. The effect on the reader is _______________________________.

Sample Think-Aloud Prompts Sample Prompts: I’m guessing that ________ will happen next. I will read on to see if my prediction was correct. • I wonder if _______________. • I imagine __________________. I recognize _________________. I think ___________________.   _________________ just happened. • After reading this passage, page, paragraph, etc. I think the character will _____________________. • I’ll bet that ______________ is going to happen next. I will use my cues to infer what will happen next. • This is like _______________. • That reminds me of ______________. • I can relate to this character because ________________. • This made me think of ________________. • This is not making sense because ______________________. • This is not what I expected because ____________________. • This connects (or doesn’t connect) to what I already know, have read or have experienced because ___________________. • I see _________________. • I have a picture of _______________. • In my mind’s eye I can see ________________. • When I close my eyes I envision or see _______________.

Warm Up Using your think aloud notes, share one comment, reaction, question, prediction, or summarizing statement from chapter 2 with an elbow partner. Be prepared to share.

Today’s Objectives Learning Targets – What We Learn Read and comprehend literature in grades 11-CCR text complexity band independently and proficiently. Analyze the impact of the author’s choices. Language Targets – What We Do Complete ch. 4 reading guide questions and turn in. Summarize chapter four in your notebook.

Chapter One Summary Give chapter one a title that suitable and creative (i.e. a short title that hints at what the chapter is about). 2. Write a five sentence chapter summary. This chapter is about ______________________________________. A significant event that happens in this chapter is when ___________________________________. Important details that were revealed in this chapter included the fact that ___________________________. Also, __________________________________________ happened. This was important because ________ ________________________________.

Reading Guide Questions Reading Check Quiz #3 – chapter 3 1. In what way does Nick differ from the other guests at Gatsby’s party? 2. What does Nick think of Gatsby when he first meets him? 3. Describe the events and atmosphere of the party. 4. What does the owl-eyed man in the library find extraordinary about Gatsby’s library? 5. What happens outside of Gatsby’s house after the party? Reading Check Quiz #4 – chapter 4 1. What does Gatsby tell Nick about himself? 2. What accomplishment of Meyer Wolfsheim’s does Gatsby describe to Nick? How does Nick react? 3. According to Jordan, what did Daisy do on her wedding day? Why? 4. Why does Gatsby want to have tea with Daisy in Nick’s house? 5. What does Tom do when he and Daisy return from their honeymoon? How is this revealed?

Vocabulary Activity #2 – Part One Create Frayer models for each of the five words below. Copy the vocabulary and definitions into your models. defunct – adj . no longer existing, dead abortive- adj. unsuccessful vestige – n. trace of something out of reach turgid- adj. pompous, swollen distraught – adj. upset, agitated

Vocabulary Activity #2 – Part Two Create Frayer models for each of the five words below. Copy the vocabulary and definitions into your models. fluctuate – v. to vary contingency – n. a possible event profusion – n abundance oblivion – n. nothingness dilatory – adj. slow, delaying

Character Analysis 2 – Journal #? Analyze your assigned character. Name this character. Choose a passage of characterization from chapters 2, 3, or 4 that enables you to form an opinion about your assigned character, and discuss specifically what it reveals about him or her. 1. Character : 2. Passage : 3. Describe his or her personality traits . Interpret his or her feelings.   This passage reveals that __________________(character) is _________________ and ___________( character traits ) because he ____________________________________(feels, cares about, thinks). One of his/her qualities is _____________________. This is shown when _______says, “________________________________ ________________________________________________”( ).  

Sample Think-Aloud Prompts Sample Prompts: I’m guessing that ________ will happen next. I will read on to see if my prediction was correct. • I wonder if _______________. • I imagine __________________. I recognize _________________. I think ___________________.   _________________ just happened. • After reading this passage, page, paragraph, etc. I think the character will _____________________. • I’ll bet that ______________ is going to happen next. I will use my cues to infer what will happen next. • This is like _______________. • That reminds me of ______________. • I can relate to this character because ________________. • This made me think of ________________. • This is not making sense because ______________________. • This is not what I expected because ____________________. • This connects (or doesn’t connect) to what I already know, have read or have experienced because ___________________. • I see _________________. • I have a picture of _______________. • In my mind’s eye I can see ________________. • When I close my eyes I envision or see _______________.

Reciprocal Teaching   Step 1: State a purpose (assigned by group or teacher). Our main purpose in today’s reading is to _____________________________________________.   Step 2: Read. Read a section of the text (1-2 pages) aloud.   Step 2: Discuss/Think Aloud Refer to the six strategies to engage with the text and your group. Use proper speaking protocols to contribute to the discussion as other classmates read and share.   Visualize From the use of _______________________ (imagery, metaphor, personification, etc.), I can imagine ________________________________________ (describe in your own words). I will draw ______________ in my notes to represent ______________________________. A _______________ (visual or symbol) could represent the idea that _________________________. Clarify The meaning of ____________________ is ____________________________. When I reread _______________________, I wonder _________________________. This idea about _______________ connects to/refers to _______________________. Respond This makes me feel _________________________. This idea is believable/not believable because ___________________________. This is would/would not happen because __________________________. Summarize What is happening is _______________________________. This ______________ (paragraph, page, section, etc.) is about _______________________. The author is _____________ (verb: describing, developing, revealing, comparing, suggesting, creating, etc.) _______________________________ (explanation). Connects This reminds me of ___________________________. This relates to _____________________. This ____________________ effects ___________________________ by _______________ ________________________. Questions Who is ___________________? What is happening when _____________________________? What is the author’s purpose for ____________________?  

The Great Gatsby – Chapter One Reading Guide Discuss Nick’s mixed feelings that are revealed in his descriptions of Gatsby. Use specific passage for support. How does the tone of Nick’s description of Tom reveal Nick’s feelings about Tom? Use a passage for support. How would you describe Daisy’s state of mind during dinner? What does she say and do that helps reveal her inner conflicts? Nick thinks that, give the state of their marriage, Daisy should leave Tom, but it is clear to him that she has no intention of doing so. What indication is there that tom and Daisy are closely linked despite their marital difficulties? What indications are there that the green light will have a powerful emotional significance to Gatsby?

Literary Focus – Nick’s Judgmental Tone Find an example from chapter one that shows Nick making a judgment either directly or indirectly about another character. Find in the text where he goes beyond simply reporting the facts but rather comments on others in a subjective way. Example of Fact or Reporting: He leaned forward. Example of Judgment or Commenting: He leaned aggressively forward. Write down the passage and underline the words that are commentary words.

Warm Up – What’s your favorite color? r ed o range y ellow g reen blue i ndigo purple p ink t urquoise magenta

Chapter Summary 1. Give the chapter a title that is suitable and creative (i.e. a short title that hints at what the chapter is about). 2. Write a five sentence chapter summary. Chapter ____(#) is about _________________________________. A significant event that happens in this chapter is when ___________________________________. Important details that were revealed in this chapter included the fact that ___________________________. Also, __________________________________________ happened. This was important because ________ ________________________________.

Warm Up – Complete Gatsby Journal #2 1. List words, phrases or sentences which describe the setting and its atmosphere in the first six paragraphs in chapter 3. 2. Reread the list and draw your own conclusions about the setting. Describe the party at Gatsby’s mansion by addressing the author’s specific word choice . The party at Gatsby’s mansion can be described as ______________________. The words/phrases “______ _______________” suggests ____________________( ). Also, “______________” indicates _________________ ____________________________( ). Overall, the place is _______________________.

Film - Compare and Contrast Write a brief paragraph about the similarities and differences between the novel and the film regarding the use of color and setting. The film is similar to the novel but also dissimilar in may ways. For instance, both are similar in that ________________________________. In the book ______________ and in the film ____ ________________. A difference is _________ ______________. In the novel _____________ _________________whereas in the film ____________ ________________________. Clearly, there are similarities and differences.

Journal #1 – Setting: The Valley of Ashes List words, phrases or sentences which describe the setting and its atmosphere in the first seven paragraphs. 2. Reread the list and draw your own conclusions about the setting. Describe the Valley of Ashes by addressing the author’s specific word choice. The Valley of Ashes can be described as _________ _______________. The words/phrases “________________” suggests ____________________( ). Also, “______________” indicates ____________________________( ). Overall, the place is _______________________.

Setting and Contrast SL: How does Fitzgerald use setting to develop characters? What do you know about people who live in the Valley of Ashes? What do you know about people at Gatsby’s party? HL: How might Fitzgerald be using setting to develop a theme about social class? What could he be saying about social class?

Journal #3 - Setting and Contrast The description of the Valley of Ashes could develop the people who live there as _______ _______________________. For example, ____ ________ fits the phrase “_________________” b ecause he/she _______________________. At Gatsby’s party, _____________ can be described as _______________________. For example, the phrase “_________________” indicates that ___________________________.

Today’s Objectives Learning Targets – What We Learn Acquire grade level vocabulary. Comprehend literature at an 11 th grade level of complexity. Show awareness for the author’s choices. Language Targets – What We Do 30-Second Expert Use as many of the vocabulary words as possible in a 30-second monologue . Take turns and listen to your partner. Take vocabulary quiz. Numbered Heads Together In small groups answer the reading guide questions. Share responses.

s upercilious – adj. g ruff – adj. i mperatively – adv. pathetic – adj. e cstatically – adv. l anguidly – adv. cynical – adj. a rtificial – adj. i ndiscreet – adj. prodigality – n. Daisy can be described as _________________ because ___________________. Tom can be described as ___________________ because ___________________. 30-Second Expert: Use these words in complete sentence to explain Daisy and Tom.

Warm Up – Review Chapter 7 _________ and __________ drive to the Plaza in _________’s __________(color) car. _________, __________, and ___________ drove in __________’s ___________ (color) car.

Reading Guide – Page Numbers Chapter 3 45 (blue book), 41(white paperback) 53, 49 3. 4. 5. 58, 54 Chapter 4 69, 65 69, 65 81, 77 4. 5. 82, 77 Chapters 5 and 6 87-88, 83-84 93, 89 101, 97 104, 100 113, 109 116 , 112

Color: Associations/Meanings: Conclusion(s): In the book, ___________________ represents ________________. __________ is typically associated with _____________________. In the book, _______ is associated with ________________(character, place). For instance, in the book it says, “___________________________________.” In this passage _____________________.This could suggest __________________________________________________; therefore, ____________(color) could represent ________________________________.

Directions Continued 3. Set up your notebooks to be interactive and to organize notes for each color. 4. MARK TEXT - Number your passages. Highlight the color in your passages. Circle key words in the passage. 5. THINK ALOUD - Discuss possible meanings for the color as it is used in the book. 6. Write your conclusions on your poster and present.

Directions Brainstorm what you associate with your assigned color. ________________(color) makes me think of ______________. _______________ (color) can mean __________ _________________. 2. Write words/phrases and draw pictures to represent what the color makes you think about.

Sample Think-Aloud Prompts I recognize _________________. I think ___________________.  I imagine __________________. This passage is about _____________________. • This is like _______________. • That reminds me of ______________. I’m guessing that ________ I wonder if _______________. • This made me think of ________________. • This is not making sense because ______________________. • This is not what I expected because ____________________. • This connects (or doesn’t connect) to what I already know, have read or have experienced because ___________________. This color is associated with ____________________(character, setting). Traits of this character suggest the color might represent _____________________.

Exit Ticket – Color Symbolism What is one conclusion you can make about your assigned color or another color? __________ is typically associated with _____________________ and in The Great Gatsby __________ could represent ____________________________.