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Articles 1 - 6 of 6
Full-Text Articles in Arts and Humanities
A Search For Symbolism In The Great Gatsby, Nicole Trackman
A Search For Symbolism In The Great Gatsby, Nicole Trackman
The Great Gatsby Unit
Students will work in small groups to trace the context and implications for assigned symbols or colors in The Great Gatsby. This activity is best done after the class has completed a reading of the book. This activity allows the students to look more closely at Fitzgerald’s language and make connections across the use of symbols/ colors in the text. This lesson can be a nice lead up to a final paper or assessment. Teachers can facilitate this lesson as a part of a blended classroom, or completely in class. Either way, students will have a catalog of the …
Acting Out The Old Sport, Leah Kind
Acting Out The Old Sport, Leah Kind
The Great Gatsby Unit
The purpose of this exercise is twofold: one, to have students make text-based interpretations in their discussion, planning, and eventual performance of scenes from The Great Gatsby; two, to have students see the crucial (albeit sometimes frustrating) role of Nick Carraway as the narrator of the novel. In their performance groups, one student will fill the role of “performing” (verbally) Carraway’s interior monologue as conceived by the group, so it will be necessary for students to make informed decisions on his mental commentary. In being tasked with bringing Fitzgerald’s text to life for their peers, students will also gain …
Nick Carraway—Narrator Extraordinaire!, Leah Kind
Nick Carraway—Narrator Extraordinaire!, Leah Kind
The Great Gatsby Unit
This exercise gives students further practice with both the skills of close reading and character analysis. In The Great Gatsby, readers are introduced to Nick Carraway by Nick Carraway, and many take his words as law. Yet there are also constant inklings that Nick may not be the most neutral of narrators after all. This exercise allows students to look closely at characters in the novel as they are introduced by Nick, and examine the divide between Carraway’s version of the character and the reader’s own impression. Students will only have the text, and their analysis, to guide them. …
Exploring Metaphor In The Great Gatsby, Dan Gleason
Exploring Metaphor In The Great Gatsby, Dan Gleason
The Great Gatsby Unit
In this lesson, students engage with one approach to metaphor and then apply that learning to metaphors in Great Gatsby. To start, students learn about I. A. Richards’s definition of metaphor as the link between tenor (topic) and vehicle (way of thinking about it). They then generate some metaphors by randomly combining tenors and vehicles in order to understand how the parts interrelate. Finally, the class interacts with the messier, more beautiful face of metaphor by working through, in groups, some key metaphors from the novel. Students identify the components of each metaphor (tenor, vehicle) and also consider what subtle …
Connecting Literature And History: Fitzgerald’S The Great Gatsby Museum Project, Adam Kotlarczyk
Connecting Literature And History: Fitzgerald’S The Great Gatsby Museum Project, Adam Kotlarczyk
The Great Gatsby Unit
Despite mixed reviews at the time of its 1925 publication, F. Scott Fitzgerald’s The Great Gatsby has come to be one of the most widely taught American books and has become a popular candidate for the title of the “Great American Novel.” Uniquely intertwining social history, biography, and literature, the text challenges readers to understand the culture and history of the Jazz Age and to see its interrelationship with the lives and motivations of the characters, as well as with the author himself. This project encourages students to engage and work closely with one of the historical elements that influenced …
Making Gatsby Great: Fitzgerald’S Revisions, Michael W. Hancock
Making Gatsby Great: Fitzgerald’S Revisions, Michael W. Hancock
The Great Gatsby Unit
This discussion-based activity asks students to evaluate how effectively successive drafts of a passage of dialogue in fiction communicate tone and character. Working in small groups, students read three versions (manuscript, unrevised galley proof, and first edition) of a famous passage from F. Scott Fitzgerald’s The Great Gatsby. Examining dialogue tags and dialogue, students identify the strengths and weakness of each version and explain why the final version is (or isn’t) the best. Students may be invited to write their own version of Fitzgerald’s passage. They will recognize the importance of revision in the writing process.