The Call First on Scene Handout 1-3 Chapter 1 Review Answers
Hi at that place, old sport! Let's chat well-nigh teaching The Great Gatsby! Before we swoop into Capacity 1-3 of F. Scott Fitzgerald'southward American classic, make sure that you've checked out my first mail service about my approach to instruction the novel as a whole.
Throughout the past 5 years, I've learned a lot almost educational activity The Great Gatsby, and my love for the novel has only grown as I've plant ways to brand my novel unit more engaging for my students. It's my hope that this series of weblog posts will aid you spread the Gatsby honey to your students and trounce on confronting the currents that we face every bit English teachers! Whether you are teaching The Great Gatsby for the first fourth dimension or looking to rehaul your existing unit, I hope you find the post-obit information helpful. Happy teaching!
PRE-READING FOR THE Nifty GATSBY
As much as I dearest Gatsby, I'll exist the first to admit that this novel is challenging for my students! That'southward why information technology's incredibly important to scaffold during the pre-reading phase. Fourth dimension invested during pre-reading will pay off when yous inquire students to critically call back after on in the text. Students will not be able to clarify Fitzgerald'southward symbolism, themes, or social commentary if they practice not understand the historical context earlier reading.
To prepare students for reading, I facilitate pre-reading learning stations on the Roaring 20s. These stations assist students agreement disillusionment and the Lost Generation, the economy and dissever betwixt the "haves" and the "accept-nots," prohibition and the rise of organized crime, and other central ideas that surface in The Great Gatsby. Additionally, I show "The Dandy American Dreamer" documentary that covers Fitzgerald's scandalous life. During the documentary, I take my students complete a viewing guide that is designed to brand them pay attention to the details and ideas that are reflected in the novel. Fitzgerald's life shaped a lot of his work, especially The Great Gatsby, and then the documentary helps build essential groundwork information that students can use to draw parallels between Fitzgerald's life and the novel.
Subsequently I am confident in my students' understanding of the time period, I do one last fleck of pre-reading to accustom my readers with the text itself. Assigning Chapter 1 without support only results in defoliation and frustration for my students, so I facilitate another circular of learning stations to introduce students to the novel. Stations cover Nick, the setting, Daisy and Tom, and Gatsby, and they include excerpts of essential passages and dialogue so that students can "run into" the characters and brand inferences before reading.
Chapter one OF THE GREAT GATSBY
Permit'due south all admit it: Chapter ane is a doozy. I'm a devoted fan when information technology comes to teaching The Bully Gatsby, and even I remember the first few pages can be dry, boring, and challenging. That'southward coming from me, so y'all can simply imagine how reluctant loftier school readers experience when they open the book for the first time. When I call up about reading from my students' perspective, hither's what I keep in mind:
- Chapter i is not inherently engaging, and it's difficult for students to relate to the characters, setting, and fourth dimension period.
- The language is so circuitous that information technology will tempt struggling readers to close the volume and never open up it once again.
- Nick is a bit of an bad-mannered narrator, and it's hard to distinguish what'due south of import.
Hopefully I didn't merely convince you to remove Gatsby from your curriculum! I think it's important to be honest with yourself as a instructor and with the students. I always warn my kids that Chapter 1 is challenging, and I attempt to go on them engaged with lots of begging forth the lines of "Stay tuned for Affiliate two!"
But seriously, to address those 3 issues, I bring my A-game to Affiliate 1 of Gatsby: lots of scaffolding, modeling, vocabulary support, and discussion! I besides don't expect my students to "become it" on the showtime read, and I don't overwhelm them with much literary analysis merely withal. Reading the first chapter is all most laying the foundation for teaching the standards during the residuum of the model. I'm more concerned with getting my students through this tough chunk of the text and engaging them and so that they actually desire to go along reading. Our focus hither is mainly comprehension, not analysis, and that's okay.
After facilitating a discussion and doing some "think-alouds" to help students through challenging excerpts of the text, we do a "Character Study Card" activity that my students e'er enjoy. This activity asks students to "grade" Nick, Daisy, and Tom on different character traits and so provide bear witness to support their evaluation of each grapheme. It gets students critically thinking and discussing the text, and it's a cracking way for them to notice that these characters aren't particularly likable (which will assist them analyze Fitzgerald's social commentary later on).
Affiliate two OF THE GREAT GATSBY
Finally, some filth, alcohol, an thing, and violence! Chapter 2 is typically when my students start nodding their heads like, "Okay, I can get into some juicy scandal!" Teaching this chapter is all nigh edifice on the foundation of the starting time chapter and taking the students' understanding of setting, narration, and label to a more analytical level. It's also a chance to begin to dissect some of Fitzgerald'due south language.
For case, we ever terminate to discuss and analyze the commencement few paragraphs of the chapter, the description of the Valley of Ashes and the T.J. Eckleberg billboard. We analyze how Fitzgerald'southward discussion choice contributes to the mood. I also start asking my students guiding questions nigh Fitzgerald'southward choices hither, in the hopes that I can lead them to an agreement of symbolism of this setting after on in the novel. Similarly, nosotros practice shut reading with Fitzgerald's label of Myrtle, and so students compare Myrtle and Daisy and consider the importance of their names (flowers). My approach to teaching Chapter two is moving away from mere comprehension and didactics the "baby steps" it takes to become to full-blown assay. I continue to do lots of modeling through "call up-alouds," merely I also challenge the students to dive into the text and recollect for themselves. Yous can detect my activities for Chapter 2 here!
I also brand sure we talk over Nick'due south attitude as the narrator, and I delight in leading a discussion over his "inside and without" perspective (Fitzgerald 35). The 2013 motion-picture show version captures Nick's attitude perfectly, then I typically show the movie after Chapter 2. While watching the film, students practise their literary analysis skills past answering film analysis questions. Same skill, different medium! To read more about how I scaffold the text through flick, check out my Gatsby unit planning post, or the fifth tip on this blog post.
Chapter 3 OF THE Swell GATSBY
Finally, it's Gatsby time! Chapter 3 is an heady one because we finally run across Gatsby and we starting time to dive into an assay of Fitzgerald's choices. This when I really strength my students to transition from the "what" to the "why." Why did Fitzgerald make this choice? What effect does it have on the reader and the text itself? Students spend time digging through the text to notice how Fitzgerald sets the scene for the beginning political party, and and so they contemplate the chapter'due south most important elements: Nick meeting Gatsby, Owl Eyes and the books, the boozer driving scene, etc. We return to the question of "Why?" and I encourage my students to keep runway of how all of Fitzgerald'southward choices work together. Later lots of modeling and repeated practice, students will eventually start asking "Why?" on their ain, which is essential for our Socratic seminars after in the novel. If you're interested in my Chapter 3 assignments, you can find them hither.
Earlier my students movement on to Chapter 4, I like to claiming them with a Chapters 1-three Escape Room. Information technology'due south the perfect way to review primal elements and assess the literary analysis skills we've been working on. Plus, it's tons of fun! The escape room forces students to analyze central excerpts and answer essential questions that will gear up them for the rest of the novel. It's my way of making sure they are gear up to move on and conquer the residue of this challenging but beautiful book.
I hope you found this blog post helpful! Every bit a reminder, yous can notice all of the activities mentioned hither in my Gatsby packet! Next up in the serial is how I teach Capacity 4-vi, and so stay tuned for that. In the meantime, driblet a comment below with your favorite activities and lessons for Chapters ane-3. I would dearest to hear your ideas for teaching The Peachy Gatsby!
Source: https://writeonwithmissg.com/2019/06/28/teaching-the-great-gatsby-chapters-1-3/
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