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Title of Lesson
The Great Gatsby: Personal Narratives with Gatsby Characters
Purpose/rationale: After spending a few days reading The Great Gatsby, as a class we will go
over the historical elements illustrated throughout the novel. Students will use this along with
upcoming lessons to comprehend the overall attitudes of people during the 1920s. By having a
better understanding of the historical context of the play students will be able to relate and
connect with the novel on a new level. Todays lesson will focus on The American Dream that
the plot of the novel rotates around. The class will examine the extravagance of the 1920s
American Dream, and analyze its significance in present day life. This weeklong lesson plan has
been designed to develop students critical thinking, language skills, writing skills, reading skills,
and technological understanding.
Florida Standards:

LAFS.1112.W.1.3 Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details, and well-structured event sequences.
LAFS.1112.RL.1.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
LAFS.K12.R.2.6 Assess how point of view or purpose shapes the content and style of a text.
LAFS.2223.RL.2.6 Analyze a case in which grasping a point of view requires distinguishing
what is stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
LAFS.1112.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific
words and phrases as they are used in a specific scientific or technical context relevant ot grades
11-12 texts and topics.

Objectives:
SWBAT write from the perspective, or point of view of a character in The Great Gatsby
SWBAT describe the characteristics of the characters from The Great Gatsby
SWBAT analyze the characters in The Great Gatsby through the use of the historical lens

Materials:
White board, dry erase markers, The Great Gatsby (one copy per each student), character chart
(one copy per each student, appendices F), journals, pen/pencil, paper
Anticipatory set:

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Written on the board: Which character do you relate most to in The Great Gatsby, and why?
Teaching Strategy/Procedure/Activity:
Time

Student is doing

Teacher is doing

10 minutes

Responding to the prompt on

the board in their journals.

Observing students, and

providing assistance when
needed.

8 minutes

Sharing aloud with the class

their journals.

Listening to students share

their journals, and asking
questions to facilitate
discussion centered around the
historical lens.

2 minutes

Listening to the teacher give

directions on the next
assignment.

Giving directions on character

analysis worksheet, and
handing worksheet out
(appendices F).

20 minutes

Completing character charts

(appendices F).

Observing students, making

sure they stay on task, and
answering any questions.

2 minutes

Listening to teacher give

instructions on the personal
narrative essay.

Giving directions for the next

writing assignment: Students
will write a 3-5 page personal
narrative through the eyes of a
character in The Great Gatsby;
students must be sure to
include historical details to
make use of their gained
knowledge about the historical
lens.

11 minutes

Begin working on their

personal narrative writing
assignment.

Observing students, making

sure they stay on task, and
answering any questions.

Summary/Closure:
The last two minutes of class the teacher will go over the homework assignment, and answer any
questions about the writing assignment, character analysis, and the historical lens. Students will
turn in their character charts (appendices F) at the end of class.

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Assessment:

Formal assessment: character chart (10 pts.)

Informal assessment: Students will share and respond to historical lens questions, and
class discussion on the characters in The Great Gatsby.

Homework/follow-up assignment:
Students will finish their first draft of the personal narrative, and bring it to class on Monday.
Accommodations/adaptations:
Additional time will be granted for students to continue writing if needed. As students do spend
majority of class period sitting teacher should grant a few minutes for students to get up and
move around the classroom. All students with accommodations will be given preferred seating as
well as printed notes. Students with Asperger or ADHD will work out a cue to stay on task with
the teacher, ELLs will be given access to a Spanish to English dictionary.
Attachments/Appendices:
Character chart (page 4)
Plan B:
If students are not grasping the concept of writing from the point of view of a character in the
novel, the teacher will read an example of the assignment he or she previously wrote.