1. The Great Gatsby An inside look into a great novel

2. Why Projects? Students will explore thinking on a new level. Students will demonstrate creativity and understanding in new ways. Students will explore thinking on a new level. Students will demonstrate creativity and understanding in new ways. Students will be exposed to new work environments in which they will be able to practice communication and verbal skills. Students will be exposed to new work environments in which they will be able to practice communication and verbal skills. Students will learn to work with others and to collaborate each other ideas and beliefs. Students will learn to work with others and to collaborate each other ideas and beliefs.

3. Unit Summary Students will explore and look into a specific theme in the novel: the theme of the American dream. They will evaluate the message of the novel by looking into the life of Fitzgerald and comparing/analyzing it to the life of Gatsby. Than students will look into the lives and persona of each main character in the novel and relate their characterization to the problems and issues of society in that time period. Students will look at current societal issues and compare it to those that existed in the novel and will create a group skit to promote their beliefs about these particular issues and how they purpose to change them. Students will explore and look into a specific theme in the novel: the theme of the American dream. They will evaluate the message of the novel by looking into the life of Fitzgerald and comparing/analyzing it to the life of Gatsby. Than students will look into the lives and persona of each main character in the novel and relate their characterization to the problems and issues of society in that time period. Students will look at current societal issues and compare it to those that existed in the novel and will create a group skit to promote their beliefs about these particular issues and how they purpose to change them.

4. Project Summary Before reading the novel students will research the author’s background and life. After reading the novel students will explore the historical significance of World War I and will create a brief timeline of the war and how it was caused. Next, students will examine the themes and symbols of the text, and use it to develop an analysis on the theme of the American dream. They will evaluate Gatsby’s version of the American dream and compare it to Fitzgerald’s life. Lastly students will explore the class distinctions in the novel and compare it to individual characters and their life styles and persona due to their position in society, and students will evaluate the negative outcomes of these class distinctions and how they impacted society. Students will create a project promoting the elimination of specific societal problems and will demonstrate their beliefs in a group skit. Before reading the novel students will research the author’s background and life. After reading the novel students will explore the historical significance of World War I and will create a brief timeline of the war and how it was caused. Next, students will examine the themes and symbols of the text, and use it to develop an analysis on the theme of the American dream. They will evaluate Gatsby’s version of the American dream and compare it to Fitzgerald’s life. Lastly students will explore the class distinctions in the novel and compare it to individual characters and their life styles and persona due to their position in society, and students will evaluate the negative outcomes of these class distinctions and how they impacted society. Students will create a project promoting the elimination of specific societal problems and will demonstrate their beliefs in a group skit.

5. Targeted Content Standards 2.0 Reading Comprehension (Focus on Informational Materials) : 2.0 Reading Comprehension (Focus on Informational Materials) : 2.3 Generate relevant questions about readings on issues that can be researched. 2.3 Generate relevant questions about readings on issues that can be researched. 2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension 2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension

6. Targeted Content Standards 3.0 Literary Response and Analysis: 3.0 Literary Response and Analysis: 3.4 Determine characters' traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy. 3.4 Determine characters' traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy. 1.0 Listening and Speaking Strategies: 1.0 Listening and Speaking Strategies: 1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence. 1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence.

7. Unit Objectives Students will gather information about the author’s life and use that information to make a direct correlation to the plot of the novel. Students will gather information about the author’s life and use that information to make a direct correlation to the plot of the novel. Students will draw meaning and understanding from the research they find about the author and create opinions and assumptions about what message he is trying to convey. Students will draw meaning and understanding from the research they find about the author and create opinions and assumptions about what message he is trying to convey. Students will look at history and conduct research about World War I and the outcomes of the war and how it directly affected people and their lives. Students will look at history and conduct research about World War I and the outcomes of the war and how it directly affected people and their lives. Students will look at specific themes from the text and draw meaning and conclusions on why the theme is in the text and the significance of this particular theme. They will apply this theme to current society and to their own lives. Students will look at specific themes from the text and draw meaning and conclusions on why the theme is in the text and the significance of this particular theme. They will apply this theme to current society and to their own lives. Students will look at societal problems from the past and evaluate how they are still similar problem in today’s world. Students will use brain storming tactics to find solutions to these problems and to evaluate why these problems still exist. Students will look at societal problems from the past and evaluate how they are still similar problem in today’s world. Students will use brain storming tactics to find solutions to these problems and to evaluate why these problems still exist. Students will collaborate with others members and use comprehension skills to complete the assignment. They will formulate unique judgments and practice oral communication skills. Students will collaborate with others members and use comprehension skills to complete the assignment. They will formulate unique judgments and practice oral communication skills. Students will closely analyze each characters traits and significance. They will evaluate how this character contributes to the novel as a whole. Students will evaluate the persona and class distinction of each character and draw conclusions on what the author is trying to convey with these specific characterization and identity of each character. Students will closely analyze each characters traits and significance. They will evaluate how this character contributes to the novel as a whole. Students will evaluate the persona and class distinction of each character and draw conclusions on what the author is trying to convey with these specific characterization and identity of each character.

8. Curriculum Framing Questions Essential Questions: What historical importance do American novels contain? What is more important love or money? Essential Questions: What historical importance do American novels contain? What is more important love or money? Unit Questions: How does this novel relate to current societal issues? What critique is the authoring making on society? Unit Questions: How does this novel relate to current societal issues? What critique is the authoring making on society? Content Questions: What are the components in Gatsby’s “American Dream”? Why does Gatsby take the blame for Daisy? Content Questions: What are the components in Gatsby’s “American Dream”? Why does Gatsby take the blame for Daisy?

9. Assessments to Gauge Student Needs Before project work students fill out K-W-H-L chart, they will also complete two journal entries addressing my two essential questions, they will participate in a class discussion about money versus love, and complete homework assignments dealing with the biography of the life of Fitzgerald and a brief timeline of World War I. During project work students will participate in class discussions and will be given handouts addressing questions from the readings which will be monitored by me. After the project takes place students will write a brief essay discussing what they have learned and will evaluate and grade their classmates projects along with their own. Before project work students fill out K-W-H-L chart, they will also complete two journal entries addressing my two essential questions, they will participate in a class discussion about money versus love, and complete homework assignments dealing with the biography of the life of Fitzgerald and a brief timeline of World War I. During project work students will participate in class discussions and will be given handouts addressing questions from the readings which will be monitored by me. After the project takes place students will write a brief essay discussing what they have learned and will evaluate and grade their classmates projects along with their own.