AP Language and Composition
F. Scott Fitzgerald’s The Great Gatsby
For the full text of the novel online: http://ebooks.adelaide.edu.au/f/fitzgerald/f_scott/gatsby/
Reading Schedule: 2010
Chapter(s) Page #s # Pages Day Date
1 5 26 22 Wed 5/26
2 27 42 16 Thurs 5/27
3 43 64 22 Fri 5/28
4 65 85 21 Tues 6/1
5 86 102 17 Wed 6/2
6 103 118 16 Wed 6/2
7 119 153 35 Thurs 6/3
8 154 170 17 Fri 6/4
9 171 189 19 Mon 6/7
1. For our exploration of F. Scott Fitzgerald’s novel The Great Gatsby you will keep a personal reading
notes and responses to certain passages, some of which you’ll post to a Wiki site:
2. Come to class each day having selected one passage from that day’s reading you find particularly
meaningful, intriguing, or confusing—in any case, a passage that draws you in, attracts you intellect,
emotions, senses, or all of the above. In doing so, think about the various modes or reasons for which
a. for pleasure
b. to learn about the world
c. to learn about ourselves, etc.
3. As you read the novel, use Post-it™ notes or other tabs to mark interesting phrases, vivid description,
exciting events, or other parts of the story that evoke an emotional, intellectual, or some other response
from you. This practice, along with choosing and responding verbally to a passage of your choice
will demonstrate a close, thorough reading on your part.
4. For each day we spend on the novel, there will be a few of you assigned to share and discuss your
passage selections and responses. Even though certain people will be designated to lead a discussion
each day, EVERYONE should come prepared, having read and selected at least 1 excerpt that caught
your attention. Please see below the schedule assigned chapters.
Here is the schedule we’ll follow for discussing our selected passages, by chapter.
Chapter 1: Ilana, Taylor Chapter 4: Katie, Catie Chapter 7: Loren, Roni
Chapter 2: Gargi ,Missy Chapter 5 & 6: Lizzie, Ellie Chapter 8: Eitan, Randie
Chapter 3: Rachel, Akiko Ori Chapter 9: Becky, Jackie
5. Write notes based on each passage you choose, and bring those notes to each class discussion, so you
can contribute something to our discourse. I expect us to engage in a lively discussion and debate.
6. Of all the passages you flag and respond to, narrow down to 2, for which you will write more
polished responses and hand in to me. You will also add these typed, edited responses to the wiki.
I will evaluate these responses based on the quality of content and form. Feel free to use the full
text of the novel available online to copy and paste passage selections:
Page 1 of 4
Guidelines for doing a passage analysis/response:
1. Date and provide the number for each entry.
2. Cite a passage from your novel:
Quote that passage on the top of the page of your passage response. Copy the passage exactly using quotation
marks. Be sure to include the page number.
3. Provide your entry/response—a minimum of 250 words.
Ways to respond to show active reading include:
Question: Ask about anything that puzzles you. For example: Could this really happen? Are people really
this… polite/mean/romantic/religious/violent, etc? What does this word mean the way it is used here? Why did
the author choose this way to describe the voice/character/action, etc?
Predict: Answer these questions: What will happen next? Where do you think this is leading? Who is the
killer? Will these characters fall in love/end up together? [this are sample questions; they don’t necessarily
apply to The Great Gatsby.]
Clarify: What do you understand now that you did not get previously? Have your questions been answered?
Were your predictions accurate? Do you understand something you didn’t before?
Connect: Text-to-Text, Text-to-Self, Text-to-World.
Evaluate: Give your opinion of the character/event/word/sentence/message. What makes this passage
effective? What do you like or dislike about it? You may also include sketches, your own photography, or other
artifacts that help you to connect the passage to yourself, the world, or another part of the text, but such images
cannot take the place of your written response.
Of course, you can and should “mix and match” any of the above approaches in terms of how you respond
to each passage.
Pay particular attention to the questions the reading provokes. We will share and document these
critical questions in class and later on the wiki. Later on, once we’ve documented our questions and
passages for analysis, we’ll arrange our passage analyses into lines of inquiry, or essentials, we deem
critical to our reading of The Great Gatsby.
1. By this Tuesday, 6/1, everyone needs to post one passage response/analysis to the wiki site,
http://thegreatgatsbywiki.pbworks.com. Post according to the page of your assigned chapter.
2. By Thursday, 6/10, a second, and this passage should be from a different section of the novel
from your first response.
Choose from the following areas of the book:
3. Chapters 1-4—at least 1 passage
4. Chapters 5-9—at least 1 passage
HERE’S THE BOTTOM LINE: you will generate at least 2 well-thought-out, well-developed
responses to passages for a minor essay grade each. Remember to take care to revise and edit
your responses prior to posting to the wiki.
I’ll use some version of the following grading rubric for assessing your passage response:
Page 2 of 4
Quality Description 5 [A] 4 [B] 3 [C] 2 [D] 1 [F] Weight POINTS
Close, substantive, insightful, authentic
Addresses all parts of the assignment
CONTENT clearly and equitably with fully-
AND CLARITY developed, clear points.
Few extraneous, irrelevant details that
detract from the overall impact of the
work. All points are accurate according
to the text used.
A logical progression of ideas. Provides
appropriate, concise context for quote.
Smooth, seemless transitional
statements from point to point give
essay a cohesive, logical sequence. 10%
Tone denotes confidence. Exhibits a
facility with lanuage, using appropriate,
rich vocabulary. demonstrates variety in
sentence structure. 10%
GRAMMAR Few or no errors 10%
Page 3 of 4
AP Language and Composition
Understanding Gatsby: a creative response to the novel
Let’s think about the critical questions we’ve brought up thus far with our reading of the novel.
See your own notes, the responses and comments on the wiki, and the notes sheet I posted to
http://thegreatgatsbywiki.pbworks.com to articulate these critical matters and the ones you find
Choose one critical question or essential matter of the novel and develop an artistic response to
1. Create a visual or other creative work of art that responds to a critical matter or questions
of your choice. Derive or base your thinking on a specific passage from the reading that
drew you in, provoked critical thinking/questioning. Consider visual art—painting,
drawing, etc., music/lyric, a collection of poetry, a dramatic monologue that is performed,
a one-act script, etc.
2. Your broader goal is to provide an interesting perspective, a point of view that somehow
deepens our understanding or enjoyment of The Great Gatsby.
3. Whatever you choose to do, it should provide clear or deep perception (in a word, insight)
of a character or a particular message found in the text based on a particular scene. Your
work should demonstrate thought and creativity, and be grammatically correct (if written)
or aesthetically pleasing (if art, music, dance, etc.).
4. Here’s the one basic requirement for your artwork: “Anchor” your visual drawing to a
particular key passage from the reading we’ve done so far, and, if you’re doing a visual
work of art, display that passage.
5. Due in class, Thursday, June 10. You will present your work in a rather relaxed, informal
Please see the rubric below:
Stellar Pretty Darned So-so Hmmm
Insight into character or
a particular theme/scene:
Creativity: the end
product is aesthetically
pleasing and showing
painstaking hard work:
Efficiency in presenting
and/or accuracy: 15%
Page 4 of 4