L4+Wandelear,Olivia+Eden-Grace


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Ms. Wandelear **Date of Lesson:** //4 Self-knowledge//
 * Grade Level:** 9th **Topic:** //The Great Gatsby//

__**Objectives**__

 * Student will understand that common literary elements and devices shape the effectiveness of the plot by allowing the reader to draw conclusions and make connections to their own lives and/or other texts. **
 * Student will know** s** ymbolism, audience, personification, foreshadowing. **
 * Student will be able to recognize symbols and the relationship that exists between them and the audience. **

__**Maine Learning Results Alignment**__
//**A2 Literary Arts**// //**Grades 9 - Diploma** The Great Gatsby// ||
 * **//Maine Learning Results//: English Language Arts //- A. Reading//**
 * //**Students read text within a grade appropriate span of text complexity, and present analysis**// //**of fiction, nonfiction, drama, and poetry using excerpts from the texts to defend their assertions.**// ||
 * Rationale: Students will connect symbolism in the text to common and recognizable symbols implemented in their lives, and understand the power and relationships associated with them. **

__**Assessment**__
I will first address how much students understand through the PowerPoint or Prezzi presentation at the beginning of class, showing slides of images of very common and recognizable symbols in our society today, like the American flag, the lion, the swastika, and the cross. These are all recognizable images or objects in today's society, but students may not realize that they are also symbols for things such a freedom, power, and injustice, etc. This serves as both a hook as well as a form of diagnostic assessment in order to address how much students understand about themes in general. I will use common ones evident in their everyday lives to connect the symbols in //Gatsby// to ones they recognize, proving that symbols are everywhere. I will show the picture and ask them to shout out some phrases, ideas, or other images come to mind when they see this symbol. What does the American Flag represent? What does a rainbow represent? I will observe students' responses and encourage each students to speak up. I will use symbols from every aspect of life, like music, movies, politics, games, nature, and fashion so that every student is engaged and recognizes something. After we discuss the major symbols of //Gatsby//, I will introduce the meanings of colors using [|sensational color] as a reference. Students will create a mind map, or a visual picture that serves as a physical manifest of the symbol, outlined in a color that best represents the symbol. For example, for the green light on Daisy's dock, I would draw a light bulb and outline it in green. This color represents not only the actual symbol, but also envy in our society. Likewise, green suggests virtue and beauty in Chinese culture. This fits because Gatsby's fascination with the light stems from his timeless love for Daisy, who he obviously regards as beautiful and virtuous because she is the ultimate prize in achieving the American Dream. This can be given as an example to the students. Once they have chosen an object or outline for their actual symbol, and a color, they can then fill in the object with text that shows what this symbol means to them, as well as any ideas as to what it means in //Gatsby//. These can be quick explanations short enough to fit inside the outline of the picture they drew. Towards the end of the lesson, and after we have created mind maps and participated in the Fishbowl activity, I will give each student a checklist listing the major symbols and a basic explanation of what they mean to the novel. Students will check off the symbols they understand, and for any ones they do not understand, I will leave room for them to tell me what is still unclear to them about it. They will hand these in to me before leaving class that day. I will also keep a running checklist on each student while observing them, just to make sure we are all on the same page. I will staple mine to theirs when I hand them back.
 * Formative (Assessment for Learning)**

We will discuss several reoccurring symbols in //Gatsby// throughout the unit. The class will have plenty of class discussions regarding symbols and their meanings and significance to the novel, as well as their everyday lives. At the end of the lesson, students will have an opportunity to create a Glogster, which is an online interactive poster which students can add text, images, and sound clips to. After we discuss some major symbols in //Gatsby//, like the green light on Daisy's dock, the Valley of Ashes, the color purple, and the eyes of Dr. T.J. Eckleburg, the students will have the opportunity to create a Glogster on a symbol of their choice. The students will include images of the symbol, as well as other images they inspire and correlate to. I will encourage the students to add text to their Glogster presentations explaining their images, as well as the symbol in general. The general purpose behind the Glogster is to create a very visual and virtual representation of a symbol of //Gatsby//. The text, images, and sounds should all correlate with the symbol in some way, and act as a clear interpretation, so that someone else could observe the Glogster and understand the symbol and its importance to the novel. I will suggest to the students to feel free to add sound clips from songs and other medias that help to explain their symbols, but be sure to cite their sources! Images and sound clips will need to have text boxes indicating where the students found it, and who to give credit to for creating it. We will have a Glogster tutorial before we embark on the project to ensure that students understand how to use the program. I will provide a sample Glogster for them to refer to. An idea for a symbol Glogster about the green light on Daisy's dock would be a green color-schemed page with text that reads, 'Hopes and dreams for the future,' or 'Long lost love,' 'The American Dream,' or even just, 'Daisy,' as the light represents Jay Gatsby's desires to be with Daisy once more, because she, along with the idea of the American Dream, is the highest attainable goal for him.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will be encouraged to be 21st century learners in my classroom. In this lesson, we will begin the lesson with a visual PowerPoint or Prezzi presentation of pictures I have organized that are all easily recognizable symbols students can understand. Likewise, for the product associated with this lesson, students will create a Glogster presentation online representing a symbol of their choice. The students will include images of the symbol, as well as other images they inspire and correlate to. I will encourage the students to add text to their Glogster presentations explaining their images, as well as the symbol in general. The general purpose behind the Glogster is to create a very visual and virtual representation of a symbol of //Gatsby//. The text, images, and sounds should all correlate with the symbol in some way, and act as a clear interpretation, so that someone else could observe the Glogster and understand the symbol and its importance to the novel. I will suggest to the students to feel free to add sound clips from songs and other medias that help to explain their symbols, but be sure to cite their sources! Images and sound clips will need to have text boxes indicating where the students found it, and who to give credit to for creating it. We will have a Glogster tutorial before we embark on the project to ensure that students understand how to use the program. I have found two tutorials both accessible online. One can be moved at the student's own pace with no sound, but with plenty of visual cues and descriptions. The other one is an interactive video with sound and a verbal explanation. Students can choose to use whichever tutorial best fits their needs as a learner, while still be active on their laptops.


 * Other Content Areas**
 * Art:** Students will create a Glogster in this lesson, which is an online interactive poster which students can add text, images, and sound clips to. The general purpose behind the Glogster is to create a very visual and virtual representation of a symbol of //Gatsby//. The text, images, and sounds should all correlate with the symbol in some way, and act as a clear interpretation, so that someone else could observe the Glogster and understand the symbol and its importance to the novel. In this way, we are taking text and transforming it into a visually and emotionally aesthetic piece used to both inform students and solidify their understanding of symbols, but to also educate others.

__Groupings__

 * Students will form a "Fishbowl," with a circle of four people and an extra empty fifth chair in the middle of a larger circle of classmates. Teacher and student created questions about symbols and their meanings are asked to the four people in the middle circle, who are the only ones allowed to freely talk about the subject. Questions may include, 'How and when does this symbol show up in your life?' and 'What do you think this symbol means to this character, or this situation?' This is a great way for students to share personal stories and talk freely and be social while remaining on topic. If a student wants to join in or contribute a question, he or she 'swims' in the fifth chair for a few moments and interacts with the rest of his or her classmates. This is a great exercise in self-control and class participation. Only students in the middle of the circle, or 'the fish,' during that question can shout out answers. The outside circle, or 'the fishbowl' must stay silent until the fifth chair is free to them. **

__**Differentiated Instruction**__
**Spatial** learners will benefit from the colorful and descriptive nature of the mind map depicting symbols and the emotions, relationships, and concrete and abstract images that these symbols bring to mind. **Bodily/kinesthetic** students benefit from both the moving "Fishbowl," in which they rotate and "swim" to the inside and outside circle in order to take part in the discussion of symbols, and also the symbols' connections to their bodies through the senses chart. **Naturalist** students will benefit from the symbols of animals and nature I display in the PowerPoint, as well as the format of the "Fishbowl," in which they can pretend to "swim" to their chairs in order to take part in the discussion. **Interpersonal** learners will significantly benefit from the interactive portion of the "Fishbowl" activity, in which they discuss the symbols of //Gatsby// and their everyday lives with classmates. **Intrapersonal** students will have time to individually complete the checklist, and reflect on their own independent learning of the symbols of //Gatsby//.
 * Strategies**


 * Modifications/Accommodations //I will review student's IEP, 504, or ELLIDEP and make appropriate modifications and accommodations.//**
 * Absent/Late: I will advise students to see me on the day after they were absent (usually on the day out class does not meet). Unfortunately, if these students are absent on the first day of the lesson, they will miss the Fishbowl activity, although if there are at least two people absent on the same day, I will set aside twenty minutes or so for them to discuss symbols and what they mean to them while the rest of the class works on the Glogsters. This way, these students still get the interaction portion of the lesson, and they will have the rest of the second day to work on Glogsters after this. They will also have time during Glosgter day to work on their mind maps. I will provide instructions and ask another student to assist the absent student if they need help with this. It helps to have instruction from a peer that has already completed the assignment and knows what it is like. The rest of the mind map may have to be completed for homework if these students do not finish on that day, but that means I will NOT have them complete both the Glogster AND mind map on the same night. I will ask them to finish the mind map before they work on the Glogster, as most students who were present both days will probably need another night to finish the Glogsters anyways. **


 * Extensions** GT students and any other student who wishes to do so may create one Glogster that connects two symbols to a character, a relationship, a conflict, a scene, or anything else they can think of. For example, they can create a Glogster about both the character Owl Eyes, as well as the Eyes of Dr. T.J. Eckleburg. Owl Eyes is mostly blind and represents the cloudy fogginess that covers people's eyes from the real truth about life and its purpose. This character is surprised to find out that the books in Gatsby's libraries actually have text in them, rather than being simply empty shells to show off. On the contrary, the doctor's 'eyes' on the billboard essentially represent the Eyes of God, who see everything and are always watching for these injustices and moral faults in people. Students can compare and contrast these two symbols and how they relate. Other pairings may include the color green and the color purple, Gatsby's car and his house/parties, the Valley of Ashes and Gatsby's house, and West Egg and East Egg. Likewise, students can add the links to their Glogsters to their Wikipages, or create a separate page for this link, with a quick three sentence explanation as to what the Glogster depicts.

__**Materials, Resources and Technology**__
laptops for each student LCD projector copies of //The Great Gatsby// big pieces of paper for mind maps colored pencils, markers, crayons, etc symbol checklist

__Source for Lesson Plan and Research__
[] Glogster tutorial - online presentation

[] Glogster tutorial - video with sound

[] Fantastic site explaining many symbols in //Gatbsy//. Helpful in explaining the symbols to the students.

[] Sample lesson plan discussing symbolism.

[] Dictionary definition of symbolism

[] More discussion of major symbols we can discuss in class.

[] Site I will use and give to students that explains the meanings of colors, for their mind maps.

[] Site with explanations of some symbols in //Gatsby//.

[] Further discussion of symbols.

[]l Used in my content notes about East and West Egg.

__**Maine Standards for Initial Teacher Certification and Rationale**__

 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:** Students will always have choices in my classroom. In this particular lesson, students will first be able to choose which four symbols out of the ten or so we discuss they would like to include in their mind maps. They will then choose what object or image they would like to use as a representation of that symbol, as well as the color that best fits the symbol, according to them. These freedoms and choices in my classroom allow students to express their creativity and individuality rather than being stifled and controlled. No two mind maps will look alike, because no two students are alike. Likewise, students also get to pick their favorite symbol to create a Glogster presentation with. They have the freedom to add text, images, and sounds to the Glogster to make it their own. I also will give the students the extended option to compare and contrast two symbols in their Glogster. While I encourage creativity and spontaneity, I also aim to establish clear and concise expectations and guidelines for my students who need structure in the classroom. I will always write the day's agenda on the board, along with the time frame I hope to accomplish these tasks in. I strive to create an organized chaos during the cooperative learning 'Fishbowl' activity. I will strongly emphasize the fact that only the four or give people sitting in the middle of the circle can openly contribute to the discussion. This organizes the socialization and helps students stay focused on each other and the symbols they are discussing. This lesson is organized into two days with equal amounts of socialization and independent work time to ensure that students know exactly what they need to do during each activity. Finally, the Glogster tutorials that students can look at or listen to on their own time ensure that students have two very clear idea of the purpose and usefulness of the Glogster, from both the internet and myself. Discovery learning will also take place in my classroom. The 'Fishbowl' activity is very interactive and social, so students can bounce their ideas off of the ideas of their peers. Students can pretend to be fish and 'swim' to the middle of the surface as well. Students can connect both physically and mentally to symbols in //Gatsby// thanks to this cooperative learning. Finally, I strive to create a comforting, nurturing, and respectful environment. Because the element of choice is highly evident in my classroom, students will never feel bullied into completing an assignment that has no personal connection or value to them. In this lesson, students will constantly be evaluating the symbols evident in their own lives and what they mean to them. We will cover such symbols as the American Flag, the lion, the dog, the Christmas tree, among others that students easily recognize.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students will successfully meet MLR A2 by the end of this unit, which states that **//students read text in a grade appropriate span of text complexity and present an analysis of fiction, nonfiction, drama, and poetry using excerpts from the test to defend their assertions.//** Students will understand that common literary elements and devices shape the effectiveness of the plot by allowing the reader to draw conclusions and make connections to their own lives and/or other texts. Students will connect symbolism in the text to common and recognizable symbols implemented in their lives, and understand the power and relationships associated with them. In order to gain this knowledge, students will need to know symbolism, audience, personification, and foreshadowing, and how these literary devices are important to the novel. The symbols we will discuss in class include, the green light on Daisy's dock, the Valley of Ashes, the eyes of Dr. T.J. Eckleburg, Owl Eyes, the color purple, and Gatsby's car **(see content notes)**. By the end of this lesson, students will be able to successfully practice the facet **//self-knowledge,//** as they will consider the place symbols have in their own lives, as well as recognize the symbols in the novel and the relationship that exists between them and the audience. Students will come to understand that symbols do not just hold a place in literature; Symbols are widely evident throughout all aspects of life. For example, the American Flag serves as a symbol of our freedom. The color red represents all of the blood shed for our country, and the thirteen stripes represent the original thirteen colonies. These actually //mean// something to the American people, and in much the same way, Fitzgerald included symbols in the novel to create a relationship between the text and the audience. Symbols like the Valley of Ashes not only provide a visual context for the reader to place his or herself into, but they also help the reader to understand the meanings behind the action of the plot, and //why// things happen. Ashes suggest death and destruction, so it is fitting that Myrtle's death occurs in the Valley. Students will come to understand that not everything is as concrete as it seems, and they will be encouraged to look for the deeper meaning in all aspects of their own lives.

**Spatial** learners will benefit from the colorful and descriptive nature of the mind map depicting symbols and the emotions, relationships, and concrete and abstract images that these symbols bring to mind. **Bodily/kinesthetic** students benefit from both the moving "Fishbowl," in which they rotate and "swim" to the inside and outside circle in order to take part in the discussion of symbols, and also the symbols' connections to their bodies through the senses chart. **Naturalist** students will benefit from the symbols of animals and nature I display in the PowerPoint, as well as the format of the "Fishbowl," in which they can pretend to "swim" to their chairs in order to take part in the discussion. **Interpersonal** learners will significantly benefit from the interactive portion of the "Fishbowl" activity, in which they discuss the symbols of //Gatsby// and their everyday lives with classmates. **Intrapersonal** students will have time to individually complete the checklist, and reflect on their own independent learning of the symbols of //Gatsby//.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**


 * Technology:** Students will be encouraged to be 21st century learners in my classroom. In this lesson, we will begin the lesson with a visual PowerPoint or Prezzi presentation of pictures I have organized that are all easily recognizable symbols students can understand. Likewise, for the product associated with this lesson, students will create a Glogster presentation online representing a symbol of their choice. The students will include images of the symbol, as well as other images they inspire and correlate to. I will encourage the students to add text to their Glogster presentations explaining their images, as well as the symbol in general. The general purpose behind the Glogster is to create a very visual and virtual representation of a symbol of //Gatsby//. The text, images, and sounds should all correlate with the symbol in some way, and act as a clear interpretation, so that someone else could observe the Glogster and understand the symbol and its importance to the novel. I will suggest to the students to feel free to add sound clips from songs and other medias that help to explain their symbols, but be sure to cite their sources! Images and sound clips will need to have text boxes indicating where the students found it, and who to give credit to for creating it. We will have a Glogster tutorial before we embark on the project to ensure that students understand how to use the program. I have found two tutorials both accessible online. One can be moved at the student's own pace with no sound, but with plenty of visual cues and descriptions. The other one is an interactive video with sound and a verbal explanation. Students can choose to use whichever tutorial best fits their needs as a learner, while still be active on their laptops.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale: I will first address how much students understand through the PowerPoint or Prezzi presentation at the beginning of class, showing slides of images of very common and recognizable symbols in our society today, like the American flag, the lion, the swastika, and the cross. These are all recognizable images or objects in today's society, but students may not realize that they are also symbols for things such a freedom, power, and injustice, etc. This serves as both a hook as well as a form of diagnostic assessment in order to address how much students understand about themes in general. I will use common ones evident in their everyday lives to connect the symbols in//Gatsby// to ones they recognize, proving that symbols are everywhere. I will show the picture and ask them to shout out some phrases, ideas, or other images come to mind when they see this symbol. What does the American Flag represent? What does a rainbow represent? I will observe students' responses and encourage each students to speak up. I will use symbols from every aspect of life, like music, movies, politics, games, nature, and fashion so that every student is engaged and recognizes something. After we discuss the major symbols of //Gatsby//, I will introduce the meanings of colors using [|sensational color] as a reference. Students will create a mind map, or a visual picture that serves as a physical manifest of the symbol, outlined in a color that best represents the symbol. For example, for the green light on Daisy's dock, I would draw a light bulb and outline it in green. This color represents not only the actual symbol, but also envy in our society. Likewise, green suggests virtue and beauty in Chinese culture. This fits because Gatsby's fascination with the light stems from his timeless love for Daisy, who he obviously regards as beautiful and virtuous because she is the ultimate prize in achieving the American Dream. This can be given as an example to the students. Once they have chosen an object or outline for their actual symbol, and a color, they can then fill in the object with text that shows what this symbol means to them, as well as any ideas as to what it means in //Gatsby//. These can be quick explanations short enough to fit inside the outline of the picture they drew. Towards the end of the lesson, and after we have created mind maps and participated in the Fishbowl activity, I will give each student a checklist listing the major symbols and a basic explanation of what they mean to the novel. Students will check off the symbols they understand, and for any ones they do not understand, I will leave room for them to tell me what is still unclear to them about it. They will hand these in to me before leaving class that day. I will also keep a running checklist on each student while observing them, just to make sure we are all on the same page. I will staple mine to theirs when I hand them back. **

We will discuss several reoccurring symbols in //Gatsby// throughout the unit. The class will have plenty of class discussions regarding symbols and their meanings and significance to the novel, as well as their everyday lives. At the end of the lesson, students will have an opportunity to create a Glogster, which is an online interactive poster which students can add text, images, and sound clips to. After we discuss some major symbols in //Gatsby//, like the green light on Daisy's dock, the Valley of Ashes, the color purple, and the eyes of Dr. T.J. Eckleburg, the students will have the opportunity to create a Glogster on a symbol of their choice. The students will include images of the symbol, as well as other images they inspire and correlate to. I will encourage the students to add text to their Glogster presentations explaining their images, as well as the symbol in general. The general purpose behind the Glogster is to create a very visual and virtual representation of a symbol of //Gatsby//. The text, images, and sounds should all correlate with the symbol in some way, and act as a clear interpretation, so that someone else could observe the Glogster and understand the symbol and its importance to the novel. I will suggest to the students to feel free to add sound clips from songs and other medias that help to explain their symbols, but be sure to cite their sources! Images and sound clips will need to have text boxes indicating where the students found it, and who to give credit to for creating it. We will have a Glogster tutorial before we embark on the project to ensure that students understand how to use the program. I will provide a sample Glogster for them to refer to. An idea for a symbol Glogster about the green light on Daisy's dock would be a green color-schemed page with text that reads, 'Hopes and dreams for the future,' or 'Long lost love,' 'The American Dream,' or even just, 'Daisy,' as the light represents Jay Gatsby's desires to be with Daisy once more, because she, along with the idea of the American Dream, is the highest attainable goal for him.

__Teaching and Learning Sequence__
On the first day of the lesson, the classroom with be arranged in a half- circle with the LCD projector towards the back and the screen in front of the students, so I can show the PowerPoint for everyone to see, and we can have discussions. On the second day, the room with be arranged in two circles, one inside of the other for the 'Fishbowl.' The middle circle has five chairs, and the outer circle contains the rest of the classroom chairs.

Hook: PowerPoint or Prezzi with pictures of symbols, discussion (15 minutes) Objectives: I will explain the major symbols of //Gatsby// and their importance to the novel. We will discuss what a symbol actually is, by the dictionary definition, and then talk about our own interpretations. (5 minutes) Diagnostic Assessment: Students will create a mind map depicting four symbols of their choice from the novel. They will associate each symbol with an object they will draw, and a color that they will highlight the information with. (45 minutes) Assignment/Homework: Read chapter 5 of //The Great Gatsby// individually, or with groups. Take note of the symbols. Finish for homework, and continue to work on weekly blog entries and Wikipages (15 minutes)
 * Agenda**
 * Day One:**

Cooperative learning: 'Fishbowl activity' discussing themes and their importance/meaning (35 minutes) Revise: Return to the whole group, discuss misconceptions about symbols (10 minutes) Symbol checklist: Fill out checklist about symbols and their meanings (5 minutes) Glogster: Tutorial, either video. Begin working on Glogster project. (30 minutes)
 * Day Two:**

I will first address how much students understand through the PowerPoint or Prezzi presentation at the beginning of class, showing slides of images of very common and recognizable symbols in our society today, like the American flag, the lion, the swastika, and the cross. These are all recognizable images or objects in today's society, but students may not realize that they are also symbols for things such a freedom, power, and injustice, etc. This serves as both a hook as well as a form of diagnostic assessment in order to address how much students understand about themes in general. I will use common ones evident in their everyday lives to connect the symbols in//Gatsby// to ones they recognize, proving that symbols are everywhere. I will show the picture and ask them to shout out some phrases, ideas, or other images come to mind when they see this symbol. What does the American Flag represent? What does a rainbow represent? I will observe students' responses and encourage each students to speak up. I will use symbols from every aspect of life, like music, movies, politics, games, nature, and fashion so that every student is engaged and recognizes something. After we discuss the major symbols of //Gatsby//, I will introduce the meanings of colors using [|sensational color] as a reference. **Where, Why, What, Hook, Tailors: spatial, interpersonal, intrapersonal, naturalistic**


 * day two starts**


 * Students will create a mind map, or a visual picture that serves as a physical manifest of the symbol, outlined in a color that best represents the symbol. For example, for the green light on Daisy's dock, I would draw a light bulb and outline it in green. This color represents not only the actual symbol, but also envy in our society. Likewise, green suggests virtue and beauty in Chinese culture. This fits because Gatsby's fascination with the light stems from his timeless love for Daisy, who he obviously regards as beautiful and virtuous because she is the ultimate prize in achieving the American Dream. This can be given as an example to the students. Once they have chosen an object or outline for their actual symbol, and a color, they can then fill in the object with text that shows what this symbol means to them, as well as any ideas as to what it means in //Gatsby//. These can be quick explanations short enough to fit inside the outline of the picture they drew. **Equip, Explore, Rethink, Revise, Tailors: spatial, naturalistic, intrapersonal, linguistic** **


 * Students will form a "Fishbowl," with a circle of four people and an extra empty fifth chair in the middle of a larger circle of classmates. Teacher and student created questions about symbols and their meanings are asked to the four people in the middle circle, who are the only ones allowed to freely talk about the subject. Questions may include, 'How and when does this symbol show up in your life?' and 'What do you think this symbol means to this character, or this situation?' This is a great way for students to share personal stories and talk freely and be social while remaining on topic. If a student wants to join in or contribute a question, he or she 'swims' in the fifth chair for a few moments and interacts with the rest of his or her classmates. This is a great exercise in self-control and class participation. Only students in the middle of the circle, or 'the fish,' during that question can shout out answers. The outside circle, or 'the fishbowl' must stay silent until the fifth chair is free to them. **Explore, Experience, Rethink, Revise, Refine, Tailors: bodily/kinesthetic, naturalistic, interpersonal, intrapersonal** **

Towards the end of the lesson, and after we have created mind maps and participated in the Fishbowl activity, I will give each student a checklist listing the major symbols and a basic explanation of what they mean to the novel. Students will check off the symbols they understand, and for any ones they do not understand, I will leave room for them to tell me what is still unclear to them about it. They will hand these in to me before leaving class that day. I will also keep a running checklist on each student while observing them, just to make sure we are all on the same page. I will staple mine to theirs when I hand them back. I will review the checklist and determine whether or not the class and I can continue on with the topic, or if we need more discussions and activities dealing with symbols. **Evaluate, Tailors: linguistic, intrapersonal**

Merriam-Webster defines 'symbol' as "something that stands for or suggests something else by reason of relationship, association, convention, or accidental resemblance; especially : a visible sign of something invisible." This means that certain objects or ideas can stand for something much more abstract and interpretive to the reader. For example, the American Flag serves as a symbol of our freedom. The color red represents all of the blood shed for our country, and the thirteen stripes represent the original thirteen colonies. These actually //mean// something to the American people, and in much the same way, Fitzgerald included symbols in the novel to create a relationship between the text and the audience. We will cover several recoccuring symbols that Fitzgerald included in //Gatsby//, in order to create a relationship between the text and the audience, including the green light on Daisy's dock, the Valley of Ashes, the eyes of Dr. T.J. Eckleburg, Owl Eyes, the color purple, Gatsby's car, and many others. Symbols like the Valley of Ashes not only provide a visual context for the reader to place his or herself into, but they also help the reader to understand the meanings behind the action of the plot, and //why// things happen. Ashes suggest death and destruction, so it is fitting that Myrtle's death occurs in the Valley. Students will come to understand that not everything is as concrete as it seems, and they will be encouraged to look for the deeper meaning in all aspects of their own lives. The character Owl Eyes is mostly blind and represents the cloudy fogginess that covers people's eyes from the real truth about life and its purpose. This character is surprised to find out that the books in Gatsby's libraries actually have text in them, rather than being simply empty shells to show off. On the contrary, the 'eyes' of Dr. T.J. Eckleburg on the billboard essentially represent the Eyes of God, who see everything and are always watching for these i   njustices and moral faults in people. The green light is probably one of the most important symbols in The Great Gatsby. Green is the color of hope and it first appears when Gatsby stares across the bay towards a green light at the end of a dock. Later the reader finds out that this light stands on Daisy Buchanan’s dock. In the context of the novel this green light represents Gatsby’s hope to meet Daisy again and a chance to win her back. “Gatsby believed in the green light” (128, 26) meaning that he believes in the American Dream, and it IS possible to ultimately achieve your dreams. To him, Daisy is this dream. The color purple in the car that Nick and Gatsby drive in represents wealth and royalty, signifying everything Gatsby hopes to be in his life. Likewise, the yellow on Gatsby's own car suggests deception, dishonesty, and decay, and no doubt foreshadows Gatsby's death at the end of the book. Gatsby's car in itself represents wealth and luxury, as only the most well off can afford the nicest vehicles. However, driving can be reckless and careless, and therefore represent foolishnes that leads to death. This proves true in the novel, as Myrtle Wilson dies by being hit by Gatsby's car. While the green light on the end of her dock alludes to her and her lavish lifestyle that Gatsby wants, Daisy herself is a symbol. Her name is a flower, which eventually wilts and dies and becomes weak. She herself is very fragile and fickle, as she can never make up her mind about wanting Gatsby. Likewise, West Egg and East Egg serve as manifestations of wealth, society, and status. They represent 'old money' and 'new money,' and the people who fit into those two categories. "East Egg represents the old aristocracy, West Egg the newly rich, the valley of ashes the moral and social decay of America, and New York City the uninhibited, amoral quest for money and pleasure. Additionally, the East is connected to the moral decay and social cynicism of New York, while the West (including Midwestern and northern areas such as Minnesota) is connected to more traditional social values and ideals" (Spark Notes).
 * Content Notes**

big pieces of paper for mind maps symbol checklist
 * Handouts**