By Kaitlynn Castro and Marykate Gorham

As we wrap up the final year of the decade, we are soon entering this generations’ version of the Roaring 20’s. In honor of this, we have decided to focus our final research project on The Great Gatsby by F. Scott Fitzgerald. The students we are aiming to teach this book to are middle and high school students. We intend on using interpersonal, intrapersonal and linguistics for Gardner’s components of intelligence. All three of these intelligences were used throughout the book, and we plan on explaining when these intelligences are present in the book. We also plan on explaining how they actually are all very similar.

For interpersonal, one of the examples that we found in the text was the argument between Tom and Gatsby about all of their wealth and affairs. Both of these characters are very independent people who feel that everyone is in competition in life. To show this example, we will be showing a clip from the movie in order for students to get a better grasp for how the interaction between the two characters went. For intrapersonal, the book takes the readers into the mind of the main character, Gatsby. Throughout the book, readers are informed of what and how Gatsby is thinking which connects to interpersonal intelligence. For this example, we are going to read out loud some sections from the text so the students can truly understand how the main character is feeling in the moment and throughout the book. Lastly, we connected linguistics to the story because Gatsby was able to communicate his feel.

In conclusion, the teaching tools that are being used in this lesson will essentially help the students to understand the book in ways that they might not have before. By breaking down the book in sections with different intelligences, we are able to bring new ideas into the students minds.