Introduction: The Great Gatsby by F. Scott Fitzgerald is a book that details the unusual culture of the “Roaring” 1920s, a pre-depression time of excess wealth and an obsession with flaunting society’s traditions. Gatsby and other characters fully explore these themes and the effects they have on society, especially their pursuit of money, extravagant lifestyle, and perceived status. Those three pursuits are presented as the height of the “American Dream” in those years, but the story ends tragically, concluding that the so-called dream is really an illusion. Gatsby is not an automatic member of this high society, although at first he does seem to want to pursue entrance into that exclusive ‘club’. His awakening to reality actually comes from his heart, which cares less for the extravagant lifestyle than for his eventual understanding of what corruption does to society and the ordinary citizen. The language of the book is relatively simple for advanced students in fifth or sixth grade, and it teaches a valuable lesson to preteens who are undergoing their own peer pressures of today. It is an important book for this age group as well because it so artfully integrates history into literature. Therefore, students for this lesson will both research details of that time period, as well as apply what they learn about each character to  their own individual goals, values and personality in real life. To accomplish that learning, I would assign an exercise in creative writing that asks the students to put the character of their choice from Gatsby into a modern-day peer pressure  situation that demonstrates what the chosen character might do to remedy a modern-day dilemma of the student’s choosing. 

Goals: My goals for this assignment include inspiring fifth to sixth grade advanced  students to write from another’s ‘voice.’ The voice would be that of the character  each selects, setting up the situation, putting the character into an active decision within the situation, and then either criticizing or agreeing  with the actions of that character. I would structure the assignment according to Harold Gardner’s theory of multiple intelligences, which contemplates the many abukutues any one person might possess beyond ordinary ‘smarts,’ and the ways by which individuals integrate their particular talents into an intelligent activity. My objective is to encourage each student to demonstrate a specific interest in one of the Gatsby characters that relates to an interest of their own. I believe that the varying talents of learning styles of the variety of students in the classroom will help them understand the varying personalities depicted in Gatsby. Students will address the challenges of the plot and character diversity in the book, as well as  considering their own feelings as related to the motivations and feelings of the characters they chose. The lesson plan will also require them to write effective descriptions that demonstrate their understanding of both the concept and the characters, while reinforcing the importance of proper English composition. 

Timeline: 

• September 3rd: Worked on Blogpost #1
• September 5th: Submitted Blogpost #1 
• October 10th: Worked and submitted Blogspot #2 
• October 22nd: Worked on two rubrics with Maria and completed only one of the rubric worksheets
• October 23rd: Worked and finished the rubric with Maria at the library. 
• November 12th: Worked on Blogpost #3/Did research on project
• November 13th: Worked on Blogpost #3

Conclusion: The interpretive and  writing assignment outlined her is designed to  encourage students to exercise their creative minds, while practicing extending a historic concept into the present  using their imagination and creative expression. Also, this assignment can make the students do more research and learn on their own about the time era of what happened during the time of the Gatsby. This research can help them in their further understanding of the author’s mindset and to even broaden their understanding of one period in  American history. The assignment can improve their ability to broaden their thought processes, which can lead to success in many areas, including problem solving and analysis. Writing can give many students an opportunity to develop their voice and ability to express an opinion in the face of peer pressure These developments can strengthen their self-confidence in the future. 

Annotated Bibliography 

Avey, T. (2013, May 14). The Great Gatsby, Prohibition, and Fitzgerald. Retrieved from 

http://www.pbs.org/food/the-history-kitchen/great-gatsby-prohibition-fitzgerald/.

This source is important for the final project because it mentions how the Roaring Twenties and the Jazz Age are described as, “the greatest, gaudiest spree in history.” The era has come to describe America under the influence of too much money and then Prohibition. It also represents how Fitzgerald’s novel The Great Gatsby, introduces us to the lives of the ultra rich during one of the rowdiest periods in American history.

News & ArticlesPowered by PointShop. (n.d.). Retrieved November 14, 2019, from 

http://articles.pointshop.com/Articles/Psychology/Lesson-Plans-that-Reach-the-Multiple-

Intelligences.php.

This source is important for the final project because it explains how what the students need to know in order to be successful in society in a way that compliments the unique abilities that each individual possesses. This gives a better explanation to future students as to what the multiple intelligences are and how they can use them to use them in their writing assignments. 

Wulick, A. (n.d.). Best Analysis: The American Dream in The Great Gatsby. Retrieved from 

https://blog.prepscholar.com/the-great-gatsby-american-dream.

The Great Gatsby offers readers more information to what the American Dream was. Many students in an elementary grade level, our focus mainly 5th and 6th graders, would not have an understanding of this time era or what exactly what is the American Dream. The American Dream is the belief that anyone, regardless of race, class, gender, or nationality, can be successful in America. But, as these students read the book, they will see that the author disagrees with this belief and it will not present an optimistic view of that.