Guided Analysis
A few miles south of Soledad, the Salinas River drops in close to the hillside bank and runs deep and green. The water is warm too, for it has slipped twinkling over the yellow sands in the sunlight before reaching the narrow pool. On one side of the river the golden foothill slopes curve up to the strong and rocky Gabilan Mountains, but on the valley side the water is lined with trees— willows fresh and green with every spring, carrying in their lower leaf junctures the debris of the winter’s flooding; and sycamores with mottled, white, recumbent limbs and branches that arch over the pool. On the sandy bank under the trees the leaves lie deep and so crisp that a lizard makes a great skittering if he runs among them. Rabbits come out of the brush to sit on the sand in the evening, and the damp flats are covered with the night tracks of ‘coons, and with the spreadpads of dogs from the ranches, and with the split-wedge tracks of deer that come to drink in the dark.There is a path through the willows and among the sycamores, a path beaten hard by boys coming down from the ranches to swim in the deep pool, and beaten hard by tramps who come wearily down from the highway in the evening to jungle-up near water. In front of the low horizontal limb of a giant sycamore there is an ash pile made by many fires; the limb is worn smooth by men who have sat on it. / Underline the details that describe the setting. What literary devices are used?
What is the author’s purpose for using this device?
Circle examples of the author’s diction that contribute to the mood. Describe the mood of the passage. Support your response.
Underline the animals and their descriptions. What might these symbolize?
How can viewing this section through the Cultural Lens affect the interpretation?
Underline all the details that reveal the time period. Which lens does this suggest the next passage might be best viewed though?
Lesson Title: Analyzing Author’s Word Choice: The Great Gatsby
Grade Level : English 11
Creator: Janet Larkin Creation Date: October 2013
Lesson Intro: Students will be asked to analyze the author’s language and its impact in characterization and tone.
Duration: One block period
Primary Standards Addressed: (In addition to standards 1 and 10)
11.RL.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story (how the characters are introduced and developed).
11.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
Skills embedded in these standards:
Analyze author’s word choice
Analyze characterization
Determine the meaning of words in context
Identify connotation
Identify elements of figurative language
Analyze the impact of word choice on tone
Secondary Standards Addressed:
11.RL.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
HI-4 Answering literal, inferential, prediction, evaluation, and personal response questions about text.
Learning Goals and scales:
Students will be able to analyze and explain how an author’s language impacts the writing.
1 / 2 / 3 / 4I am not able to identify elements of figurative language, connotative meanings, or summarize the selected passage. I do not understand how the author’s language impacts the writing and cannot examples from the text. / I am able to identify some elements of figurative language, connotative meanings, and summarize the selected passage. I kind of understand how the author’s language impacts the writing . I still need help citing examples from the text. / I am able to identify all elements of figurative language, connotative meanings, and summarize the selected passage. I understand how the author’s language impacts the writing and can cite examples from the text. / I am able to identify and analyze all elements of figurative language, connotative meanings, and summarize the selected passage. I understand and can explain how the author’s language impacts the writing, citing examples from the text.
Summary and Rationale- The Great Gatsby is the classic novel of the American Dream. Set in the roaring 20’s, Nick Carraway gets caught up in the life of the mysterious Jay Gastby in pursuit of his dream. The introduction is actually set up as a flashback, so it is ideal to be read alone and dissected. The vocabulary and phrasing is challenging, so in order for students to truly grasp what is being said, the section needs to be re-read and analyzed. The qualitative score places it at 11th grade (1140) and the novel is on the exemplar list for the 11th grade level. The text has multiple themes and is full of literary devices, complex vocabulary, and symbolism that requires students multiple opportunities to use higher level thinking and inference
Hook- Students will complete a journal entry addressing the idea of “Great” people. Consider people throughout history who have been named as “Great.” What do you suppose earned them that title? What qualities do you feel make a person “Great?”
Pre-teaching – Review analysis stems for discussion questions/answers
Independent Read – Students will be given a copy of The Great Gatsby to start reading and create discussion questions/answers for. Students should focus on characterization using their analysis stems. Students will also be encouraged to utilize a dictionary if they encounter any unknown vocabulary.
Processing – Students will partner share their discussion questions/answers. As they discuss, they will be reminded to provide concrete details to support their responses.
Modeling – The passage will be read aloud by the teacher. Students will be asked to focus on the author’s use of language and careful word choice as it contributes to the tone and characters. As I read, I will go through the process of deciphering words through context clues, pause at words that contribute to tone, and question myself aloud to model active reading.
Guided Analysis – Students will answer questions on the 2-column Guided Analysis sheet. They will underline concrete details as required in the text portion of the handout to support their responses.
Cumulative writing – Students will be asked to answer a prompt: What effect does the author’s use of language have on his writing? They will utilize their Guided Analysis Sheet to complete the written portion. Responses will be graded with a holistic rubric and must include concrete details from the text.
Closure – Students will go back to their journal entry and add why they believe Gatsby is Great based on what they have read.
Assessment:
Formative – Discussion questions/answers during initial reading and participation with partner discussions. Guided Analysis Sheet completion and discussion.
Summative – Cumulative written response graded on a holistic scale.
Diverse Learners:
Struggling Learners will be paired with helpful students for discussion. All students are provided with sample discussion questions.