Learning Life’s Lessons through Literature ela high School Unit – Macomb isd unit 12 – Leadership Qualities – Appendix
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BiographyEarly yearsBorn in St. Paul, Minnesota to an upper-middle class Roman Catholic family, Fitzgerald was named for his distant and famous relative Francis Scott Key, but was commonly known as 'Scott'. He spent 1898 – 1901 and 1903 – 1908 in Buffalo, New York, where his father worked for Proctor & Gamble. When Fitzgerald, Sr., was fired, the family moved back to Minnesota, where Fitzgerald attended St. Paul Academy and Summit School in St. Paul from 1908 – 1911. He then attended Newman School, a prep school in Hackensack, New Jersey, in 1911 – 1912. He entered Princeton University in 1913 Appendix #4a as a member of the Class of 1917 and became friends with the future critics and writers Edmund Wilson (Class of 1916) and John Peale Bishop (Class of 1917). A mediocre student throughout his three-year career at the university, Fitzgerald dropped out in 1917 to enlist in the United States Army when America entered World War I. Fearing he might die in the war, and determined to leave a literary legacy, Fitzgerald wrote a novel titled The Romantic Egotist while in officer training at Camp Zachary Taylor and Camp Sheridan. When Fitzgerald submitted the novel to the publisher Charles Scribner's Sons, the editor praised Fitzgerald but ultimately declined to publish. The war ended shortly after Fitzgerald's enlistment, and he was discharged without ever having been shipped to Europe. He frequently mentioned how much he regretted not fighting in the war. Marriage to Zelda SayreWhile at Camp Sheridan, Fitzgerald met Zelda Sayre (1900 – 1948), the "top girl," in Fitzgerald's words, of Montgomery, Alabama youth society. The two were engaged in 1919, and Fitzgerald moved into an apartment at 1395 Lexington Avenue in New York City to try to lay a foundation for his life with Zelda. Working at an advertising firm and writing short stories, he was unable to convince Zelda that he would be able to support her, leading her to break off the engagement. Fitzgerald returned to his parents' house in St. Paul to revise The Romantic Egotist. Recast as This Side of Paradise, it was accepted by Scribner's in the fall of 1919, and Zelda and Scott resumed their engagement. The novel was published on March 26, 1920, and became one of the most popular books of the year, defining the flapper generation. The next week, Scott and Zelda were married in New York's St. Patrick's Cathedral. Their daughter and only child, Frances Scott "Scottie" Fitzgerald, was born on October 26, 1921. "The Jazz Age"The 1920s proved the most influential decade of Fitzgerald's development. His second novel, The Beautiful and Damned, published in 1922, demonstrates an evolution beyond the comparatively immature This Side of Paradise. The Great Gatsby, which many consider his masterpiece, was published in 1925. Fitzgerald made several excursions to Europe, notably Paris and the French Riviera, and became friends with many members of the American expatriate community in Paris, notably Ernest Hemingway. Hemingway prefaced his chapters concerning Fitzgerald in A Moveable Feast with this: "His talent was as natural as the pattern that was made by the dust on a butterfly's wings. At one time he understood it no more than the butterfly did and he did not know when it was brushed or marred. Later he became conscious of his damaged wings and their construction and he learned to think and could not fly any more because the love of flight was gone and he could only remember when it had been effortless." Fitzgerald drew largely upon his wife’s intense personality in his writings, at times quoting direct segments of her personal diaries in his work. Zelda made mention of this in a 1922 mock review in the New York Tribune, saying that “[i]t seems to me that on one page I recognized a portion of an old diary of mine which mysteriously disappeared shortly after my marriage, and also scraps of letters which, though considerably edited, sound to me vaguely familiar. In fact, Mr. Fitzgerald—I believe that is how he spells his name—seems to believe that plagiarism begins at home" (Zelda Fitzgerald: The Collected Writings, 388).
Although Fitzgerald's passion lay in writing novels, they never sold well enough to support the opulent lifestyle that he and Zelda adopted as New York celebrities. To supplement his income, he turned to writing short stories for such magazines as the Saturday Evening Post, Collier's Magazine, and Esquire magazine, and sold movie rights of his stories and novels to Hollywood studios. He was constantly in financial trouble and often required loans from his literary agent, Harold Ober, and his editor at Scribner's, Maxwell Perkins. Fitzgerald began working on his fourth novel during the late 1920s but was sidetracked by financial difficulties that necessitated his writing commercial short stories, and by the schizophrenia that struck Zelda Sayre Fitzgerald in 1930. Her emotional health remained fragile for the rest of her life. In 1932, she was hospitalized in Baltimore, Maryland. Scott rented the "La Paix" estate in the suburb of Towson to work on his latest book, the story of the rise and fall of Dick Diver, a promising young psychiatrist, and his wife Nicole, who is also one of his patients. It was published in 1934 as Tender is the Night. [1] Critics regard it as one of Fitzgerald's finest works.
Fitzgerald had clearly been an alcoholic since his college days, and he became notorious during the 1920s for his extraordinarily heavy drinking. This left him in poor health by the late 1930s. According to Zelda's biographer, Nancy Milford, Scott would also claim from time to time that he had contracted tuberculosis, but she states plainly that this was usually a pretext to cover his drinking problems (Fitzgerald biographer Matthew J. Bruccoli, however, contends that Fitzgerald did in fact have recurring tuberculosis). However, Milford also reports that Fitzgerald biographer Arthur Mizener said that Scott did suffer a mild attack of tuberculosis in 1919, and in 1929 he had "what proved to be a tubercular hemorrhage". Given the extent of Scott's alcoholism, however, it is equally likely that the hemorrhage might have been caused by bleeding from oesophageal varices -- enlarged veins in the oesophagus that result from advanced liver disease. Ironically enough, it was most likely Fitzgerald's lifelong smoking habit, and not his drinking, that did the most to damage his health and bring on the heart problems that eventually killed him. Fitzgerald suffered two heart attacks in late 1940. After the first, he was ordered by his doctor to avoid strenuous exertion and to obtain a first floor apartment, which he did by moving in with his lover, Sheilah Graham. On the night of December 20, 1940, he had his second heart attack; the next day, December 21, while awaiting a visit from his doctor, Fitzgerald collapsed while clutching the mantelpiece in Graham's apartment and died at the age of 44. Among the attendants at a visitation held at a funeral home in Hollywood was Dorothy Parker, who reportedly cried and murmured "the poor son of a bitch," a line from Jay Gatsby's funeral in Fitzgerald's The Great Gatsby. His remains were then shipped to Maryland, where his funeral was Appendix #4c attended by very few people. Zelda died in a fire at the Highland mental institution in Asheville, North Carolina, in 1948. The two were originally buried in Rockville Union Cemetery, but with the permission and assistance of their only child, Frances "Scottie" Fitzgerald Lanahan Smith, the Women's Club of Rockville had their bodies moved to the family plot in Saint Mary's Cemetery, in Rockville, Maryland. Fitzgerald never completed The Love of the Last Tycoon. His notes for the novel were edited by his friend Edmund Wilson and published in 1941 as The Last Tycoon. However, there is now critical agreement that Fitzgerald intended the title of the book to be The Love of the Last Tycoon, as is reflected in a new 1994 edition of the book, edited by Fitzgerald scholar Matthew Bruccoli of the University of South Carolina.
NovelsThis Side of Paradise (New York: Chas. Scribner & Son: 1920) The Beautiful and Damned (New York: Chas. Scribner & Son: 1922) The Great Gatsby (New York: Chas. Scribner & Son: 1925) Tender is the Night (New York: Chas. Scribner & Son: 1934) The Last Tycoon – originally The Love of the Last Tycoon – (New York:Chas. Scribner & Sons, published posthumously) Other worksThe Princeton Tiger (Humor Magazine, 1917) The Vegetable (play, 1923) The Crack-Up (essays and stories, 1945) Winter Dreams (Short Story) Babylon Revisited (Short Story) Bernice Bobs Her Hair (Short Story) The Vegetable or From President to Postman (play) Appendix #4d Some Observations Regarding Fitzgerald’s East Egg and West Egg
else) through his two eggs. Careful readers may notice how Fitzgerald initially appears to establish his East Egg characters through universal symbolism (a literary technique wherein the author relies on readers of a given culture to understand one thing also being able to represent something else). While many readers in Western societies might initially find the color white to suggest innocence or purity, readers of The Great Gatsby quickly discover that the three East Eggers: Jordan Baker, Daisy Buchanon, and Tom Buchanon, are anything but innocent or pure. Thus, Fitzgerald sets up one of many contextual symbols through his use of East Eggers wearing white. In addition to being one of many of Fitzgerald’s symbolic constructions, the roles of East Egg and West Egg also function to establish plot (an author’s basic storyline, including characters and conflicts that need resolution) and characterization (the means by which an author brings life to his/her characters). Where Nick Carraway grew up (in a place in the Chicago area that is clearly much like East Egg) and where Nick currently resides (in West Egg) reflect one of his several distinguishing functions. Because he grew up in a place like East Egg, he is able to go to Yale, maintain an acquaintance with Tom and Daisy, date Jordan Baker, and even wear the obligatory white pants when first going to one of Gatsby’s parties. However, his choice to move to West Egg reflects his openness to the “new” America whose dreams all are meant to be allowed to pursue. He could have inherited his father’s business, just as he could have espoused Tom’s racist and excessively conservative views. Instead, he chooses to live a more understanding and democratic life; he follows his father’s advice he reveals in the novel’s first sentence. Of course, students should ultimately come to understand the value of Nick’s egalitarian approach. Since the culminating essay involves this appreciation, as the teacher, you should really stress the importance of noticing who is from which egg and what this comes to mean. Students may be tempted to simply shout out that if Gatsby would just only wear white, all his problems would be solved. That, to be sure, is part of the tragedy: Gatsby can never know the social code he was not born into. His West Egg world of “new money” allows for showy flamboyance, but it does not provide for the legacy of money and social mores only the East Eggers realize. If students struggle to keep the eggs straight, you may wish to point out that East Eggers had money first (old money), just as the East Coast was the first coast in our nation to be settled. Throughout this unit, you will be encouraged to have students comparing their own socioeconomic backgrounds with those of the characters in this novel. To whom do they most relate? If they are from a relatively poor background, do they relate to Myrtle Wilson’s yearning for something other, or do they believe, like George Wilson, that working hard will eventually equate with success? If they are from a well-to-do situation, do they believe they are somehow exclusively entitled to this (like Tom Buchanon), or do they believe that various Gatsbys of the world ought to be given a chance? So many questions can be raised from even just the setting of this book.
Assign or let students chose partners. Display the vocabulary words with page numbers. Tell students in partners to: find each listed word, read the sentences (context) around the word, then try to figure out what the word means, check their definitions with the dictionary (if necessary), and jot down their “working definition” in their own words, and also write down why this word is important to the selection. Encourage students to begin to keep a personal dictionary of new words that they might use in conversation and in writing. Appendix #5b
p.1
inclined: implies a tendency to favor one of two or more actions or conclusions privy: admitted as one sharing in a secret confidences: a relation of trust or intimacy feigned: to give a false appearance of levity: excessive or unseemly frivolity
p. 2
plagiaristic: to steal and pass off (the ideas or words of another) as one's own marred: to detract from the perfection or wholeness of temperament: characteristic or habitual inclination or mode of emotional response elations: fill with joy or pride p. 4 Midas: a legendary king who is given the power of turning everything he touches to gold Morgan: American financier Maecenas: a generous patron especially of literature or art p. 7 supercilious: having or displaying excessive self-esteem swank: to walk with an air of overbearing self-confidence
wistfulness: suggestive of sad thoughtfulness pungent: having an intense or odor
buoyed: to keep afloat divan: a large couch usually without back or arms often designed for use as a bed
imperceptibly: not readily understood or clearly expressed p. 11 accentuated: force or intensity of expression reciprocal: shared, felt, or shown by both sides p. 13
fervent: very hot infinitesimal: immeasurably or incalculably small p. 14 extemporizing: to compose, perform, or say on the spur of the moment devoid: being without a usual, typical, or expected attribute or accompaniment Appendix#5c p. 15 scepticism: an attitude of doubt p.16 cynical: a rooted distrust and dislike of human beings and their society Feebly: indicating weakness p. 17
ether: a light volatile flammable liquid C4H10O used chiefly as a solvent and especially formerly as an anesthetic p. 18 Rotogravure: a section of a newspaper devoted to rotogravure pictures Anon: later
Peremptorily: expressive of urgency or command p.20 Bellows: deep sounds Chapter 2 p. 23
Impenetrable: incapable of being penetrated p.24
oculist: the health-care profession concerned especially with examining the eye borough: one of the five constituent political divisions of New York City sauntered: to walk about in an idle or leisurely manner
unprosperous: being without success or economic well-being sumptuous: extremely costly, rich, luxurious, or magnificent anaemic: lack of energy perceptible: noticeable
Airedale: any of a breed of large terriers with a hard, wiry, black-and-tan coat pastoral: pleasingly peaceful and innocent interposed: to mediate haughtily: having or displaying excessive self-esteem
apathetically: having or showing little or no feeling or emotion Appendix#5d p.30
proprietary: one that possesses, owns, or holds exclusive right to something ectoplasm: a substance held to produce spirit materialization and telekinesis hauteur: a superior attitude
pivot: a shaft or pin on which something turns p.37 deft: skilled Chapter 3 p.39
Ravages: damages p. 40 Harlequin: combination of patches on a solid ground of contrasting color Gaudy: implies a tasteless use of overly bright, often clashing colors Permeate: to spread or diffuse through Innuendo: an indirect or summary suggestion Prodigality: produced in abundance p.45 Ascertain: to find out or learn with certainty p.47 Provocation: urge on Vicinity: a surrounding area or district p. 48 florid: having a healthy reddish color Corpulent: obese p. 49 Jovial: good-humored Echolalia: Repetition of another person ' s words or phrases Condescension: patronizing attitude or behavior p. 51 Ineptly: lacking sense or reason Indignant: anger rent asunder: torn apart Dissension: fighting Appendix#5e p. 52 Tantalizing: to tease Jaunty: lively
Poignant: touching, moving p.58 Divergence: difference Subterfuges : fraud
p. 64
Punctilious: careful Disconcerting: confusing p.65 Retribution: as an reward p.69 Somnambulatory: sleepwalking p. 70 Gonnegtion: p. 71 Juxtaposition: side by side Chapter 6 p. 97
Notoriety: the state of being known for some unfavorable act or quality p. 98 Insidious: harmful Meretricious: cheap p.99
Reveries: daydreams Ramifications: consequences Turgid sub: intelligent
Debauchee: a person with little to no morals Appendix#5f p. 101
Ingratiate: gain favor with somebody by deliberate efforts Chapter 7 p. 121
Abyss: a deep, dark place p. 144 Commotion: a disturbance Chapter 8 P. 149
Stratum: level Appendix#5g New York and Long Island 
Appendix #5h Focus Question Directions Students need to be explicitly taught to answer response to literature (open-ended, constructed response) questions. Explicit teaching involves modeling (To: showing), practice (With: guiding), and independence (By: independence). The following are suggestions for moving students from guided practice to independence: Teacher uses Answer Plan and Possible Answer to model answering Focus Questions. (for 1 or 2 Focus Questions on the basis of student understanding) Students work with partners using the Answer Plan, write a shared answer then consult the Possible Answer and revise answer to Focus Question. (for 4+ Focus Questions) Students work with partners building an Answer Plan, write a shared answer, consult the Possible Answer and revise. (for 2+ Focus Questions) Students work individually to build Answer Plan and answer question. (Option: Students could consult the Answer Plan and the Possible Answer to score their own or other’s papers.) Have students answer Focus Questions in discussion form. After students have had a brief discussion, have them individually answer Focus Questions using the Answer Plan. Appendix #6a Focus Question #1 What clues does Fitzgerald give the reader to let him/her know Myrtle will never really be able to rise up from her social class in the Valley of Ashes? Answer Plan Restate the question. Provide 4-5 examples of what happens to Myrtle or what she says or does. Include page numbers of where examples can be found. Conclude in a sentence or two, what you think this means. Possible Answer [1] Early on we can see that Myrtle is going to stay in the Valley of Ashes. [2] There are several examples of this. Tom makes her sit on a different train so as not offend the East Eggers (p.26). She buys perfume at the train station. (p. 27). She selects a dog from a peddler on the street (p. 27). She misuses the word appendicitis (p. 31). Tom lies to her about Daisy being Catholic so as to avoid marrying her (p. 33). She gets her nose broken by Tom (p. 37). [3] So even though Myrtle desperately wants to move to the upper class, these examples demonstrate she is failing in her attempt. Appendix #6b
Macomb ELA Genre Units: Focus Question Rubric Appendix #6c Genre: Novel An extended fictional prose narrative Definition: “an extended fictional prose narrative that allows the author to provide fuller character and plot development than in the short story” (from Harris, et al. The Literacy Dictionary, IRA, 1995) The novel “…permits authors to develop one or more characters, to establish their motivation, and to construct intricate plots.” (Murfin and Ray, The Bedford Glossary of Critical and Literary Terms, Bedford, 2003) Purpose: To engage, entertain and evoke emotion To cause the reader to reflect on his/her life To give the reader the opportunity to live vicariously Form and Features: Although fictional, the author presents the characters, settings, incidents and conflicts as realistically as possible. Relationships and their changing nature are usually essential elements. Novels have a definite plot structure with character(s) in a setting, conflict, problem or goal. Conflict, the tension that exists between a force(s) in the character’s life, can be in four forms: - Person – against – self - Person – against – person - Person – against – nature - Person – against – society There is complexity of character development. The character’s words or dialogue show their personalities. There is often a point of view or perspective from which the novel is told. Adapted from Margaret Mooney, Text, Forms and Features, 2001, Richard C. Owen. Appendix #6d
Appendix #6e Reader’s Theater # 1 – “Somebody told me they thought he killed a man once.” Chapter 3, pp. 42-44 The Great Gatsby by F. Scott Fitzgerald
Appendix #7a
Appendix #7b Focus Question #2 Fitzgerald highlights Nick’s honesty by surrounding him with many dishonest characters. The end of Chapter Three features Nick’s revelation about himself. “Every one suspects himself of at least one of the cardinal virtues, and this is mine: I am one of the few honest people that I have ever known.” What is it about other characters that prompts Nick to say this about himself? Answer Plan: Restate the question. Choose any two of the following characters and write three-four sentences per character illustrating his/her dishonesty: Tom, Daisy, Myrtle, or Jordan. Provide specific details from the text for support. Conclude by finding at least one example to show how Fitzgerald uses Nick as a foil character to Jordan and the others. Possible Answer: [1] As Nick discovers things about the other characters, he discovers he might be the only honest person he knows. [2] He finds out that Tom, his cousin Daisy’s husband is having an affair with Myrtle. Tom keeps a secret “love nest” in the city where Tom treats Myrtle as his wife. It is there that he buys her gifts and is openly affectionate. As Nick spends more time with Jordan, he sees that she too is less than honest. Once at a party, she left a convertible out in the rain with it’s top down and then lied about it. She also commented to Nick that she saw no need to be careful when driving because other drivers are careful. [3] In contrast to Tom and Jordan, Nick is careful, he rarely drinks, and he wants to make his own way in life and not on the merits of others. This is what makes him a foil character to Tom and Jordan. Appendix #8
Reader’s Theater # 2 – I wondered if there wasn’t something a little sinister about him, after all.” Chapter 4, pp. 63-68
Appendix #9a
Appendix #9b
Appendix #9c Reader’s Theater # 3 – “They’re such beautiful shirts.” Chapter 5, pp. 86-92 The Great Gatsby by F. Scott Fitzgerald
Appendix #10a
Appendix #10b
Appendix #10c
Appendix #10d
Appendix #10e Reader’s Theater # 4 – “I used to ride in the army, but I’ve never bought a horse.” Chapter 6, pp102-103 The Great Gatsby by F. Scott Fitzgerald
Appendix #11a
Appendix #11b
Appendix #11c Focus Question #3 Taking all the information you have gathered from various sources about Gatsby’s personal life, what do you think Fitzgerald is trying to illustrate to the readers about those who try to be part of a social class different from the one in which they were born? Answer Plan: Restate the question to introduce the answer. Write several sentences giving examples of Gatsby’s personal life that illustrate his attempt to move into the wealthy social class. Conclude by writing about Fitzgerald’s intention to illustrate to his reader’s the possibility of moving from one social class to another. Possible Answer [1] In The Great Gatsby, F. Scott Fitzgerald tries to illustrate to his readers the possibilities and pitfalls of trying to move into a social class different from the one in which they we born into. [2] He shows us through his main character, Jay Gatsby, a clear illumination of the differences between the social classes. Gatsby was the recreation of Jim Gatz, a son of shiftless and unsuccessful farm people from North Dakota. He believed he could deny his parentage and his roots and build a new identity. He changed his name, his manner of dress, attended Oxford for five months where he acquired a new accent and then came back to America and by illicit means became rich. Outwardly, one might believe that he had indeed left the poverty he was born into and moved into the wealthy social class. Upon closer examination, we see that even though his money could buy vast parties, an opulent mansion, freely flowing liquor, and orchestras to play jazz music, he was not accepted by the wealthy as a member of their social class. [3] Fitzgerald wants us to see that the picture of wealth does not begin to define that social class at all. In all classes of society there exists rules of behavior that must be learned and adopted. Merely “playing wealthy” will not get you there. The author however, does give us hope through the symbol of the “Green Light.” He wants to impress upon us that everything is ahead; we make anything we choose of life. All our dreams are possible, including the dream of moving from one social class into the next. Fitzgerald hopes that we learn from the mistakes and misconceptions of his characters that to move from one social class into another requires truth, integrity and education. Appendix #12a Character List for Poster Walk
For Jay Gatsby, Daisy, Tom, Nick, Myrtle and George, please answer the following questions: What is the character’s strength? What is the character’s weakness? Name a defining moment from the novel for the character. What is so important about this moment for that character? What is the character’s motivation? Create a symbol for the character. Appendix #12b Poster Walk Directions A) You will be assigned to a group by your teacher. B) You and your group members will then be instructed to go to one of sheets of paper that are placed around your classroom. C) Once you are there, as a group, decide who will be the first recorder. D) Read the question and as a group decide how it should be answered. E) The recorder will then write the response on the sheet of paper. F) When instructed by the teacher move to the next question. G) Read the next question and the response(s) from the previous group(s). H) Choose a different recorder. I) As a group decide how it should be answered. Your answer may be similar to the previous response, but try to make it unique to your group. J) You will repeat Steps E-H until you get back to question you first answered. K) Once your group is back at your first question, reread all the responses. L) If there is anything you would like to add, do so now. M) As a group decide who will be the reporter who will read all the responses to the class. N) When instructed by your teacher, the reporter will read the question and the responses aloud to the class. O) Led by your teacher, the class will discuss and clarify information regarding each question. Appendix #12c Top of Form Directory: cms -> lib lib -> Security Survey lib -> 1. naclo 2015 – North American Computational Linguistics Olympiad lib -> 1. naclo 2017 – North American Computational Linguistics Olympiad lib -> Chem I honors Unit 2 Notes: Numbers in Chemistry Measurement lib -> Sanderson High School ap human Geography Summer Assignment 2016 lib -> Find fantastic ousd elementary music programs lib -> American Studies Pacing Calendar 2014-2015 lib -> The ap history Timeline 8000bce-the Present lib -> Absolutism in Europe Download 1.78 Mb. Share with your friends:
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