The Great the Great Gatsby

THETHE GREATGREAT GATSBYGATSBY

by F. Scott Fitzgerald

Literature Guide Developed by Kristen Bowers Copyright Secondaryfor SecondarySolutions. Solutions All Rights® Reserved.

ISBN-10: 0-9816243-7-5 ISBN-13: 978-0-9816243-7-2

© 2009 Secondary Solutions LLC. All rights reserved. A classroom teacher who has purchased this Guide may photocopy the materials in this publication for his/her classroom use only. Use or reproduction by a part of or an entire school or school system, by for- profit tutoring centers and like institutions, or for commercial sale, is strictly prohibited. No part of this publication may be reproduced, transmitted, translated or stored without the express written permission of the publisher. Created and printed in the United States of America.

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About This Literature Guide ...... 4 How to Use Our Literature Guides ...... 5 Sample Agenda and Teacher Notes ...... 6 Standards Focus: Elements of Fiction ...... 9 Literary Terms to Know ...... 9 Standards Focus: Exploring Expository Writing ...... 10 Author Biography: F. Scott Fitzgerald ...... 10 Comprehension Check: Exploring Expository Writing ...... 11 Standards Focus: Historical Context—The Jazz Age ...... 12 Comprehension Check: The Jazz Age ...... 13 Standards Focus: Elements of Fiction Activity ...... 14 Standards Focus: Allusions, Terminology, and Expressions ...... 15 Vocabulary List ...... 22 Anticipation/Reaction Activity ...... 23 Pre-Reading Individual Reflection ...... 24 Post-Reading Individual Reflection ...... 24 Standards Focus: Note-Taking and Summarizing ...... 25 Note-Taking and Summarizing Prompt ...... 26 Chapter One ...... 27 Note-Taking and Summarizing ...... 27 Comprehension Check ...... 28 Standards Focus: Narrator and Point of View ...... 29 Chapter Two ...... 32 Note-Taking and Summarizing ...... 32 Comprehension CheckCopyright ...... Secondary...... Solutions...... All Rights Reserved...... 33 Standards Focus: Characterization ...... 34 Chapters One-Two ...... 37 Assessment Preparation: Context Clues ...... 37 Chapter Three ...... 40 Note-Taking and Summarizing ...... 40 Comprehension Check ...... 41 Standards Focus: Setting ...... 42 Chapter Four ...... 44 Note-Taking and Summarizing ...... 44 Comprehension Check ...... 45 Standards Focus: Foreshadowing and Prediction ...... 46 Chapters Three-Four ...... 49 Assessment Preparation: Parts of Speech ...... 49 Chapter Five ...... 53 Note-Taking and Summarizing ...... 53 Comprehension Check ...... 54 Standards Focus: Symbolism ...... 55 Chapter Six ...... 58 Note-Taking and Summarizing ...... 58 Comprehension Check ...... 59 Standards Focus: Figurative Language ...... 60 Chapters Five-Six ...... 62 Assessment Preparation: Word Origins ...... 62 Chapter Seven ...... 65 Note-Taking and Summarizing ...... 65 Comprehension Check ...... 66

©2009 Secondary Solutions - 2 - The Great Gatsby Literature Guide Standards Focus: Style ...... 67 Chapter Eight ...... 70 Note-Taking and Summarizing ...... 70 Comprehension Check ...... 71 Standards Focus: Tone ...... 72 Chapter Nine ...... 75 Note-Taking and Summarizing ...... 75 Comprehension Check ...... 76 Standards Focus: Theme ...... 77 Standards Focus: Colors as Symbols ...... 79 Chapters Seven-Nine ...... 83 Assessment Preparation: Vocabulary Replacement ...... 83 Quiz: Chapters 1-2 ...... 87 Quiz: Chapters 3-4 ...... 88 Quiz: Chapters 5-6 ...... 89 Quiz: Chapters 7-9 ...... 90 Final Test ...... 91 Final Test: Multiple Choice ...... 93 Vocabulary Final Test ...... 96 Summary of the Novel ...... 98 Vocabulary List with Definitions ...... 100 Pre-Reading Activities ...... 102 Post-Reading Activities and Alternative Assessment ...... 103 Essay/Writing Ideas ...... 105 Project Rubric A ...... 107 Project Rubric B ...... 108 Response to LiteratureCopyright Rubric Secondary ...... Solutions...... All Rights...... Reserved...... 109 Answer Key ...... 111

Secondary Solutions is the endeavor of a high school English teacher who could not seem to find appropriate materials to help her students master the necessary concepts at the secondary level. She grew tired of spending countless hours researching, creating, writing, and revising lesson plans, worksheets, quizzes, tests and extension activities to motivate and inspire her students, and at the same time, address those ominous content standards! Materials that were available were either juvenile in nature, skimpy in content, or were moderately engaging activities that did not come close to meeting the content standards on which her students were being tested. Frustrated and tired of trying to get by with inappropriate, inane lessons, she finally decided that if the right materials were going to be available to her and other teachers, she was going to have to make them herself. Mrs. Bowers set to work to create one of the most comprehensive and innovative Literature Guide sets on the market. Joined by a middle school teacher with 21 years of secondary school experience, Secondary Solutions began, and has matured into a specialized team of intermediate and secondary teachers who have developed for you a set of materials unsurpassed by all others.

Before the innovation of Secondary Solutions, materials that could be purchased offered a reproducible student workbook and a separate set of teacher materials at an additional cost. Other units provided the teacher with student materials only, and very often, the content standards were ignored. Secondary Solutions provides all of the necessary materials for complete coverage of the literature units of study, including author biographies, preCopyright-reading activities, Secondary numerous Solutions. and varied All vocabularyRights Reserved. and comprehension activities, study-guide questions, graphic organizers, literary analysis and critical thinking activities, essay-writing ideas, extension activities, quizzes, unit tests, alternative assessment, online teacher assistance, and much, much more. Each Guide is designed to address the unique learning styles and comprehension levels of every student in your classroom. All materials are written and presented at the grade level of the learner, and include extensive coverage of the content standards. As an added bonus, all teacher materials are included!

As a busy teacher, you don’t have time to waste reinventing the wheel. You want to get down to the business of teaching! With our professionally developed teacher-written literature Guides, Secondary Solutions has provided you with the answer to your time management problems, while saving you hours of tedious and exhausting work. Our Guides will allow you to focus on the most important aspects of teaching—the personal, one-on-one, hands-on instruction you enjoy most—the reason you became a teacher in the first place.

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Our Literature Guides are based upon the National Council of the Teachers of English and the International Reading Association’s national English/Language Arts Curriculum and Content Area Standards. The materials we offer allow you to teach the love and full enjoyment of literature, while still addressing the concepts upon which your students are assessed.

Our Guides are designed to be used as standards-based lessons on particular concepts or skills. Guides may be used in their sequential entirety, or may be divided into separate parts. Not all activities must be used, but to achieve full comprehension and mastery of the skills involved, it is recommended that you utilize everything each Guide has to offer. Most importantly, you now have a variety of valuable materials to choose from, and you are not forced into extra work!

There are several distinct categories within each Literature Guide: • Comprehension Check: Exploring Expository Writing—Worksheets designed to address the exploration and analysis of functional and/or informational materials. ü Author Biography ü Biographies of non-fiction characters ü Relevant news and magazine articles, etc. • Comprehension Check—Similar to Exploring Expository Writing, but designed for comprehension of narrative text—study questions designed to guide students as they read the text. • Standards Focus—Worksheets and activities that directly address the content standards and allow students extensive practice in literary skills and analysis. Standards Focus activities are found with every chapter or section. Some examples: ü Figurative Language ü Irony üCopyright Flashback Secondary Solutions. All Rights Reserved. • Assessment Preparation—Vocabulary activities which emulate the types of vocabulary/ grammar proficiency on which students are tested in state and national assessments. Assessment Preparation activities are found within every chapter or section. Some examples: ü Context Clues ü Connotation/Denotation ü Word Roots • Quizzes and Tests—Quizzes are included for each chapter or designated section; final tests as well as alternative assessment are available at the end of each Guide. These include: ü Multiple Choice ü Matching ü Short Response • Pre-Reading, Post-Reading Activities, Essay/Writing Ideas plus Sample Rubrics—Each Guide also has its own unique pre-reading, post-reading and essay/writing ideas and alternative assessment activities.

Each Guide contains handouts and activities for varied levels of difficulty. We know that not all students are alike—nor are all teachers. We hope you can effectively utilize every aspect our Literature Guides have to offer—we want to make things easier on you. If you need additional assistance, please email us at [email protected]. Thank you for choosing Secondary Solutions®!

Our Literature Guides are designed to be used in their sequential entirety or may be divided into separate parts. Not all activities must be used, but to achieve full comprehension and mastery of the skills involved, it is recommended that you utilize as much as you can in each Guide. Below is a sample unit plan integrating all aspects of this The Great Gatsby Literature Guide. This agenda assumes students have the time to read together as a class. It may need to be modified if you intend to have your students read at home or have them complete a combination of reading in class and at home.

Week One Day One: Review literary terms by discussing Standards Focus: Elements of Fiction (page 9). Read/discuss Author Biography: F. Scott Fitzgerald (pages 10-11). Discuss Fitzgerald’s life and how it may have influenced his writing; introduce Historical Context: The Jazz Age (pages 12-13). For more resources (including pictures, articles, etc.) to supplement discussion about Fitzgerald and The Jazz Age, visit our website at www.4secondarysolutions.com/Great_Gatsby/Recommended Resources Day Two: Begin discussing the themes of the novel by having students complete the Anticipation/ Reaction Activity and Individual Reflection (pages 23-24). Discuss responses as a class, including the implications of the questions as they might relate to the novel. Day Three: Complete the Standards Focus: Elements of Fiction Activity (page 14). Discuss responses as a class. Have students predict what the novel will be about, using vocabulary from the elements of fiction in your discussion. Continue introducing the themes of the novel through Pre-Reading Activities (page102). Day Four: Look over the Allusions, Terminology and Expressions (pages 15-21) as well as the Vocabulary List (page 22) for reference. You may wish to give students the definitions for the words (Vocabulary List with Definitions available on pages 100-101), or have them use a dictionary to look them up. Let students know that these lists are there to help them during their reading so that they can understand everything they are unfamiliar with. They should refer to these often. Day Five: Introduce/explain use of Note-Taking and Summarizing Activity (pages 25-26). Begin reading the novel. Read as Copyrightmuch as you deemSecondary useful for Solutions.the class period. All As Rights students Reserved.read, they should be actively completing their Note-Taking and Summarizing Chart for Chapter One (page 27). Approximately 20 minutes before the end of class, have students begin answering the Comprehension Check questions (page 28). Have them finish reading Chapter One for homework if necessary, completing the Note-Taking Chart and Comprehension Check questions as they read.

Week Two Day One: Complete Standards Focus: Narrator and Point of View (pages 29-31). Begin reading Chapter Two, completing the Note-Taking Chart and Comprehension Check questions (pages 32-33) as they did for Chapter One. Day Two: Finish reading Chapter Two, completing the Note-Taking Chart and Comprehension Check questions. Complete Standards Focus: Characterization (pages 34-36). Day Three: Complete Assessment Preparation: Context Clues (pages 37-39). Day Four: Give Quiz: Chapters One and Two (page 87). Begin reading Chapter Three, completing the Note- Taking Chart and Comprehension Check questions (pages 40-41). Day Five: Continue reading Chapter Three, completing the Note-Taking Chart and Comprehension Check questions (pages 40-41).

Week Three Day One: Complete Standards Focus: Setting (pages 42-43). Day Two: Begin reading Chapter Four, completing the Note-Taking Chart and Comprehension Check questions (pages 44-45). Day Three: Finish Chapter Four, completing the Note-Taking Chart and Comprehension Check questions (pages 44-45). Day Four: Complete Standards Focus: Foreshadowing and Prediction (pages 46-48). Day Five: Complete Assessment Preparation: Parts of Speech (pages 49-52).

Week Four Day One: Give Quiz: Chapters Three and Four (page 88). Begin reading Chapter Five completing the Note- Taking Chart and Comprehension Check questions (pages 53-54). Day Two: Continue reading Chapter Five completing the Note-Taking Chart and Comprehension Check questions (pages 53-54). Day Three: Complete Standards Focus: Symbolism (pages 55-57). Day Four: Begin reading Chapter Six, completing the Note-Taking Chart and Comprehension Check questions (pages 58-59). Day Five: Continue reading Chapter Six, completing the Note-Taking Chart and Comprehension Check questions (pages 58-59).

Week Five Day One: Complete Standards Focus: Figurative Language (pages 60-61). Day Two: Complete Assessment Preparation: Word Origins (pages 62-64). Day Three: Give Quiz: Chapters Five and Six (page 89). Begin reading Chapter Seven, completing the Note- Taking Chart and Comprehension Check questions (pages 65-66). Day Four: Continue reading Chapter Seven, completing the Note-Taking Chart and Comprehension Check questions (pages 65-66). Day Five: Complete Standards Focus: Style (pages 67-69). Begin reading Chapter Eight, completing the Note-Taking Chart and Comprehension Check questions (pages 70-71).

Week Six Day One: Continue reading Chapter Eight, completing the Note-Taking Chart and Comprehension Check questions (pages 70-71). Day Two: Complete Standards Focus: Tone (pages 72-74). Day Three: Begin reading Chapter Nine, completing the Note-Taking Chart and Comprehension Check questions (pagesCopyright 75-76). Secondary Solutions. All Rights Reserved. Day Four: Finish reading Chapter Nine, completing the Note-Taking Chart and Comprehension Check questions (pages 75-76). Day Five: Complete Standards Focus: Theme (pages 77-78).

Week Seven Day One: Complete Standards Focus: Colors as Symbols (pages 79-82). Day Two: Complete Assessment Preparation: Vocabulary Replacement (pages 83-86). Day Three: Give Quiz: Chapters Seven-Nine (page 90). Day Four: Have students revisit the Anticipation/Reaction Activity (page 23) and complete the Post-Reading Reflection (page 24). Day Five: Give either version of the Final Test (pages 91-92 or pages 93-95) as well as the (optional) Final Vocabulary Test (pages 96-97). Some alternates to these tests are a project from the Post-Reading and Alternative Assessment ideas (pages 103-104), an essay exam from the Essay/Writing Ideas (pages 105-106) or any combination of the three test types. Two different Project Rubrics are on pages 107-108; a Response to Literature Essay Rubric is on pages 109-110. If you would like ideas to continue the study of the novel, Post-Reading Activities and Alternative Assessment ideas are on pages 103-104.

©2009 Secondary Solutions - 7 - The Great Gatsby Literature Guide Notes for the Teacher As mentioned on page 6, not all activities and worksheets in this Guide must be used. They are here to help you so that you have some options to work with. Feel free to use all or only some of the worksheets and activities from this Guide. Here are a few notes about this Guide: 1. The vocabulary in this novel can be difficult. We put together a list of words that we felt students should know for state and national assessments, SAT Exams, etc., or that we felt they would actually use or see again within a reasonable period of time. It is our conclusion that the unfamiliar words in The Great Gatsby are far too numerous and/or difficult for students at the regular grade level for the purposes of this guide. You may want to offer extra credit to students for defining words they find particularly interesting or difficult, or for the well-advanced student, you may wish to make this a requirement. 2. For many of the vocabulary activities, a good dictionary with etymology is needed. Students should have access to a good dictionary in the classroom as well as at home. Students can also utilize sites such as Dictionary.com to complete their work. 3. Additional resources such as pictures, supplemental articles, graphs, charts, etc. are always helpful to pique students’ interest in the novel. We have a list of links to recommended web resources on our website in order to access these materials. For links to additional resources for The Great Gatsby, visit our website at www.4secondarysolutions.com/Great_Gatsby/RecommendedResources. 4. Both the Note-taking and Summarizing activities and Comprehension Check questions are there to help your students get the most out of the novel. Depending upon your students and their needs, you may opt to have them only take notes, only answer the questions, do both activities, or alternate between the two. The “starred” questions at the end of most Comprehension Checks are there for the use of those teachers who want to present a challenge to their students. They are usually essay-type questions, requiring a more thoughtful and in-depth answer than most other questions in the Comprehension Check. It is up to the teacher’s discretion whether to assign those questions or not. 5. Post-Reading Activities and Alternative Assessment ideas are located on pages 103-104. Again, these are suggestions only. These project ideas can be used in addition to a written test or in place of it. Project rubrics Copyrightare located on Secondary pages 107-108 .Solutions. Please note that All the Rights rubrics areReserved. slightly different: Project Rubric A is recommended for projects that have a small written element that does NOT have to be researched. Project Rubric B is recommended for projects that include a research component in which sources must be cited. 6. Essay/Writing ideas are located on pages 105-106. Often, having students choose ONE topic from 2-3 essay topics that you have chosen ahead of time, in addition to their written test, works well. Many of these options can also work as a process essay during your teaching of The Great Gatsby.

Standards Focus: Elements of Fiction Literary Terms to Know

In the study of literature, it is important to remember that a story consists of several elements: plot, characters, setting, point of view, conflict, symbol, and theme. In the realm of fiction, the author can place an emphasis on any one or more of these elements, or conversely, de- emphasize any one or more of these elements. For example, some authors may want the reader to focus on the plot, so the setting of the story may not be a major focus. It is important when analyzing a piece of literature that you look at all of the elements and how they work together to create an entire story.

v Plot - the related series of events that make up a story § Exposition - the beginning of a story in which the main characters, conflicts, and setting are introduced § Rising action - the action that takes place before the climax; the plot becomes more complicated, leading to the climax § Climax - the turning point of the story; emotional high point for the protagonist § Falling action - the action that takes place after the climax, leading to the resolution § Resolution - the end of a story; problems are solved, and characters’ futures may be foreshadowed v Conflict - the struggle(s) between opposing forces, usually characters § Internal conflict - a character’s struggle with himself or his conscience § External conflict - a character’s struggle with an outside force, such as another character, nature, or his environment v Characters - the individuals involved (either directly or indirectly) in the action of the story § ProtagonistCopyright - the Secondary central character Solutions. in a story; All struggles Rights against Reserved. the antagonist § Antagonist - the conflicting force against the protagonist; can be another character, a force of nature, or the protagonist struggling against himself v Setting - the time and place, or where and when, the action occurs § Physical - the physical environment in which a story takes place; this includes the social and political environment § Chronological - the time in which a story takes place (includes the era, season, date, time of day, etc.) v Point of View - the perspective from which a story is told § Narrator - the “voice” that tells a story; may or may not reflect the opinions and attitudes of the author himself § First person - a narrator who uses the first-person pronouns (I, me, my, myself, etc.) when telling the story; focuses on the thoughts, feelings, and opinions of a particular character § Third person limited - a narrator who uses the third-person perspective with the third person pronouns (he, she, it, they, etc.); observes the action as an outside observer, revealing the thoughts, feelings, and opinions of only one character § Third person omniscient - like third-person limited, the third-person omniscient narrator uses the third-person perspective with the third person pronouns (he, she, it, they, etc.); this type of narrator observes the action as an outside observer, however, revealing the thoughts, feelings, and opinions of several characters v Theme - the main idea behind a literary work; the message in the story

Considered to be one of the greatest American storytellers, F. Scott Fitzgerald unquestionably led a chaotic, yet intriguing life. Despite his alcoholism and bouts of depression and insecurity, and his wife’s infidelity and mental instability, Fitzgerald became a highly acclaimed and successful writer. His most popular novel, The Great Gatsby, is considered to be a classic American novel, and a dark and disconcerting portrait of America in the 1920's.

Francis Scott Key Fitzgerald was born in St. Paul, Minnesota, on September 24, 1896. He is a descendant of the famous patriot, Frances Scott Key, most well-known for writing the “Star Spangled Banner.” His father, Edward Fitzgerald, was a salesman for Procter & Gamble in New York, and his mother, Mary (Mollie) McQuillan, was heiress to the fortune from her father’s grocery business. Fitzgerald attended the St. Paul Academy, the Newman School, and Princeton, but dropped out of Princeton to join the Army in 1917. In June of 1918, Fitzgerald was assigned to Camp Sheridan, near Montgomery, Alabama. It was at this time that he met Zelda Sayre, the eighteen year-old Southern socialite who would later become his wife.

In July 1919, Fitzgerald returned to St. Paul to polish his novel This Side of Paradise. It was a literary and monetary success, and allowed Fitzgerald the financial security to finally marry Zelda in 1920. In October 1921, they had their only child, a daughter they named Frances Scott, and nicknamed “Scottie.”Copyright The Secondary Fitzgeralds moved Solutions. frequently All overRights the nextReserved. few years, from Long Island to Rome to Paris. Fitzgerald wrote The Beautiful and the Damned and Tales of the Jazz Age in 1922, and it was in Paris where Fitzgerald finished writing The Great Gatsby. The novel was published in 1925, and while it was both hailed and rejected by critics, sales were a considerable disappointment compared to the success of his first novel. Fitzgerald continued to augment his lavish lifestyle by writing short stories for newspapers and magazines such as The Saturday Evening Post.

In the Spring of 1930, Fitzgerald’s life began a downward spiral. His drinking became an increasing problem, Zelda suffered from the first of several mental and physical breakdowns, and their marriage splintered. Fitzgerald was forced again to sell short stories to help pay for Zelda’s psychiatric treatment and hospitalization. While working on his fourth novel, Tender is the Night in 1932, Zelda suffered a relapse, and was again hospitalized. Fitzgerald was finally able to finish Tender is the Night in 1934.

Fitzgerald’s admitted low point was in 1936-1937, when his alcoholism was out of control, his debts were soaring, he was unable to write, and he lived in and out of hotels in North Carolina. Scottie was sent away to boarding school, since he was unable to provide a stable home for her. Zelda continued her decline, was permanently hospitalized, and eventually died in 1948 in a hospital fire.

Fitzgerald moved to California in 1937 and worked for major Hollywood studios writing movie scripts. While working on his final novel, The Last Tycoon, Fitzgerald suffered a heart attack and died December 21, 1940 at the age of 44. The Last Tycoon was published posthumously in 1941.

Comprehension Check: Exploring Expository Writing

Directions: Using the article about F. Scott Fitzgerald on the previous page, answer the questions below using complete sentences.

1. When and where was F. Scott Fitzgerald born?

2. After what famous person was he named? What was this person known for?

3. What kind of school experience did Fitzgerald have?

4. Explain why the author of this article considered Fitzgerald’s life to be “chaotic.”

5. List the names and dates of publication of Fitzgerald’s major works.

7. About what kinds of characters and situations can you conclude Fitzgerald wrote? Explain your response.

8. What would you imagine happened to Fitzgerald’s daughter Scottie? Explain.

9. From the information given in the article, what conclusion could be drawn about American society during Fitzgerald’s time? ______

a. Americans were motivated and philosophical. b. Americans were interested in art and science. c. Americans were very religious and devoted. d. Americans were restless and reckless.

10. Using the information in the article, create a timeline of 5-7 important dates and events in Fitzgerald’s life on a separate piece of paper.

The Jazz Age, a term coined by F. Scott Fitzgerald himself, was a time of great prosperity, advancement, change, and uncertainty. This era is symbolized by the first automobiles, radios, prohibition, “flappers,” gangsters, “talkies” (movies with sound), “The Charleston,” and jazz. It was the period between the end of World War I and the devastating Stock Market Crash in 1929, which led to the Great Depression. To some, it was a party that lasted a decade.

After World War I, Americans experienced a time of dramatic change. No longer did Americans believe they were invulnerable to war or other political instability and this insecurity kept the American public on edge. The economy of the United States transitioned from wartime to peacetime, which brought an array of new consumer goods and inventions. The automobile was mass produced by Henry Ford, bringing not only new jobs to many areas, but also a new form of transportation, allowing more freedom and ease of travel.

The 1920s were also known for trends and fashion. With the ratification of the Nineteenth Amendment to the Constitution allowing women to vote, women began to feel a new sense of freedom and acceptance, giving rise to the “flapper.” Flappers were known for their trendy “boyish” short bob hairstyles, tight mini dresses decorated with fringe, and bright red lipstick. Society elevated the “it” girl—one who enjoyed a strong alcoholic beverage, smoked, and danced until the early hours of the morning—a sharp and shocking contrast to the softer, perfectly groomed, more “feminine” ladies of the turn of the century.

New fashion and trends were also popularized in the media, through radio and movies. Radio, a new invention atCopyright the time, brought Secondary families Solutions. together nightly All inRights their homes. Reserved. By 1922, over 500 radio stations broadcast music (especially classical and the newest form of music—jazz), news, drama, comedy shows, church events, farm news, stock market reports, variety shows, and sports events. Movies (called silent films) were also extremely popular and made celebrities and millionaires out of Mary Pickford and Douglas Fairbanks, Sr. In 1927, The Jazz Singer, the first movie with sound (a “talkie”) was released. Stars such as Greta Garbo, Clara Bow, and Rudolph Valentino became household names and made going out to the movies a popular pastime.

The 1920s in America is also known for the rise of the American gangster, such as Al Capone, Charles "Lucky" Luciano, John Dillinger, and Bugsy Siegel. Since the enactment of the Eighteenth Amendment to the Constitution, also called the “Noble Experiment,” made the manufacture, sale, and consumption of alcohol illegal in the United States, gangsters became tremendously rich by controlling the black market for the illegal substance. Speakeasies, or underground bars and gambling halls, began popping up everywhere, giving gangsters and other crooked characters power, wealth, and unprecedented fame.

While the 1920s is known for being a turbulent and exciting time, in 1929, the party crashed with the Stock Market, ushering in one of the worst periods in United States history—the Great Depression. The party that lasted a decade was now over, and Americans would be faced with joblessness, poverty, and despair—a sharp contrast to the excess of one of the most optimistic and exciting times in history.

Directions: Using the article about The Jazz Age on the previous page, answer the questions below using complete sentences.

1. Who is credited with calling the 1920s “The Jazz Age”?

2. What event preceded the Jazz Age?

3. What invention gave people more freedom to travel?

4. Why did women suddenly feel more freedom during this era?

5. Describe the “it” girl. How does this image compare/contrast with female celebrities today?

6. What was the first movie with sound? In what year was it released?

7. What were the characteristics of the “Noble Experiment”?

8. What was a speakeasy?

9. What event brought the “party” of the 1920s to an end?

10. The purpose of this article on the Jazz Age is: ______a. to inform b. to persuade c. to convince d. to entertain

Now that you are familiar with the elements of fiction and some of the historical context of the novel you are about to read, complete the activity below.

Directions: Complete the chart below with predictions about the novel The Great Gatsby. Remember, these are predictions, so there really are no wrong answers, however, you must use the knowledge you gained from the pre-reading articles to help you. Be sure to answer ALL the questions posed to you. An example has been done for you.

Plot: Based upon your readings, what do you predict the novel will be about? Give a 3-5 sentence summary of your prediction.

Conflict: What kinds of conflicts might the characters face? Include one internal conflict and one external conflict that one of the characters may face in the novel. Copyright Secondary Solutions. All Rights Reserved.

Characters: What personality types do you think you will read about in this story? What kinds of people do you think they will be? What do you think they might do for a living? For leisure?

This story will likely take place in the 1920s, Setting: Where and when do during the Jazz Age. According to the article, this you think the story might is a time of great prosperity, when new inventions take place? Be sure to include such as the automobile were widely used, and the physical environment of people had more money than they knew how to the story. spend.

Theme: What kinds of themes do you predict will be presented in this novel? Write out 3-5 themes in sentence form.

Chapter One 1. Dukes of Buccleuch: titles given to a 15. Long Island Sound: an estuary of the line of Scottish descendants of Charles Atlantic Ocean that lies between the II of England and Anne Scott, Countess coast of Connecticut and Long Island, of Buccleuch New York 2. Civil War: the American Civil War 16. egg in the Columbus story: refers to the (1861-1865) legend that Christopher Columbus, 3. New Haven: while Nick says he having been told that discovering the graduated from New Haven, most Americas was nothing great, challenged evidence shows that he went to college his critics to make an egg stand on its at Yale, located in New Haven, end Connecticut 17. Hotel de Ville: an ornate and massive 4. delayed Teutonic migration known as government building in Paris, France the Great War: World War I is also 18. Normandy: a region along the coast of known as the “Great War”; the Northern France and the Channel “delayed teutonic migration” refers to Islands the ancient German Teutons who 19. Chicago: the largest city in Illinois migrated across ancient Rome; the 20. string of polo ponies: a set of horses “delayed” migration may be Nick bred and trained to play the game of referring to the German Nazi’s attempt polo to control and take over Europe 21. Lake Forest: unknown location, 5. bond businessCopyright: the business Secondary of buying Solutions. possibly All Rights a city Reserved.in Illinois and selling bonds, which are formal 22. Georgian Colonial mansion: a contracts to repay borrowed money mansion built in the architectural style 6. prep-school: a preparatory school, of the Colonial period in America (early which is typically an expensive private 18th Century) secondary school 23. riding clothes: an outfit designed for 7. eighty a month: eighty dollars a month horse-riding in rent 24. senior society: an all-male secret 8. Dodge: a brand of American auto made society, group, or organization by Chrysler 25. Italian garden: a type of garden known 9. Finnish: from Finland for its sculpted trees and shrubbery and 10. mint: the United States mint, which lack of flowers produces coins and bills 26. French windows: a pair of encasement 11. Midas: a legendary king whose touch windows designed like French doors allegedly turned everything to gold 27. bond man: a businessman who buys, 12. Morgan: J.P. Morgan, a Wall Street sells, or trades bonds Banker who made millions at the turn 28. claret: a dark rose wine th of the 20 Century 29. The Rise of the Coloured Empires by 13. Maecenas: Gaius Cilnius Maecenas, a Goddard: a reference to The Rising Tide Roman statesman known for being a of Color Against White World Supremacy well-connected and wealthy person by Lothrop Stoddard, which raised 14. Yale: a private university in New concern over the collapse of the “white Haven, Connecticut world empire” by the population increase of “colored people”

©2009 Secondary Solutions - 15 - The Great Gatsby Literature Guide Name ______Period ______30. Nordics: people from the Nordic 4. wild wag of an oculist: the advertising countries of Denmark, Finland, whim of an eye doctor Iceland, Norway, and Sweden 5. borough of Queens: an area or division 31. butler: a serving man of New York City 32. Cunard: a luxury cruise ship 6. drawbridge: a bridge which lifts to let 33. White Star Line: a line of luxury cruise boats through ships 7. barges: types of large boats that carry 34. settee: a long sofa-like seat with arms cargo and a back 8. mistress: a woman having an affair 35. Saturday Evening Post: a bimonthly with a married man American magazine first published in 9. tanked up: drank a lot of alcohol 1728 10. white-washed: painted with thinned 36. Westchester: a suburban county in white paint New York 11. Ford: a brand of American automobile 37. rotogravure pictures: an early type of 12. crepe-de-chine: a light and fine dress photograph produced on photogravure fabric presses 13. news-stand: a street vending stand that 38. Asheville: a city in North Carolina sells newspapers 39. Hot Springs: a mountain city in 14. muslin: a type of woven cotton fabric Arkansas 15. Town Tattle: a fictional tabloid 40. Palm Beach: a tourist city in Florida magazine 41. Louisville: a metropolitan city in 16. moving picture magazine: a tabloid Kentucky magazine with articles on current 42. heart-to-heartCopyright talk: to Secondary sit and talk Solutions.movies All Rights and theater Reserved. things out in detail 17. cold cream: a cream designed to 43. veranda: a roofed open porch attached smooth skin and remove makeup to the exterior of a building 18. John D. Rockefeller: an American 44. banns: public announcements of industrialist and philanthropist known marriage proposals, usually in a for being one of the richest men in newspaper and church bulletin American history 45. garages: auto repair shops and gas 19. Airedale: a breed of Terrier dog pumps originating from Yorkshire, England 46. red gas pumps: early gas pumps that 20. Fifth Avenue: a major thoroughfare in were painted red the posh center of Manhattan in New 47. grass roller: a manual roller used for York City smoothing new sod or uneven grass 21. Park: Central Park; a major park in the center of Manhattan Chapter Two 22. West 158th Street: a part of the Upper 1. leaden spade: a tool (made of or West Side of Manhattan, an area covered in lead) designed for the known for upscale residences purpose of digging or removing earth 23. Gardens of Versailles: a formal garden 2. retina: the tissue that lines the back of located on the Palace of Versailles near the eye; Fitzgerald seems to have Paris, France confused the retina with the iris (the 24. bonnet: a kind of cap colored part of the eye) 25. Simon Called Peter: a popular novel by 3. spectacles: eyeglasses Robert Keable

©2009 Secondary Solutions - 16 - The Great Gatsby Literature Guide Name ______Period ______26. Broadway: theatrical performances 3. Rolls-Royce: a high-end British-made presented in professional theaters in an automobile area of New York City 4. omnibus: a public vehicle designed to 27. bureau: a dresser carry a large number of passengers 28. ectoplasm: the outer part of a cell’s 5. garden shears: a pair of extra large cytoplasm; Fitzgerald is saying the scissors used to cut shrubbery painting is like an indeterminate “blob” 6. fruiterer: a caterer of fruit on the wall 7. fortnight: a period of two weeks 29. chiffon: a lightweight, plain-woven 8. hors d’oeuvre: appetizers, usually sheer fabric served with cocktails 30. appendicitis: inflammation of the 9. harlequin design: a pattern of appendix alternating diamond shapes, usually 31. mineral water: water containing black and white minerals or other substances that are 10. cordials: alcoholic beverages believed to have therapeutic value 11. Castile: a historical region of Spain 32. Montauk Point: a state park at the 12. gypsies: a general term used to describe eastern tip of Long Island, New York people who travel from place to place 33. Kaiser Wilhelm: Germany’s last king 13. Frisco: Joe Frisco, an American (1859-1941) vaudeville comedian 34. Monte Carlo: an area of Monaco, in 14. Gilda Gray: an American performer the exclusive French Riviera near known for her work with the Ziegfeld France and Italy, known as a Follies and for popularizing a dance playground for the rich and famous called the “shimmy” 35. MarseillesCopyright: the oldest Secondary city in France, Solutions. 15. Follies All Rights: the Ziegfield Reserved. Follies, a series of founded in 600 BC popular stage shows from 1907 through 36. gypped: cheated 1931 37. Mediterranean: the Mediterranean Sea 16. chauffeur: a professional driver off the Atlantic ocean 17. caterer: professional cook who brings 38. kyke: a derogatory term for a Jewish food to a location person 18. Croirier’s: a fictional clothing store 39. to beat the band: an expression 19. Gothic: either a library built in the meaning to “to surpass anything” or Gothic style, or a library full of books “more than you could ever imagine” from the Gothic period 40. wave (permanent): a chemical 20. Stoddard Lectures: one of a series of treatment to produce waves in the hair travel guides written by John Stoddard 41. Pennsylvania Station: a railway hub in from 1897-1898 Midtown Manhattan 21. bona fide: real or authentic 42. Tribune: the New York Tribune, an 22. Belasco: a prolific American American newspaper that merged with playwright, director, and producer the New York Herald in 1924 known for the realism of his sets Chapter Three 23. cut the pages: book printers often sold 1. high tide: higher than average ocean books that were untrimmed, leaving the waters reader to cut the pages himself; the fact 2. aquaplanes: a board on which a that Gatsby had not “cut the pages” standing rider is towed behind a meant the books were never read and motorboat were for display only

©2009 Secondary Solutions - 17 - The Great Gatsby Literature Guide Name ______Period ______24. Mrs. Claud Roosevelt: a fictional 4. knickerbockers: baggy knee-length character trousers, also called knickers 25. tenor: the highest male singing voice 5. Times Square: a major intersection in 26. contralto: the lowest female singing Manhattan voice 6. Associated Traction: a fictional 27. rough-neck: a slang term used as a business symbol for a hard worker 7. American Legion: a United States 28. wire: a defunct term for telephone line organization of war veterans 29. Oxford: a prestigious university in 8. hat-box, supper-box, tool-box: Southeast England different sizes of decorative and 30. Louisiana: a state in the United States functional boxes 31. Carnegie Hall: a concert venue in 9. San Francisco: a city in northern Midtown Manhattan in New York City California 32. Vladmir Tostoff’s Jazz History of the 10. rajah: a king or prince World: a fictional composer of a 11. Bois de Boulogne: a park in Paris, fictional song France 33. French bob: a popular short hairstyle of 12. lieutenant: a rank of commissioned the 1920s officer in the military 34. soprano: the highest female singing 13. Argonne Forest: a long strip of voice mountain in northeastern France 35. Sigourney Howard: a fictional 14. infantry: a branch of the army character name 15. Lewis guns: automatic machine guns 36. Philadelphia: a highly populated city in 16. Allies: during World War I, Russian PennsylvaniaCopyright; Gatsby’s Secondary butler is Solutions.Empire, All Rights France, Reserved. Canada, Australia, the generalizing the person on the phone, United Kingdom, the United States and who is calling from Philadelphia others 37. coupe: a type of car with a closed body 17. Montenegro: a country in southeastern style Europe 38. duster: a knee-length coat 18. Orderi di Danilo, Montenegro, Nicolas 39. Probity Trust: a fictional office Rex: a medal from the “Order of 40. Forties: street names (from 40th to 49th Danilo,” the Crown Prince of Street) in Manhattan Montenegro 41. Warwick: a city in Rhode Island 19. Trinity Quad: an open space 42. bad lie: when a golf ball is in the rough surrounded by the buildings of Trinity or half buried in a bunker College at Oxford 43. caddy: a person who carries a golf bag 20. Earl of Doncaster: a line of English for a golfer descendants of the Duke of Monmouth 21. cricket bat: a wooden bat made for Chapter Four playing Cricket, a game similar to 1. bootlegger: someone who produces and baseball, popular in England sells alcohol illegally 22. Grand Canal: a canal in Venice, Italy 2. von Hindenburg: a German statesman 23. Port Roosevelt: a fictional port in New who appointed Hitler Chancellor of York Germany in 1933 24. Astoria: a neighborhood in the borough 3. time-table: written schedule of events of Queens in New York City 25. Queensboro Bridge: a bridge over the East River in New York City

©2009 Secondary Solutions - 18 - The Great Gatsby Literature Guide Name ______Period ______26. Blackwell’s Island: an island (now 49. “I’m the Sheik of Araby/ Your love known as Roosevelt Island) in the East belongs to me/ At night when you’re River of New York City asleep,/ Into your tent I’ll creep—”: 27. bucks: a derogatory term for African- lyrics from a popular song called “The American men Sheik of Araby” written in 1921 by 28. Jew: a Jewish person Harry B. Smith, Francis Wheeler, and 29. highball: the name of a family of mixed Ted Snyder alcoholic drinks 30. Presbyterian nymph: ethereal female Chapter Five spirits 1. sardines-in-the-box: a game like 31. Old Metropole: a fictional restaurant reverse Hide-and-Seek; one person 32. electrocuted: death by electric shock hides and everyone else looks for that 33. 1919 World Series: a final baseball person game between the Chicago White Sox 2. World’s Fair: large public exposition th and the Cincinnati Reds; the game is held since the mid 19 Century; features often associated with the “Black Box new inventions Scandal” when it was believed members 3. Coney Island: a New York city of the Chicago franchise were bribed to neighborhood with an amusement park lose the game and attractions 34. Plaza Hotel: a luxury hotel in New 4. The Journal: possibly the Wall Street York City Journal 35. roadster: a two-seat car, traditionally 5. Clay’s Economics: an introductory without a roof, side, or rear windows economics text written by Henry Clay 36. Camp TaylorCopyright: a military Secondary base near Solutions.in All1916 Rights Reserved. Louisville, Kentucky 6. Castle Rackrent: a short novel by 37. Red Cross: a service group that helps Maria Edgeworth (1800), widely during emergencies and war regarded as the first novel to use an 38. Armistice: a cessation of fighting unreliable narrator during a war 7. mantelpiece: a ledge above a fireplace 39. New Orleans: a city in Louisiana 8. Kant at his church steeple: Immanuel 40. pomp and circumstance: great Kant, a German philosopher known for celebration and fanfare gazing at a church steeple while thinking 41. sauterne: a French dessert wine 9. Found a Family: in this case, Fitzgerald 42. spirits of ammonia: a mixture of may be referring to the original owner’s ammonia water and alcohol, sniffed as desire to create a commune or closely- a stimulant to relieve faintness knit community of families 43. South Seas: an area in the south Pacific 10. postern: a secondary door or gate, Ocean usually on a castle 44. Santa Barbara: a city near the coast in 11. jonquils, hawthorn, plum blossoms, central California kiss-me-at-the-gate: different types of 45. Ventura: a city on the coast in central colorful flowers and plants California 12. Marie Antoinette: Queen of France 46. Cannes: a city in southeastern France from 1774-1793 47. Deauville: a commune in France 13. Restoration salons: sitting rooms built 48. Victoria: (Crown Victoria) a rear-wheel and decorated in the style of the English drive car produced by the Ford Motor Restoration period Company

©2009 Secondary Solutions - 19 - The Great Gatsby Literature Guide Name ______Period ______14. Merton College Library: a library at 11. steward, mate, skipper, secretary, Merton College, one of the colleges of jailor: positions of employment on a Oxford University in England ship 15. Adam study: an ornamental style of 12. brothel: a house of prostitution architecture and furniture from the 13. saloon: a bar 1700s featuring inlaying, carving and 14. riding habit: an outfit worn for riding painting horses 16. Chartreuse: a brand of French liqueur, 15. fox-trot: a dance and style of music named after the monastery where it was 16. limousine: a long stretch automobile originally produced that can carry 8-15 people 17. monograms: initials elaborately stitched 17. waltz: a dance and style of music onto fabric 18. pap: pulp or flesh; soft food 18. : sailing as a sport, usually in yachting 19. tuning-fork: a two-pronged fork used to large yachts (boats) find pitch (in music) 19. pompadour: a style of haircut created by combing the sides of the hair back Chapter Seven and fanning the top of the hair forward 1. Trimalchio: a character in the Roman 20. “In the morning, /In the work The Satyricon by Petronis who evening,/Ain’t we got fun…”: lyrics gained wealth and power through to “Ain’t We Got Fun?” a popular song perseverance and hard work published in 1921 by Richard A. 2. caravansary: an inn that provides Whiting, Raymond B. Egan, and Gus accommodations for caravans Kahn 3. card house: a weak structure built with

Copyright Secondary Solutions.playing All Rights cards Reserved. Chapter Six 4. National Biscuit Company: now 1. : a underground pipeline to Canada known as Nabisco, a producer of rumor that Gatsby had an underground cookies and snacks escape route to Canada 5. salon: a large room used for socializing 2. Lake Superior: the largest of the five 6. awnings: secondary coverings or Great Lakes of North America sunshades attached to the exterior wall 3. Tuolomee: a fictional name of a boat of a building 4. : St. Olaf Lutheran college of St. Olaf 7. How-de-do: a greeting of “How do you College, a private liberal arts college of do?” the Lutheran church in Northfield, 8. gin rickey: a type of mixed drink made Minnesota with gin 5. Yukon: a territory in Canada 9. ale: a type of beer brewed from malted 6. Madame de Maintenon: a mistress of barley Louis XIV who later became his second 10. standard shift: a standard stick gear- wife shift on a car 7. Little Girl Bay: a small bay in Lake 11. circus wagon: an elaborately gilded and Superior carved wagon used to transport and 8. Duluth: a city in Minnesota display circus animals 9. : currently, the Caribbean West Indies 12. medium: someone who can see and/or Islands speak the future or to the dead 10. : a term referring to the Barbary Coast 13. girders: support beams middle and western coast of North Africa

©2009 Secondary Solutions - 20 - The Great Gatsby Literature Guide Name ______Period ______14. mint julep: an alcoholic beverage made 11. Flushing: a neighborhood in the with mint, sugar, bourbon, and water borough of Queens, New York 15. suite: a larger than average hotel room 12. Gad’s Hill: a fictional place in New 16. Mendlessohn’s Wedding March: a York popular wedding song 13. protégé: one who is trained and whose 17. putter: a golf club used for hitting the career is furthered by a person of golf ball a short distance influence or wealth 18. Kapiolani: a public park in Hawaii 19. grain alcohol: a type of alcoholic Chapter Nine beverage made from cereal grain 1. pasquinade: a satirical piece of writing 20. have you up on betting laws: have you 2. ulster: a long loose overcoat arrested for illegal gambling 3. James J. Hill: a Canadian-American railroad executive Chapter Eight 4. Greenwich: a town in Washington 1. fog-horn: a device used to warn County, New York vehicles of hazards in foggy conditions 5. swastika: an equilateral cross with 2. pavilions: free-standing structures, arms bent at right angles; since Hitler’s much like gazebos reign it has become representative of the 3. Atlantic City: a city in New Jersey, Nazi party famous for its boardwalk 6. Jewess: a term for a female Jew 4. Montreal: a city in Quebec, Canada 7. “The Rosary”: a song by Robert C. 5. Beale Street Blues: a 1916 song by Rogers and Ethelbert Nevin written American composer W.C. Handy in 1898 6. trolley: a Copyrightpublic vehicle Secondary run on rails Solutions. 8. Hopalong All Rights Cassidy Reserved.: a fictional cowboy designed to transport passengers appearing in popular stories and novels, 7. divot from a green golf links: turf that created in 1904 by Clarence Mulford is scarred and grass removed by a golf 9. Lutheran minister: a clergyman of the stroke on a golf course Lutheran church 8. Hempstead: a village on Long Island in 10. Union Station: a major train station New York located in Utica, New York 9. Southampton: a town on the south 11. Swede: a person from Sweden coast of New York, near the far end of 12. El Greco: a Greek painter, sculptor, Long Island and architect of the Spanish 10. teatable: a small table for serving tea Renaissance 13. Dutch: from Holland or Netherlands

Directions: Use a dictionary to look up the following vocabulary words from the novel. Write complete definitions on a separate sheet of paper. Be sure to keep your definitions for use with future vocabulary worksheets and activities.

Chapter 1 Chapter 4 Chapter 7 inclined lurched portentous privy sporadic magnanimous levity punctilious formidable incredulously proprietor presumptuous contemptuously abstraction inquest intimation benediction expostulation

Chapter 2 Chapter 5 Chapter 8 desolate reproachfully malice impenetrable scrutinized ravenously sumptuous harrowed whim indeterminate endured vestibule apathetically defunct garrulous incessant nebulous fortuitously Copyright Secondary Solutions. All Rights Reserved. Chapter 3 Chapter 6 Chapter 9 gaudy laudable deranged permeate insidious surmise innuendo ineffable complacent vehemently ramification aesthetic sauntered contingencies provincial ascertain cordial commensurate

Anticipation/Reaction Activity

Directions—Before reading the novel: In the “Before Reading” column, write “yes” if you agree with the statement, “no” if you disagree with the statement, and “?” if you don’t have a strong opinion or are not sure about the statement.

Yes = I agree No = I disagree ? = I don’t know Before After Statement Reading Reading 1) Money is the root of all evil. 2) You can never relive the past. 3) People usually get what they deserve. 4) Most Americans strive to live the “American Dream,” searching for individualism, happiness, and monetary success. 5) Money cannot buy happiness. 6) Most people strive to live a moral and ethical life. 7) Most people want to be rich, powerful, and respected. 8) Most people live a lie, pretending to be someone they Copyright Secondary Solutions.are not. All Rights Reserved.

After completing the “Before Reading” column, get into small groups, then tally the number of “yes”, “no,” and “?” responses for each question. Each group member should keep track of the tally.

Group Members: Statement # Yes No I Don’t Know 1 2 3 4 5 6 7 8

Once you have collected your data, discuss those issues about which your group was divided. Make your case for your opinions, and pay attention to your classmates’ arguments. After discussing all of the issues, answer the questions on the next page. Your teacher will collect and keep your chart and responses to use after you have finished reading the novel.

Anticipation/Reaction Activity

Pre-Reading Individual Reflection Directions: Use the information and discussion from the “Before Reading” responses to answer the following questions on a separate piece of paper. Be sure to use complete sentences.

1. Which statement triggered the most thought-provoking or interesting discussion? 2. Summarize the discussion/debate. 3. For any of the statements that you discussed, what were some of the strongest or most memorable points made by you or your group members? 4. How did you react when a group member disagreed with the way you feel about an issue? 5. Was any argument strong enough to make you change your mind or want to change any of your initial responses? Why or why not? What made the argument effective?

Post-Reading Individual Reflection Directions: Revisit your Anticipation/Reaction Guide and your answers to the discussion Copyright Secondary Solutions. All Rights Reserved. questions. Now that you have read the novel, complete the “After Reading” column on page 23 and answer the following questions on a separate piece of paper, comparing your responses. Answer each question using complete sentences.

1. How many of your responses have changed since reading the novel? 2. Which statements do you see differently after reading the novel? Specifically, what made you think differently? 3. Describe an important part of the novel that affected you, or made you think differently after reading. 4. In small groups, talk to some of your classmates about their responses. How are their responses different after reading the novel? 5. Overall, are the feelings of your other group members the same or different from yours? Do any of their responses surprise you? Which ones? How? 6. Why do you think there might be so many different opinions and viewpoints? What do you feel has contributed to the way you and your classmates responded to each statement?

Standards Focus: Note-Taking and Summarizing For some students, reading can be a difficult, tedious task. Part of the problem is that many students do not have the tools to read for meaning, and become disinterested because they cannot follow the action or do not understand, or cannot relate to, the events or the characters. To develop good reading habits, there are a few steps that you can take which will help you to understand and appreciate what you are reading. v As you read each chapter of The Great Gatsby:

• Notes- Jot down notes on what you would like to remember from each section (things you might be quizzed on or that might appear in the Comprehension Check Questions). Use this section to take notes on important events and people. • Question—Ask yourself, where is this story or scene, etc. taking place? What has happened before this? Who are the people involved? What do I not understand? What do I need to reread? What do I need my teacher to clarify? Do the Comprehension Check questions or answers leave you with more questions or problems you need to clarify? Use this section to write down those questions. • Connect—Try to relate to the events or characters in what you are reading. Has this or something like this ever happened to you? How did you handle this situation? Have you ever known a person like any of the characters? What other situations come to mind when reading? Why? Are there any lessons or themes you have seen before? Use this section to connect the novel to your life or the world around you. Copyright Secondary Solutions. All Rights Reserved. v After you read each chapter of The Great Gatsby:

• Summarize—Break down the most important information, details, or events of the story. Retell the events of the story in your own words. • Predict—Try to make a guess or prediction as to what may happen next in the novel. This will help you to stay focused on what you read next, as you try to unravel the story. What might happen next? What effect will this event have on those involved? • Reflect—Think about why you are reading the story. What do you think is the theme? What have you learned so far? Why are you reading this particular text in school? Do you like the story? Why or why not? Would you want to read or learn more about this author/genre/topic? Why or why not?

To help you become a more successful, active reader, you will be completing an activity for each chapter of The Great Gatsby. Each activity is designed to help you understand the action, conflict, and characters involved in the story, and to eventually appreciate the author’s reasons for writing the novel. On the next page is a sample of the chart you will be completing, along with hints to help you complete each section.

Note-Taking and Summarizing Prompt

Use this space to write anything you feel is important to remember from each chapter. Include character names, setting, Notes conflicts, plot events, and anything else you may need to know for Comprehension Check questions, quizzes, or tests.

In this space, write down questions you have about the novel, and any questions about the reading that you do not understand Question and/or would like your teacher to clarify. Does the novel confuse you? Do you need clarification? Is there anything you don’t understand?

In this space, write down anything that you find familiar: either a situation you have experienced, a character that reminds you of Connect someone, or an event from the story that is similar to something you have already read. Try to relate the story to some aspect of your own life or world around you. Copyright Secondary Solutions. All Rights Reserved.

Retell, in your own words, the action and important details of Summarize your reading. Your summary should not be more than about one paragraph, or 5-7 sentences long.

In this space, write your prediction of what you think will happen next. What might happen next? What effect will this event have Predict on those involved? Think short term—rather than trying to predict the ending of the book, think about what may happen in the next chapter.

In this space, write down any quotes, sayings, or moments that affect you in some way. If you choose a quote or saying, be sure to include reasons why you chose that quote. So far, what do you Reflect think is the reason the author wrote this novel? Are there any themes you recognize? Do you like the novel so far? Why or why not? What changes could be made so that you might understand or connect with the novel better? What else would you like to learn about this author/genre/topic?

Chapter One Note-Taking and Summarizing

Notes

Question

Connect

Summarize

Predict

Reflect

Chapter One Comprehension Check

Directions: To give you a comprehensive understanding of all aspects of the novel, answer the following questions. Be sure to use your Note-Taking chart to keep important notes for each chapter and to help you answer the Comprehension Check questions. Answer each question in complete sentences on a separate piece of paper.

1. From what point of view is the story being told? In what tense? 2. Chapter 1 begins with a quote: “Whenever you feel like criticizing anyone, just remember that all the people in this world haven’t had the advantages that you’ve had.” What does this quote mean? What conclusions/predictions can you make about the narrator from this quote? 3. List 5-7 important details that we learn about the narrator from this chapter. 4. How does Nick compare East and West Egg? Who is Nick’s neighbor? How does Nick describe his neighbor’s house? 5. Describe Tom in 3-5 sentences. 6. Describe Daisy in 3-5 sentences. 7. About whatCopyright has Tom Secondary been reading? Solutions. What does All this Rights book’s Reserved. philosophy indicate about Tom’s views? What does this say about American society at the time? 8. What do we learn about Tom from the phone call? How does Daisy deal with the interruption? 9. What does Daisy mean when she says “And I hope she’ll be a fool—that’s the best thing a girl can be in this world, a beautiful little fool”? 10. What rumor had Daisy heard about Nick? 11. Describe Tom and Daisy’s relationship. 12. What strange sight does Nick see at the end of Chapter 1? *13. What are the advantages/disadvantages of having Nick narrate the story of The Great Gatsby, rather than having Gatsby tell the story himself?

Chapter One Standards Focus: Narrator and Point of View

The narrator is the person who relates the events of a story to a reader or audience. Point of view is the perspective from which a story is told. The point of view from which a story is told determines how the reader interprets the story and understands the characters. There are three main types of point of view:

• First Person: narrator is a character in the story; uses the first person “I” to tell the story • Third Person Limited: narrator does not participate in the action of the story; relates the thoughts and feelings of only one character • Third Person Omniscient: narrator does not participate in the action of the story; relates the thoughts and feelings of all the characters

The Great Gatsby is told from the first person point of view. The story is told by narrator Nick Carraway, and he uses the first person pronouns “I,” “me,” and “my,” to relate the events.

Directions: For each of the following excerpts from the novel, you will be converting the first person into third person, either limited or omniscient. However, it is important that before you convert to third person, you clearly understand the first person narration. For each excerpt, give a one to two sentence summary of Nick’s point of view, then retell the excerpt in third person. Remember that you will not useCopyright “I”, “me,” Secondary and “my” for Solutions. third person, butAll willRights write Reserved. like you are telling a story. NOTE: Notice that the summary and retelling are very similar. However, the retelling in third person should sound more “formal,” like the tone of the novel.

Ex. “In my younger and more vulnerable years my father gave me some advice that I’ve been turning over in my mind ever since. ‘Whenever you feel like criticizing anyone,’ he told me, ‘just remember that all the people in this world haven’t had the advantages that you’ve had.’”

Summary: Nick cannot forget the advice his father gave him: to appreciate that he may have had more than others, and to think about that fact before judging someone.

Third Person Retelling: In Nick’s younger years, his father had a great influence in shaping Nick into the man he is today. His father’s wisdom made Nick appreciate that not everyone had the advantages that he had growing up.

1. “Why they came east I don’t know. They had spent a year in France, for no particular reason, and then drifted here and there unrestfully wherever people played polo and were rich together. This was a permanent move, said Daisy over the telephone, but I didn’t believe it—I had no sight into Daisy’s heart but I felt that Tom would drift on forever seeking a little wistfully for the dramatic turbulence of some irrecoverable football game.”

Summary:

Third Person Retelling:

2. “She laughed again, as if she said something very witty, and held my hand for a moment, looking up into my face, promising that there was no one in the world she so much wanted to see. That was a way she had. She hinted in a murmur that the surname of the balancing girl was Baker. (I’ve heard it said that Daisy’s murmur was only to make people lean toward her; an irrelevant criticism that made it no less charming.)” Copyright Secondary Solutions. All Rights Reserved.

Summary:

Third Person Retelling:

3. “[Daisy’s] eyes flashed around her in a defiant way, rather like Tom’s, and she laughed with thrilling scorn. ‘Sophisticated—God, I’m so sophisticated!’ The instant her voice broke off, ceasing to compel my attention, my belief, I felt the basic

insincerity of what she had said. It made me uneasy, as though the whole evening had been a trick of some sort to exact a contributary emotion from me. I waited, and sure enough, in a moment she looked at me with an absolute smirk on her lovely face as if she had asserted her membership in a rather distinguished secret society to which she and Tom belonged.”

Summary:

Third Person Retelling:

Copyright Secondary Solutions. All Rights Reserved. 4. “Their interest rather touched me and made them less remotely rich—nevertheless, I was confused and a little disgusted as I drove away. It seemed to me that the thing for Daisy to do was to rush out of the house, child in arms—but apparently there were no such intentions in her head. As for Tom the fact that he ‘had some woman in New York’ was really less surprising than that he had been depressed by a book. Something was making him nibble at the edge of stale ideas as if his sturdy physical egotism no longer nourished his peremptory heart.”

Summary:

Third Person Retelling:

Chapter Two Note-Taking and Summarizing

Notes

Question

Connect

Summarize

Predict

Reflect

Chapter Two Comprehension Check

1. Describe the valley of ashes. What might the ashes symbolize? 2. Describe the eyes of Dr. T.J. Eckleburg. What might they represent (or symbolize)? 3. Describe Tom’s “girl” in 3-4 sentences. 4. What business transaction is going on between Tom and Mr. Wilson? 5. Compare/contrast the personalities and physical characteristics of Myrtle and Daisy. Be sure to list 3-5 similarities and/or differences. 6. Why do you think Tom is attracted to Myrtle? 7. What is the lie Tom told Catherine? Why do you think he lied? 8. Describe Mr. and Mrs. Wilson’s relationship. How did Myrtle know she made a Copyright Secondary Solutions. All Rights Reserved. “mistake” when she married Wilson? 9. Explain how Tom and Myrtle met. 10. What does Tom do to Myrtle when she repeats Daisy’s name? What do you think of Tom’s reaction? Why do you think he did it? Was it appropriate? What hints from the first chapter indicated Tom was capable of this behavior? 11. Why is the ending of Chapter 2 so disjointed? What had Nick been doing all evening that might have caused this strange narrative? *12. Make a comparison of the homes of Nick, Gatsby, Tom and Daisy Buchanan, and George and Myrtle Wilson. How does each home reflect the personality of its owners?

Chapter Two Standards Focus: Characterization

Characterization is the technique by which authors develop characters. Direct characterization is when the author or narrator tells the reader what the character is like. For example, “Jennifer is a good student.” Indirect characterization is when the author gives information about a character and allows the reader to draw his or her own conclusions about that character.

Two ways we can learn about a character through indirect characterization are:

A character’s own thoughts, feelings and actions— the reader witnesses what the character does or says, and learns something about the character from these thoughts, feelings or actions. For example, “On her way to class after lunch, Susan saw some trash on the ground that wasn’t hers. She decided to pick it up anyway, and threw it in the trash can.”

The reader can make some assumptions about Susan from this excerpt: she cares about the environment, she takes pride in her school, she likes things neat and tidy, etc. Each of these is an appropriate assumption based on Susan’s actions.

Interactions with other characters— the reader witnesses how characters interact and what they say about each other. For example, “Lacy said, ‘Julie seems to not care about her school work anymore. It’s as if she is distracted or concerned about something. What do youCopyright think?’ ‘I Secondary don’t know, butSolutions. it is certainly All unlike Rights her Reserved. to get bad grades,’ Jazmine replied.”

The reader can make assumptions about Julie from the conversation between Lacy and Jazmine. The reader can conclude that Julie used to work hard and get good grades in school, that she is distracted about something, and that she is not behaving like her usual self.

NOTE: Stories that are narrated in the first person can be confusing when you are finding direct quotes. Remember that because The Great Gatsby is narrated in the first person by Nick, all direct characterization will also be Nick’s interpretation and opinion.

Directions: For each character, complete the chart with textual examples of both direct and indirect characterization from Chapters 1 and 2 of the novel. Then choose an important statement made by the character that truly exemplifies his or her personality or something revealing about the character. Finally, explain how or why this particular quote reveals something about the character. On the following page, an example has been done for you.

Daisy Direct Characterization Nick’s “second cousin once removed.” (what the narrator/ author says) Indirect Characterization “I’ve heard it said that Daisy’s murmur is only to make people lean toward (what other characters her; an irrelevant criticism that made it no less charming.” say indirectly— including Nick)

“And I hope she’ll be a fool—that’s the best thing a girl can be in this Important Quote world, a beautiful little fool.”

This quote reveals Daisy’s cynicism and shows that she is not oblivious to What is Revealed? everything going on around her (including Tom’s affair).

Nick

Indirect Characterization

Important Quote

What is Revealed?

Jordan

Direct Characterization

Indirect Characterization

Important Quote

What is Revealed?

Tom

Direct Characterization

Indirect Characterization

Important Quote

Myrtle

Direct Characterization

Indirect Characterization

Important Quote

What is Revealed?

Chapters One-Two Assessment Preparation: Context Clues

In most assessments, you must infer (make an educated guess) the meanings of words by looking at context clues, or clues within an entire sentence. You must look at how the word is used in the sentence in order to make an inference.

Directions: For each vocabulary word from Chapters One-Two, first indicate the part of speech in which the vocabulary word appears (noun, verb, etc.). Then write an original definition for the vocabulary word based upon the clues in the sentence. (If you need further clarification, read the entire paragraph on the page number given in parentheses.) Finally, look up the word and write down the dictionary definition. How accurate is your definition?

Ex. In that consequence I’m inclined to reserve all judgments, a habit that has opened up many curious natures to me and also made me the victim of not a few veteran bores. (5)

a. Part of Speech: verb b. Inference: lean towards c. Definition: motivated or persuaded to do something

1. I was privy to the secret griefs of wild, unknown men. (5)

c. Definition:

2. Most of the confidences were unsought—frequently I have feigned sleep, preoccupation or a hostile levity when I realized by some unmistakable sign that an intimate revelation was quivering on the horizon— for the intimate revelations of young men or at least the terms in which they express them are usually plagiaristic and marred by obvious suppressions. (5)

a. Part of Speech: ______b. Inference:

c. Definition:

3. “You live in West Egg,” she remarked contemptuously. I know somebody there.” (15)

a. Part of Speech: ______

b. Inference:

c. Definition:

4. “No thanks,” said Miss Baker to the four cocktails just in from the pantry, “I’m absolutely in training.” Her host looked at her incredulously. (15)

a. Part of Speech: ______b. Inference:

c. Definition:

5. But I didn’t call to him for he gave a sudden intimation that he was content to be alone—he stretched out his arms toward the dark water in a curious way, and far as I was from him I could have sworn he was trembling. (25)

a. Part of Speech: ______b. Inference:

6. About half way between West Egg and New York the motor-road hastily joins the railroad and runs beside it for a quarter of a mile so as to shrink away from a certain desolate area of land. (27)

a. Part of Speech: ______b. Inference:

c. Definition:

7. Occasionally a line of grey cars comes to rest, and immediately the ash-grey men swarm up with leaden spades and stir up an impenetrable cloud which screens their obscure operations from your sight. (27)

a. Part of Speech: ______b. Inference:

c. Definition:

8. It had occurred to me that this shadow of a garage must be a blind and that sumptuous and romantic apartments were concealed overhead when the proprietor himself appeared in the door of an office, wiping his hands on a piece of waste. (29)

a. Part of Speech: ______b. Inference:

c. Definition:

9. In a basket, swung from his neck, cowered a dozen very recent puppies of an indeterminate breed. (31)

a. Part of Speech: ______b. Inference:

c. Definition:

10. A reluctant elevator boy went for a box full of straw and some milk to which he added on his own initiative a tin of large hard dog biscuits—one which decomposed apathetically in the saucer of milk all afternoon. (33)

c. Definition:

11. When she moved about there was an incessant clicking as innumerable pottery bracelets jingled up and down upon her arms. (34)

a. Part of Speech: ______b. Inference:

c. Definition:

Chapter Three Note-Taking and Summarizing

Notes

Question

Connect

Summarize

Predict

Reflect

Chapter Three Comprehension Check

1. In 3-4 sentences, describe the scene at Gatsby’s house on the weekends. 2. What arrives at Gatsby’s house every Friday? What leaves on Monday? What does this tell you about how long Gatsby’s parties last? 3. How does Nick receive his invitation to Gatsby’s party? Why was his invitation unusual? 4. What is Nick’s immediate impression of the party guests? 5. What happened to the girl who tore her dress the last time she was at Gatsby’s? 6. What rumors have been circulating about Gatsby? 7. What illegal activity takes place at Gatsby’s party? Why is it illegal? 8. What discovery has the Owl-Eyed man made in Gatsby’s library? What does Copyright Secondary Solutions. All Rights Reserved. his discovery say about this sector of American society in the 1920s? 9. What is ironic about Jordan’s statement comparing large and small parties? 10. On what does Owl-Eyes blame the accident after Gatsby’s party? What is ironic about his claim? 11. What “haunting” feeling does Nick sometimes have? What does his description of his feelings and the indication that others feel this way say about American society or life in the city at the time? 12. How does Nick feel about Jordan? What does he finally conclude about her? What does he finally conclude about himself? *13. Explain how the description of the parties/gatherings contributes to the creation of the characters who attend them.

Chapter Three Standards Focus: Setting

In The Great Gatsby, Fitzgerald uses the setting as an important symbol in the novel. In fact, the setting is so important it almost becomes another character, shaping and influencing other characters in the story.

Directions: Using Chapters 1-3, find three direct quotes that describe each setting of the story. Include descriptions of the time period, living situations, geographical location, weather, etc. Remember that direct quotes are lines copied directly from a text. You are not necessarily looking for text that is already in quotation marks, which is dialogue, however dialogue can also be used as a direct quote. Once you have found direct quotes, answer the questions for each setting.

Quote 1:

Quote 2:

Quote 3:

Who lives here? West Egg

What important events have taken place here so far?

Why is this setting important to the novel so far?

Quote 1:

East Egg Quote 2:

Quote 3:

Who lives here?

What important events have taken place here so far?

Why is this setting important to the novel so far?

Quote 1:

Quote 3:

Who lives here? Valley of ashes

What important events have taken place here so far?

Why is this setting important to the novel so far?

Chapter Four Note-Taking and Summarizing

Notes

Question

Connect

Summarize

Predict

Reflect

Chapter Four Comprehension Check

1. What do the girls at the party think Gatsby did to get rich? 2. Why do you think Fitzgerald gives a long list of those guests who attended Gatsby’s parties that summer? What “subtle tribute” did these people give Gatsby? 3. Who is the “boarder”? How did he get the name? 4. Describe Gatsby’s car in 3-4 sentences. 5. What new information does Gatsby give Nick about himself? List at least 5 important pieces of information. 6. What is Nick’s reaction to Gatsby’s story? What makes Nick suspect that Gatsby is lying about his past? 7. WhatCopyright two things Secondarydoes Gatsby Solutions.always carry? All What Rights do Reserved.you think of him carrying these things with him at all times? Why do you think he does this? 8. How does Gatsby get out of a speeding ticket? 9. Describe Mr. Wolfshiem. What kind of man is he? Why do you think he is associated with Gatsby? 10. What did Tom give Daisy the day before their wedding? What happened that evening? Why did Daisy have a breakdown? 11. What happened with Tom in Ventura? Who was he with? What is notable about this incident? 12. Why, according to Jordan, is it not a coincidence that Gatsby lives where he does, at West Egg? 13. What did Gatsby want Jordan to ask Nick? What does Gatsby want Daisy to see? *14. Explain your interpretation of the quote, “There are only the pursued, the pursuing, the busy and the tired.” In terms of the novel, who are the ones being pursued, the ones doing the pursuing, the ones who are busy, and the ones who are tired? Justify your choices in a few sentences.

Chapter Four Standards Focus: Foreshadowing and Prediction

In order to build suspense and make a story more interesting, writers often use techniques such as foreshadowing, or hints and clues of events to occur later in the plot. When authors give these hints and clues, we can make a prediction, or an educated guess, as to what will happen next.

Directions: Below are several examples of foreshadowing in The Great Gatsby. First, read the selection. Then summarize what the quote is saying. Finally, predict what you think will happen later in the story, based upon the underlined clue. An example has been done for you.

Ex. “No—Gatsby turned out all right at the end; it is what preyed on Gatsby, what foul dust floated in the wake of his dreams that temporarily closed out my interest in the abortive sorrows and short-winded elations of men.” (Nick, as narrator)

Summary: Gatsby turned out to be a decent person in Nick’s eyes. What ended up bothering Nick were the cruel people and sad events that took place surrounding Gatsby, making him sick and tired of the people around him. Prediction: Something is going to happen to Gatsby, but he will turn out okay. Nick will end up sick of people and hearing about their problems.

1. “‘You did it,Copyright Tom,’ she Secondarysaid accusingly. Solutions. ‘I know Allyou Rights didn’t meanReserved. to but you did do it. That’s what I get for marrying a brute of a man, a great big hulking physical specimen of a—(man).”

Summary:

Prediction:

2. “She told me it was a girl, and so I turned my head away and wept. ‘All right,’ I said, ‘I’m glad it’s a girl. And I hope she’ll be a fool—that’s the best thing a girl can be in this world, a beautiful little fool.’”

Summary:

Prediction:

3. “In the ditch beside the road, right side up but violently shorn of one wheel, rested a new coupé which had left Gatsby’s drive not two minutes before... ‘But how did it happen? Did you run into the wall?’ ‘Don’t ask me,’ said Owl Eyes, washing his hands of the whole matter. ‘I know very little about driving—next to nothing. It happened, and that’s all I know.’”

Summary:

Prediction:

4. “‘You’re a rotten driver,’ [Nick] protested. ‘Either you ought to be more careful or you oughtn’t to drive at all’... ‘They’ll keep out of my way,’ [Jordan] insisted. ‘It takes two to make an accident.’ ‘Suppose you met somebody just as careless as yourself.’Copyright ‘I hope I never Secondary will,’ she Solutions. answered. All‘I hate Rights careless Reserved. people. That’s why I like you.’”

Summary:

Prediction:

5. “Everyone suspects himself of at least one of the cardinal virtues, and this is mine: I [Nick] am one of the few honest people that I have ever known.”

Summary:

Prediction:

6. “He saw me looking with admiration at his car. ‘It’s pretty, isn’t it, old sport.’ He jumped off to give me a better view, ‘Haven’t you ever seen it before?’ I’d seen it. Everybody had seen it. It was a rich cream color, bright with nickel, swollen here and there in its monstrous length...”

Summary:

Prediction:

7. “When he saw us Tom jumped up and took half a dozen steps in our direction. ‘Where’ve you been?’ he demanded eagerly. ‘Daisy’s furious because you haven’t called up.’ ‘This is Mr. Gatsby, Mr. Buchanan.’ They shook hands briefly and a strained, unfamiliar look of embarrassment came over Gatsby’s face... I turned toward Mr. Gatsby but he was no longer there.”

Summary:

8. “‘A week after I left Santa Barbara Tom ran into a wagon on the Ventura road one night and ripped a front wheel off his car. The girl who was with him got into the papers too because her arm was broken—she was one of the chambermaids in the Santa Barbara Hotel.’”

Summary:

Prediction:

Chapters Three-Four Assessment Preparation: Parts of Speech

Determining the part of speech of a word is very important for assessments, but also for determining the definitions and usage in everyday written language. If you can determine the part of speech for a word you have never seen before, you may also be able to distinguish the word’s meaning.

Read the following sentence from the novel.

But I didn’t call to him for he gave a sudden intimation that he was content to be alone— he stretched out his arms toward the dark water in a curious way, and far as I was from him I could have sworn he was trembling. (Chapter 1)

In order to determine a new word’s meaning, 1. Find the subject(s) and the corresponding predicate(s) (verbs) of the sentence. In the sample sentence above, the subjects with corresponding predicates are: 1. subject: I predicate: did call 2. subject: he predicate: gave 3. subject: he predicate: was 4. subject: he predicate: stretched 5. subject: I predicate: was 6. subject: I predicate: could have sworn 7. subject: he predicate: was trembling Copyright Secondary Solutions. All Rights Reserved. (Notice that in Fitzgerald’s writing he often has long sentences with more than one subject/predicate combination—be sure to find all of them. HINT: It may be helpful to try to break the sentence into several smaller sentences in order to have an easier “chunk” to work with.)

2. Determine how the vocabulary word fits into the sentence based upon the arrangement of subjects and predicates. For example, if the underlined vocabulary word in the sentence is one of the subjects you chose, you know that the vocabulary word is a noun. If the underlined vocabulary word describes or limits the subject, it might be an adjective. In the sample sentence above, the vocabulary word was not chosen as either a subject or a predicate. But look at part of the sentence: “he gave a sudden intimation.” We may not know what the vocabulary word means, but we do know he gave something—that “something” is a thing—a noun. So, the vocabulary word is a noun.

3. From here, use the other context clues in the sentence to find the correct definition. Note: you may not always have context information to guess a word’s meaning. In this case, you may want to read a few sentences before and after the vocabulary word to see if you can infer the word’s meaning. (For this exercise, page numbers have been given to help you.) If you are still stuck, refer to a dictionary. Now we are ready to look at the sentence to find clues to the vocabulary word’s meaning. Look at the sentence: …he gave a sudden intimation that he was content to be alone. By looking at this, we can infer that he gave a hint or gesture or some kind of

indication that he was content to be alone. When taking a standardized test, look for a choice along those lines for the answer! Directions: Read each sentence in context for each vocabulary word from Chapters Three and Four, completing the chart. An example has been done for you. Remember to find (1) every subject and its corresponding predicate, (2) the part of speech of the vocabulary word, then (3) look up the vocabulary word and write its definition according to the context of the sentence.

Ex. The last swimmers have come in from the beach now and are dressing upstairs; the cars from New York are parked five deep in the drive, and already the halls and salons and verandas are gaudy with primary colors and hair shorn in strange new ways and shawls beyond the dreams of Castile. (44) Part of Subject(s)/Predicate(s) Speech Definition of Vocabulary Word (POS) swimmers/have come, are dressing cars/are parked brightly colored or showily decorated to an adjective halls and salons and unpleasant or vulgar degree verandas/are swimmers/are dressing

1) The bar is in full swing and floating rounds of cocktails permeate the garden outside until the air is alive with chatterCopyright and laughter Secondary and casual Solutions. innuendo and All introductions Rights Reserved. forgotten on the spot and enthusiastic meetings between women who never knew each other’s names. (44)