ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.
Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.
Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Connotation, Character, and Color Imagery in The Great Gatsby
|Grades||9 – 12|
|Lesson Plan Type||Unit|
|Estimated Time||Twelve 50-minute sessions|
In this lesson, students explore the connotations of the colors associated with the characters in F. Scott Fitzgerald’s The Great Gatsby. During pre-reading activities, students first brainstorm other words for the color red, and then compare paint swatches to those color words. Students discuss the meaning of connotation and how word meanings can change based on circumstances. They work in groups to explore the cultural connotations of a particular color and present their findings to the class. Students then apply what they have learned to an analysis of the use of color in Robert Frost's "Nothing Gold Can Stay." As students read The Great Gatsby, they track color imagery using a color log. After they have completed their reading, students review the observations in their color logs and use the information to write an analysis of one of the major characters in the novel.
- Color Imagery Journal: Students use this chart to track the use of color imagery in The Great Gatsby.
- Character Analysis Assignment for The Great Gatsby: This handout explains the goals and requirements for a paper analyzing a character from The Great Gatsby based on one of the colors associated with that character.
- Rubric for Character Analysis Assignment: Use this rubric to assess students' Character Analysis papers.
For many students, reading literature is like a scavenger hunt for "right" answers. From the perspective of these students, meaning is hidden and locked away, eventually to be revealed by the teacher. The students themselves typically believe that they do not know enough to unlock the meanings, so they wait for the teacher to reveal the secrets. This lesson plan models a process that shows students how to unlock such meaning on their own.
As Judith Burdan explains, we want students "to recognize the play of language with pleasure and to move forward into the analysis of literary conventions with a sense of understanding. As students learn to think about the rhetorical choices that an author makes and about the effect of those choices on them as readers, they become more perceptive and more confident as readers. They increasingly acknowledge themselves as part of the process of creating meaning through language, even the specialized language of literature, and learn to enjoy themselves along the way" (28).
Burdan, Judith. "‘Walk with Light': Guiding Students through the Conventions of Literary Analysis." English Journal 93.4 (March 2004): 23-28.