Charlena Bailey

Professor Albert

EDSC 433

10-06-18

Frontloading Activities for the Novel Great Gatsby

(This is developed for a block schedule class but can be split up in to two class periods as well.)

Focus: Inform students on the concept of old money vs. new money and how it plays a roll on
and in the idea of the American Dream. (I would derive some form of essential question that
students would focus on.)

Strategy to help frontloading

*Both activities below satisfy the frontloading process and the metacognative process struggling
readers need in order to become better readers.

What frontloading activities should I use in order to introduce students to the novel, The Great
Gatsby by F. Scott Fitzgerald?

 I would find a children’s short version of the story, The Prince and the Pauper by Mark
Twain.
 This would be a great way to introduce the idea of old money and new money and how it
can change an individual’s point of view.
 After I have conducted circle time students will go back to their seats and we will begin a
front loading activity that will drive the theme of new money and old money.
 I will split the room in half first.
 Then I will split those groups in half again. There will be a total of four groups.
 Two groups on one side will get the same paper labeled paper A (See attachment below)
and two sides on the other half of the class will receive the paper labeled paper B (See
attachment below).
 I will instruct the students that I will be passing out a paper to each person in the group
and they must follow the instructions given on the paper. *THE MOST IMPORTANT
RUEL!!! STUDENTS CANNOT SPEAK TO ANYONE OUT OF THEIR GROUP! NO
ONE IS ALLOWED OUT OF THEIR SEATS DURING THIS ACTIVITY! IF
STUDENTS NEED SOMETHING THEY ARE TO RAISE THEIR HANDS AND I
WILL ASSIST THEM! (I am doing this so students will not speak to the other groups
about what their sheet says. I do not want students to know that they have a different
sheet than the opposing group on the other side.
  Students will have 15 minutes to work within their group to complete the worksheet.
(Please see them below)
 We will them come together as a class and discuss each groups findings on how they saw
fit to spend their given amount of money based on their guidelines that they were given.
 I will then prompt discussion amongst the students to explain what they think the
difference is between the two.
 Did students see a pattern on how the two different types of money were spent between
the four groups?
 What could students possibly conclude from this?
 This is important to drive home the idea of old money and new money.

After this activity is finished I will then have students read an article on The American
Economic Boom in the 1920s/How the American dream was started and they will answer
questions starting in class and take the rest that they do not finish for homework (See attachment
below). I want the students to see how these two driving themes in the novel that we will soon
read in class work together and against each other in a sense.

The article students will read will be http://www.american-historama.org/1913-1928-ww1-

prohibition-era/economic-boom-1920s.htm

Accommodation for ELL students

 Before we begin reading assigned chapters the week prior I will have a list of vocabulary
words that students must define. Once we do get to the given chapters on the vocabulary
students must keep the sheet out on their desk and note what chapter they found it in,
what page they found it on, and what paragraph they found it in. This will be documented
on the same vocabulary sheet that they wrote the definitions down on. This will assure
me that they are reading, understanding, and actively participating in the vocabulary that
they are reading. This process will follow each week with new chapters and vocabulary
words assigned each week.
 It’s a Rich Man’s World
(Paper A)
After having read the prince and the pauper it is time to think about how wealth and the status
that comes along with it can change how the rich man spends his money. Once you have been
place in your money groups please follow the following instructions as stated. Each student is
expected to turn in a paper. There will not be a paper for each group.

Your Group has inherited a sum of money ($200 million). Given the following guidelines below,
that you must follow, you will decide on how you will spend your money. On the back of this
paper you will construct a profile of your group: what they look like, what they do for a living,
how they dress, what they spend their money on, how many cars they own ect. (DO NOT SAY
BECAUSE THE GUIDELINE SAID SO) make sure to think about what the guideline is asking
of you and how it gives or does not give you a boundary to follow. *THE MOST IMPORTANT
RUEL!!! STUDENTS CANNOT SPEAK TO ANYONE OUT OF THEIR GROUP! NO ONE IS
ALLOWED OUT OF THEIR SEATS DURING THIS ACTIVITY! IF STUDENTS NEED
SOMETHING THEY ARE TO RAISE THEIR HANDS AND I WILL ASSIST THEM! IF
THESE RULES ARE BROKEN AN AUTOMATIC ZERO WILL BE ASSIGNED TO THE
FOLLOWING STUDENT THAT DOES SO.

Old Money Profile

 You use your money for private schools, books, genteel hobbies and travel. Because
you’ve inherited a lot of “stuff” (furniture, paintings, cars), money is spent to keep it all
in great condition.
 Your clothes are all in excellent condition and they last a long time. You consider it a
mark of distinction to be able to wear the same clothes that belonged to your
father/grandfather. You avoid anything trendy and go for a clean, classic look.
 You are the same political affiliation as your father. If he was a Republican, so are you.
You vote however you like, but your party affiliation is the same as his.
 You are heavily involved in social and civic organizations. Even if you never go, you are
a member of your local country club. You are on the board of trustees at your
school/college and make regular donations. Finally, you are affiliated with an older
Protestant church and make donations (or tithes) even if you never attend services.
 It’s a Rich Man’s World
(Paper B)
After having read the prince and the pauper it is time to think about how wealth and the status
that comes along with it can change how the rich man spends his money. Once you have been
place in your money groups please follow the following instructions as stated. Each student is
expected to turn in a paper. There will not be a paper for each group.

Your Group has inherited a sum of money ($200 million). Given the following guidelines below,
that you must follow, you will decide on how you will spend your money. On the back of this
paper you will construct a profile of your group: what they look like, what they do for a living,
how they dress, what they spend their money on, how many cars they own ect. (DO NOT SAY
BECAUSE THE GUIDELINE SAID SO) make sure to think about what the guideline is asking
of you and how it gives or does not give you a boundary to follow. *THE MOST IMPORTANT
RUEL!!! STUDENTS CANNOT SPEAK TO ANYONE OUT OF THEIR GROUP! NO ONE IS
ALLOWED OUT OF THEIR SEATS DURING THIS ACTIVITY! IF STUDENTS NEED
SOMETHING THEY ARE TO RAISE THEIR HANDS AND I WILL ASSIST THEM! IF
THESE RULES ARE BROKEN AN AUTOMATIC ZERO WILL BE ASSIGNED TO THE
FOLLOWING STUDENT THAT DOES SO.

New Money Profile

 You attended public school and didn’t much care for it. While you’d prefer that your
children go to private school, you appreciate the experience public school had on your
personal development.
 Politics don’t matter as much to you. You’re much more liberal with your beliefs and you
vote with whatever political party you believe is best.
 You love flashy, trendy stuff like a $10,000 purse. You get all the latest gadgets, cars and
clothes.
 You are self-reliant and take full responsibility for your life. After all, you created your
wealth and you are the captain of your own ship.
 Because you aren’t born into a circle of wealth, you love to network. You have a contact
list full of people who value your friendship and who will help you get to where you want
to be. You never stop networking.
 You work hard. You know that without hard work, you’ll get nowhere in life. You don’t
depend on luck and you expect the utmost out of yourself. You’ve sacrificed everything
to get where you are now and you know that when you’re “on”, nothing can stop you.
 The American Economic Boom in the 1920s
Article Questions
After having read the article on the American Economic Boom please answer the following
questions. Some of these questions require you to think outside the box and are not just ones that
you can find word for word in the article. Some you can find word for word in the article. Make
sure to be thinking while you read.

1. What is a boom?

2. What was another name for the American Economic Boom? What can you derive
from your own understanding of this word?

3. What were the two driving forces for the economic boom?

4. What were the increases during the 1920’s Economic Boom?

5. What was the outcome due to these increases?

6. Who do you think benefited from these increases? Explain why.

7. What did the Mellon Plan attribute to the economic boom? Explain how and why
this affected the business economy. What was the name of the Act?

8. How did the assembly line attribute to the economic boom? Give an example of an
assembly line.

9. What is Consumerism? Explain the definition and describe its meaning to the
American Economic Boom.

10. How did WWI affect the birth of this boom? Provide 3 examples.

11. How did the American life style change? Provide 2 examples.
12. How did the economic boom impact the movie industry? How did the affect the
people?

13. Was this boom good for jobs in America? Why and how?

14. What lead to the Great Depression? Why do you think this happened?

15. Provide 3 negative reasons for the economic boom.

16. Provide 3 reasons for the economic bust.

17. How do you think this relates to the American dream?

18. Pick out one fact that you find most interesting. Explain why you found this most
interesting.

19. How could this article possibly reflect the idea of old money and new money?
Explain.