Bibliographic
Information:
Benincasa, S., & Fitzgerald, F. S. (2014). Great. New York: HarperTeen, an imprint of HarperCollins Publishers.Fitzgerald, F. S. (2004). The great Gatsby. New York : Scribner, 2004. ©1953
Plot Description:
From the publisher: "In this contemporary retelling of The Great Gatsby, by comedian Sara Benincasa, a teenage girl becomes entangled in the romance and drama of a Hamptons social circle and is implicated in a scandal that shakes the summer community. When Naomi Rye arrives in the Hamptons to spend the summer with her socialite mother, she fully expects to be miserable mingling with the sons and daughters of her mother's mega-rich friends. Yet Naomi finds herself unexpectedly drawn to her mysterious and beautiful next-door neighbor, Jacinta, a Hamptons "It" girl who throws wild, lavish parties that are the talk of the town. But Jacinta is hiding something big, and events unfold with tragic consequences."
Quantitative Reading Level: Lexile and ATOS scores not yet available; Grade level 8
Qualitative Reading
Analysis: Text complexity is moderate while plot line is easy to follow and chronological. References to pop culture would be familiar to an early teen, although knowledge of upper class East Coast culture (such as the Hamptons and various designer names) would be helpful in accessing the references. The text is conventionally styled with a clean layout, short chapters, and no variations, making for an easy read. Dialogue and story line are true to the age group represented, with a first-person narration throughout from the protagonist, Naomi Rye. Suspense builds as the book reaches it's end, resulting in a tragic ending that mirrors the plot line in The Great Gatsby.
Content Area: English literature
Content Area
Standard: CCSS Reading Standards for Literature Grades 6-12 (Grades 8-10 standards):
5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. (Grade 8)
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.(Grades 9-10)
2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. (Grade 8)
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.(Grades 9-10)
2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
4.Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (See grade 9–10 Language standards 4–6 for additional expectations.) CA
5.Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). (Grades 11-12)
Curriculum
Suggestions: Great would make an excellent tie-in to The Great Gatsby, and offers an interesting twist as the author has recreated the Gatsby story line with female characters. It would be a helpful way to open discussions on class, gender, and relationships.
Links to Supporting Digital
Content: N/A
Themes: Friendship, betrayal, wealth, class, fame, integrity.
Bibliographic Information: Fitzgerald, F. S. (2004). The great Gatsby.
New York : Scribner, 2004. ©1925.
Plot Description:
From the Publisher: “[F.] Scott Fitzgerald's novel in which Jay Gatsby's destructive passion for Daisy Buchanan is played out against the background of Long Island high society. Viewed through the eyes of an outsider, Gatsby's life is the story of a generation - glitz and glamour turning sour, and the high life to ashes.” While written and set during the 1920s, The Great Gatsby is a timeless tale of destructive infatuation with tragic consequences. It’s current value also lies in the fact that it is a fascinating view into the Jazz Age’s high society and American leisure culture at the time. It has also been described as a cautionary tale about unrestrained ambition and greed.
Quantitative Reading
Level: ATOS Book Level: 7.3
Qualitative Reading
Analysis: Written 90 years ago, The Great Gatsby's language and references make for a more complex read, although still accessible to high school students. Themes and characters contribute to a strong story line that may resonate with readers in the upper grades, particularly with regard to tenuous friendships, charged relationships, and tragic choices. While prior knowledge of American history is not necessary, it would provide a background knowledge that underpins the novel and contribute to a greater appreciation for themes that tie into American culture in the 1920s. There are several editions of this book, and the paperback version is single spaced, with half-inch margins and a conventional layout. The language and dialogue contribute to the atmosphere and the historicity of the still popular novel.
Content Area: English literature
Content Area
Standard:
CCSS Reading Standards for Literature 6-12: (Grades 11-12 standards)
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed). CA
10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Curriculum Suggestions:
The Great Gatsby would be a helpful text for pairing with primary sources in understanding early 20th century American culture. Rich character development allows for a deeper reading into motivation, complex relationships, subtle subplots, and the consequences of personal choices. Considered an American classic, The Great Gatsby makes for a solid foundation in American literature for upper grade high school students.
CCSS Reading Standards for Literature 6-12: (Grades 11-12 standards)
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed). CA
5. Analyze how an author’s choices concerning how to
structure specific parts of a text (e.g., the choice of where to begin or end a
story, the choice to provide a comedic or tragic resolution) contribute to its
overall structure and meaning as well as its aesthetic impact.
9. Demonstrate knowledge of eighteenth-, nineteenth- and
early-twentieth century foundational works of American literature, including
how two or more texts from the same period treat similar themes or topics.
10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Curriculum Suggestions:
The Great Gatsby would be a helpful text for pairing with primary sources in understanding early 20th century American culture. Rich character development allows for a deeper reading into motivation, complex relationships, subtle subplots, and the consequences of personal choices. Considered an American classic, The Great Gatsby makes for a solid foundation in American literature for upper grade high school students.
Links to Supporting Digital
Content:
Rocketbook produced a DVD Study Guide to the Great Gatsby.
The 2013 film adaptation entitled The Great Gatsby stars Leonardo DiCaprio and is also available as a special 2-DVD set.
Rocketbook produced a DVD Study Guide to the Great Gatsby.
The 2013 film adaptation entitled The Great Gatsby stars Leonardo DiCaprio and is also available as a special 2-DVD set.
