L3+Martel+Elizabeth


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Ms. Elizabeth Martel
 * Date of Lesson:** 3
 * Grade Level:** 9-12
 * Topic:** Themes Within A Novel

__Objectives__

 * Student will understand that** there are multiple meanings and ideas within any piece of text and this understanding is crucial to developing different interpretations of the text.
 * Student will know** key facts and details that help decipher a novel's theme such as: tone, time period of events, location (setting), writing style, character roles, and context.
 * Student will be able to** evaluate the theme or themes whether explicitly stated or implied in a literary text.

__Maine Learning Results Alignment__
d. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text. This lesson supports the Maine Learning Results because I will be addressing and discussing the numerous types of themes that are present not only within the novel and material at hand but in other various pieces of texts. I will also discuss how the theme of a novel or piece of text is crucial to identify in order to understand the overall novel or piece of text. This lesson will also provide the students with a new mindset on how to read and interpret different pieces of writing that contain multiple and varied themes.
 * Maine Learning Result: English Language Arts-** **//A. Reading//**
 * //A2 Literary Texts//**
 * //Grades 9-Diploma "The Great Gatsby"//**
 * //Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions.//**
 * Rationale:**

__**Assessment**__
Students will be able to refine their knowledge of different themes throughout a novel and in pieces of text by using a describing wheel, which will allow the students to properly organize all of their ideas. They will also be able to work with their peers allowing for additional input and sharing of ideas, aiding in understanding. The students will also be sharing their ideas and information with the entire class, ensuring quality and a wide variety of feedback. Students will then be able to use all of their information and re-organized thoughts to return to their work and re-evaluate. All of the students will then be able to put this information into a blog for future references as well as an audio clip for fellow classmates to listen and learn from. Students will read and learn about different themes used within a novel and be able to evaluate the themes whether explicitly stated or implied. Students must create an audio clip using GarageBand to describe and inform others about the different themes within their favorite book. They will also create a new blog entry about their thoughts and views on the related class discussion and reactions to the text. Students will also be able to see if they have truly understood this material or where their knowledge of the content lies, by being evaluated through the rubrics created for their blog postings and their GarageBand/audio clip.
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__**Integration**__
Students will be able to utilize technology by using the computer to research the different theme or themes used within their own personal favorite novel. They can and should view as least one digital example (an iMovie, digital story, comic life) of their book while researching in order to help them better understand the themes within their book. After their research within the classroom the students must post their thoughts and findings to their blog journal- this will allow for not only a better understand of the information but for the students to be able to refer back to their own work as well as others'. They will also be blogging about each chapter and reflecting on how they view that particular chapter as well as the book as a whole. Their final product should be an audio clip in which the students must use GarageBand. They need to inform and entertain their classmates about the different themes used within their favorite book. Math- Students who are logical learners, when doing their research can find a logical and organized way to record their information as well as explain their ideas and opinions. History- Students, who thrive on learning how the past connects to the future, will be able to organize their information and understand how the sequence of events throughout the novel adds/enhances the theme or themes of the overall novel. Speech- Those students who are interpersonal learners, will have the opportunity to interact with other students.

__Groupings__
After students have picked their favorite book, from ones they have already read, they will use this book as the basis for their work and information used throughout the class period. The students will use this information and ideas acquired through the class period as the basis for a new blog entry about the different themes found within a novel. During class the students will on their own, use a describing wheel, and be able to point out the different characteristics of their novel, which help to depict the theme. At the beginning of class students will be asked to pick a puzzle piece (made by me out of construction paper) from a jar. This puzzle piece fits to only one other piece within the jar. The students must find their "missing piece" and this person will then be their partner. Students will work with their partners to describe and discuss their book and their book's themes, allowing for feedback. Students should be taking notes and discussing their describing wheel with their partner. After some partner work time the students will return to the class as a whole and discuss what information and ideas they have discovered or talked about.

__Differentiated Instruction__

 * Strategies**
 * Visual**- The describing wheel is a great visual aid for students who need a clear and precise way to organize their thoughts.
 * Verbal**- Students will be able to use their linguistic skills while writing and while working with other students.
 * Logical**- Logical students will appreciate the describing wheel because it will align their themes in a clear and organized sequence.
 * Interpersonal**- Students who learn best through interaction will have time to work with their partner and then with the entire class.
 * Kinesthetic**- Students will have the opportunity to change groups during the class period allowing for body movement around the classroom.
 * Intrapersonal**- Students who learn best with inner reflection will have time to think and work on their own after sharing with the class and each other.

(//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//) Students will be informed that if they are sensitive to some of the material being covered and do not wish to participate, they can inform me and I will supply them with the appropriate alternative to the activity.
 * Modifications/Accommodations**

**Absences** If a student is absent, they must make an appointment to meet with me to discuss missed work and material. If they are absent, work must be turned in at the next class meeting. No other late work will be accepted and if turned in any later than the date approved by me, due to an absence, it will receive a zero.

**Extensions** Students will be challenged to think more deeply about the various themes within a novel. In order to achieve this higher thinking, students will be able to use computers to organize their thoughts and record information. Students will also be able to use other technology and/or resources made available within my classroom to research and then go beyond and create a blog entry about the themes within their favorite book. Students will also be able to take their information one step further by creating an information and creative audio clip about the themes used within their novel.

__**Materials, Resources and Technology**__
The materials needed to complete this lesson are: Computer for myself and computers for each of the students Projector screen and speakers- in case students need help with a website or clarification Paper Pens and Pencils Markers and White Board My notes- content notes Handouts (rubrics for blog and audio clip/GarageBand and describing wheel)

__Source for Lesson Plan and Research__
The idea for this lesson came from using the WHERETO method, discussed within // Integrating Differentiated Instruction & Understanding by Design // by Tomlinson and McTighe. [] - This site was used to help create the rubric to evaluate their audio clip using GarageBand. [] - This site was used to inspire and help create the Describing Wheel chart that the students will use during individual and group work. [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] - This site was used to help create the idea for groupings during group working time. [] - This site was used to inspire how to allow the students to self-evaluate themselves as well as why individual work is important to a deeper understanding of the material. [] - This site was used to help inspire how to monitor and assess the students' work and progress with and within the content. I made this lesson my own by using the knowledge that I have acquired from reading // Integrating Differentiated Instruction & Understanding by Design // by Carol Ann Tomlinson and Jay McTighe, // Multiple Intelligences // by Thomas Armstrong, and // Fair Isn't Always Equal // by Rick Wormeli. By using the input from my peers as well as the resources located on this site, http://edu221spring09.wikispaces.com/Agenda+%26+Assignment+Block+2, I have interpreted and creatively processed the information and made a lesson that is unique and fun for my students. (Please see content notes for additional resources)

__**Maine Standards for Initial Teacher Certification and Rationale**__
I have met this standard in several ways using my knowledge of multiple intelligences, relating to each of the different types of learners that I have in my classroom. I have organized my classroom and the learning experiences so that each of my students will be able to be actively engaged in each individual, partner, and classroom discussion and work. I used a variety of resources and have covered at least six of the multiple intelligences by allowing for individual and partner work time, classroom discussion as a whole, using computers to research, allowing the students to use worksheets as well as post their ideas and findings in their blogs. The students will also be able to use their verbal and visual skills to create their GarageBand audio clip. The students are encouraged and even pushed to work harder to learn as well as research the material. I have organized my lesson this way so that my students can feel comfortable at one if not two and hopefully several moments throughout the class and work activities. The use of rubrics (for their blog and their audio clip) helps to ensure that the students know and understand the material at hand.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:**

All of my lessons have been structured around a "Facet of Understanding". For this lesson, the facet used was the ability to evaluate the theme or themes whether explicitly stated or implied in a literary text. By the end of this lesson students will be able to not only understand what a theme within a piece of text is, what it does to the text, but they will be able to identify the theme or themes used within the novel at hand and other various pieces of text. This lesson is also in line with the MLR and the content notes help to emphasize the material and understanding.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Visual**- The describing wheel is a great visual aid for students who need a clear and precise way to organize their thoughts.
 * Verbal**- Students will be able to use their linguistic skills while writing and while working with other students.
 * Logical**- Logical students will appreciate the describing wheel because it will align their themes in a clear and organized sequence.
 * Interpersonal**- Students who learn best through interaction will have time to work with their partner and then with the entire class.
 * Kinesthetic**- Students will have the opportunity to change groups during the class period allowing for body movement around the classroom.
 * Intrapersonal**- Students who learn best with inner reflection will have time to think and work on their own after sharing with the class and each other.

Students will be able to utilize technology by using their computers research the different theme or themes used in their own personal favorite novel. They will also be viewing at least one digital example (an iMovie, digital story, comic life) of their book while researching. Students will also use technology by posting their thoughts and information to their blogs. The students will also be able to work with technology as they utilize the tool of GarageBand to create an audio clip to describe and inform their classmates about the various themes used within their novel.

This lesson uses a mixture of formative and summative assessments in order to fully understand and gage the students' learning. The formative assessment allows me to view where the students are in their thinking as well as how well they are working with the material. The summative assessment allows me to view whether or not my students have learned the material and if they can apply this learning to alternate material. The two assessments used are: Students will be able to refine their knowledge of different themes throughout a novel and in pieces of text by using a describing wheel, which will allow the students to properly organize all of their ideas. They will also be able to work with their peers allowing for additional input and sharing of ideas, aiding in understanding. The students will also be sharing their ideas and information with the entire class, ensuring quality and a wide variety of feedback. Students will then be able to use all of their information and re-organized thoughts to return to their work and re-evaluate. All of the students will then be able to put this information into a blog for future references as well as an audio clip for fellow classmates to listen and learn from. Students will read and learn about different themes used within a novel and be able to evaluate the themes whether explicitly stated or implied. Students must create an audio clip using GarageBand to describe and inform others about the different themes within their favorite book. They will also create a new blog entry about their thoughts and views on the related class discussion and reactions to the text. Students will also be able to see if they have truly understood this material or where their knowledge of the content lies, by being evaluated through the rubrics created for their blog postings and their GarageBand/audio clip.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
The students will enter the class and find a seat in one of the desks around the room. The desks will be separated into three rows dissecting the classroom in four pieces. In each of the three rows there will be six desks- two desks will be facing each other and so on and so on, down the line for each row. Therefore there will be "partners", set of three in each row- this will help later in the puzzle piece activity. This also allows for me to be able to walk around the room and to view each student as they work with their partner. I will introduce what is a theme and what it means to a novel through class discussion and writing on the board. Students will be working individually at their desks researching the different themes used within their favorite novel. They will view at least one digital example of their favorite novel while researching. They will be using a describing wheel to characterize the different themes within their novel. They will then find their partner (as decided by the puzzle pieces picked at the beginning of class) and discuss their own themes and ask for additional suggestions and ideas. The students will then be asked to sit across from their partner but bring their discussion to the entire class. After the class discussion and thoughts/ideas on themes within novels, students will return to their original seats and write down any additional information that they need for their novel. If there is class time left they will begin their homework assignment of creating an audio clip using GarageBand to describe and inform their classmates about the themes used within their novel.
 * Introduction Paragraph: **

After the students are seated, they will be asked some initial questions such as: what are some of your favorite books you have read? Why do you like them? What makes them different or more special than other books you have read? After discussing, as a class, these questions, the students will be asked to pick their favorite book they have read. (if they can not decide on a favorite or insist they do not have one, they may, alternately, choose a book they hated). Then, keeping in mind their favorite book, I will introduce what a theme is, what does it do in a novel/how does it affect the overall novel, and the variety of themes that can be found within a novel. Then, on their own, the students will use their computers to research the different theme or themes used in their book. The students, while researching, can and should view at least one digital example (an iMovie, digital story, comic life, etc.) of their book. After researching for a period of time, the students will be asked to use a describing wheel, to organize or categorize the different characteristics for their novel, which help to depict the themes. After the students have had time to write down their thoughts and ideas they will be asked to come up to the front of class and pick a puzzle piece from a jar. This puzzle piece matches one other, only one, in the class. The students must find their puzzle piece, their "missing piece" and sit across from their partner. The students will then work with their partner, sharing ideas, information and suggestions. Students should be writing down any additional information that is important to their understanding of the theme or themes within their book. Then after working in their partners, students will return to their seats, sitting across from their partners. They will have a chance to bring their ideas as well as their partner's to the class in a class discussion. After a class discussion of what the students have learned and discovered about their own novel, they will be asked to consider what themes are used within // The Great Gatsby. // After thinking about the themes within //The Great Gatsby//, the students will have a group discussion on what they believe the themes are within the novel. For homework students must create a blog entry about class discussion and views as well as reactions to the text. Students should also be blogging about what they believe to be the theme or themes used within // The Great Gatsby //. In addition to their blog entry students need to create an audio clip using GarageBand to describe and inform others about different themes in their favorite book. ** Where, Why, What, Hook Tailors: Logical, Visual, Kinesthetic, Verbal, Interpersonal and Intrapersonal **

** Second Paragraph **: Students will need to know not only a definition of what a theme is but what possible types there are as well as how a theme or a combination of themes can affect an overall novel. They will also need to know that this information is important to the overall understanding of not just the novel at hand but of any novel read. Knowing what theme or themes are used within a novel and how that theme affects the characters, the setting, and the tone can help in obtaining a deeper understanding of the novel. Students must be able to give examples of themes used within the novel, within their favorite novel, as well as other pieces of text. They must know and understand the information presented in class by not just me but by their peers in order to be able to further understand the topic of themes. Students will be able to listen and take notes not just from me as I relate information to them about themes but as they record notes individually, with their partners, and during class discussions. I will be walking around the classroom, checking and working with each team to make sure that they are not only on task but that they know what they are supposed to be doing, what they must accomplish during class, why this is relevant, and whether or not they are "understanding" at this time the material at hand. I will also be checking each students' describing wheel to see if they have written any notes, what notes have they written, and if their notes are helpful and relate to the topic at hand. Students will have the opportunity to self assess themselves through their blog entries.
 * Equip, Tailors: Logical, Visual, Kinesthetic, Verbal, Interpersonal and Intrapersonal **

** Third Paragraph **: The students will be able to learn and explore by being a part of partner discussion and class discussion as well as having time for self reflection. They will be able to refine the knowledge heard at the beginning of class when working with their partners, recording all of this information on their describing wheel. The students will be able to ask me questions, during individual, partner, and class discussion on what is theme, how to identify it, and how to relate the themes within their favorite novel to the novel at hand, // The Great Gatsby //. The students will pull their own knowledge together in order to be able to share with their partners. The students must then work with their partner to further understand the themes within their novel. Each person, within the partners must participate in not only the partner discussion but the class discussions as well. They can use their describing wheel for all of the work they are doing for reference, to record, and for further understanding. The students will be able to ask me as well as their peers any questions about the themes within the book they want to choose. By using a class discussion method all students can participate as well as be able to hear multiple opinions and examples, allowing for a greater understanding. After the class discussion students will be able to return to their seats and write down any additional information pertinent to their novel. This will help the students to self assess where they are in their understanding of not just themes in general but the themes within their book, as well as considering the themes within // The Great Gatsby //. The students will be given a rubric for their audio clip so they know how and what they are required to accomplish. The students will also be given a rubric for their blog postings so they know how and what they are required to accomplish (as used in previous lessons). For homework the students must complete their blog postings and finish their audio clip for the next class period. The facet used in this lesson is the ability to evaluate the theme or themes whether explicitly stated or implied in a literary text. By the end of this lesson students will be able to understand what theme is and why it is important to know and understand within a novel. They will be able to identify themes within various pieces of text, including their favorite book and // The Great Gatsby //. The grouping in this class will be done using colored puzzle pieces- large in size. I will create 20 puzzle pieces, making 10 pairs. The students will draw these puzzle pieces from a jar on my desk. The students will at first be working individually while researching and taking notes. After individual time working, students will find their partner- the other person in the room who fits their puzzle piece- their missing piece. They will work with their partner sharing and discussing that information. Each member of the partnership must contribute to not only the discussion but to the work and information, sharing the notes they have taken and the work recorded on their describing wheel. The students must also contribute to the class discussion, helping one and other to learn and understand the material. At the end of the class discussion, individual time will take place in order to re-think and re-organize thoughts and notes. Then a final discussion, with the entire class, will take place to clarify any misunderstandings of the material or assignment.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Logical, Visual, Kinesthetic, Verbal, Interpersonal and Intrapersonal **

** Fourth Paragraph **: After the students have finished their individual work and there has been time for a final class discussion, I will handout the rubrics for their blogs as well as their audio clip. The students will have a chance to ask any questions needed for clarification on the rubrics and any additional information they might want to know. After reading their blogs, which help serve for self-evaluation, at the next class meeting I will address any problems, questions, and any other areas in which the students had confusion or misunderstandings with each other or with the topic of themes. Basically I will review their knowledge of the material to check for knowledge and understanding, making sure that each student fully understands the topic of themes and their importance to a novel. In future assignments the students will have to not only work together in partners/groups, work individually, and/or use their computers for assignments but they will have to post to their blog as well. This assignment will help them to become familiar with the computer, their classmates, and using the class wiki as well as the whole concept of themes within the novel and how to identify each. ** Evaluate, Tailors: Logical, Visual, Kinesthetic, Verbal, Interpersonal and Intrapersonal **

What is a theme? What does a theme do in a novel? How does it affect the overall novel? What are the variety of themes that can be found within a novel?
 * Content Notes**

[] **What is a theme**: The theme of a fable is its moral. The theme of a parable is its teaching. The theme of a piece of fiction is its view about life and how people behave. In fiction, the theme is not intended to teach or preach. In fact, it is not presented directly at all. You extract it from the characters, action, and setting that make up the story. In other words, you must figure out the theme yourself. The writer's task is to communicate on a common ground with the reader. Although the particulars of your experience may be different from the details of the story, the general underlying truths behind the story may be just the connection that both you and the writer are seeking [] What is a theme: It is an **abstract idea** which is expressed through a work of art. A landscape painting might express **beauty**. A song might be about **love**. The story "The Boy Who Cried Wolf" portrays the author's opinion about **honesty**. Possible literary themes to consider are listed below.

Literary Themes: Ambition, Beauty, Betrayal, Courage, Duty, Fear, Freedom, Happiness, Jealousy, Loneliness, Perseverance, Prejudice, Suffering, Truth ( [] )

Theme: the meaning of the story; central or dominating idea Theme is the meaning released by the work when we take all aspects of the work in its entirety into account. It is an aspect of human experience that the author wishes to express. What theme __is not__: It is not the "moral" of the story. It is not the __subject__ of the story. It is not a "hidden meaning" that needs to be pulled out of the story. A moral is a piece of practical advice that can be gained from the novel to apply to our own lives. A theme is more complex than a moral and may have no direct advice or philosophical value that the reader can apply. **Finding the theme**: Here are some ways to uncover the theme in a story: Check out the title. Sometimes it tells you a lot about the theme. Notice repeating patterns and symbols. Sometimes these lead you to the theme. What allusions are made throughout the story? What are the details and particulars in the story? What greater meaning may they have? Remember that theme, plot, and structure are inseparable, all helping to inform and reflect back on each other. Also, be aware that a theme we determine from a story never completely explains the story. It is simply one of the elements that make up the whole. [] Discovering theme: Theme can be discovered only by becoming aware of the relations among the parts of a story and of the relations of the parts to a whole: Characters: What kind of people does the story deal with? Plot: What do the characters do? Are they in control of their lives, or are they controlled by fate? Motivation: Why do the characters behave as they do, and what motives dominate them? Style: How does the author perceive reality? Tone: What is the author's attitude towards his subject? Values: What are the values of the characters in the story? What values does the author seem to promote? The importance of theme in literature can be overestimated; the work of fiction is more than just the theme. However, the theme allows the author to control or give order to his perceptions about life.

( [] ) While reading a story, the theme might not be that obvious at first. Many people confuse the theme with the subject of the story, but a theme is more abstract than the subject. The theme of a story is the idea that holds the story together. In essence, a theme is the main idea or some type of lesson or message that the author wants to convey to the reader. For example, the great novel, Little Women, is about four sisters, but that is the subject of the book. One of the themes is the struggles of young girls maturing into women. A story can have more than one theme. Though themes might be difficult to find, there are some ways to identify them.

([]) ** Identify the central topics or "big ideas." ** Before you read a work, look at the title. Does it give any clues as to what the book will be about__? And Then There Were None__ is a great mystery book by Agatha Christie. The title alone hints that there are going to be many disappearances or murders. In the aforementioned Little Women, the reader knows that she is going to be reading a book about young girls and that the theme might possibly have something to do with them. As you read the book, look for the central topic of the book. Is the book mostly about secrets, as in And Then There Were None? Is it about family? Is it about growing up, as in Little Women? When you identify the central topics of the book, write them down. Getting a feel for the central topics of the book will help you begin to identify possible themes. ** Identify how the characters relate to the central topic. ** As you read the story, try to see how the characters relate to the central topic. Pay attention to key events, dialogue, ideas, metaphors, and changes in a character's actions or beliefs. In Little Women, Meg is faced with her poverty when she attends a party. The other girls dress her up like a doll and she begins to act like someone that she is not. When she is confronted about this by another character, she becomes ashamed and alarmed at her behavior. Seeing how Meg deals with this event and knowing that one of the central topics of the book is growing up, one can conclude that a possible theme might be the struggles with growing up. ** Organize your thoughts **. If you are still struggling with finding the theme of a story, try to organize your thoughts by writing them down. Write down the central topic and then include examples from the story that support that topic. What did the characters do? What did they say? How did they react? Sit back and look at what you wrote and try to see the "big picture" of the story. What was that story all about? What was the author trying to tell me? With a little bit of time and thought, the theme will come to you. ( [] )
 * Four Ancient Chinese Inventions**. Such as rocket ,which needed gunpowder to push on, used in the war; the compass used in Ocean sailing, which lead the America was found; paper marking and Movable type have made a extreme big contribution about the Inheritance and propagation of human history and culture. Obviously, there are too many to list. Thus, I chose some of the most important inventions among the Chinese Inventions to share.

[] ** Theme Discussion ** The word that can sum up many of the themes in the book is position. The word encompasses themes like class, wealth, social standing, and others. Gatsby's whole life is spent trying to attain money and status so that he can reach a certain position in life. That is what motivated him to move to West Egg, make money by any means necessary, and strive to win Daisy back. There is a position in life that he yearns for and will do all that it takes to achieve it. Daisy and Tom on the other hand show how people can use their position to look down on others and live their life carelessly. As Nick says about Daisy, "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". It is this superior mind set that allows Tom to cheat on his wife and allows he and Daisy to run away from the death of Myrtle. They need not worry about such things because they are too good for it. Nick sees it as a kind of carelessness. "They were careless people, Tom and Daisy- they smashed up things and creatures and then retreated back into their money or their vast carelessness...". They can use their wealth and position to escape whatever they choose. The word careless also sums up one of the most important ideas in the book. Nick refers to Jordan, Tom, and Daisy as careless in one form or another. Their actions are careless and they are careless people. This is due to the ease of their life. These people live the decadent life of the roaring twenties that many of the writers of this era were criticizing. The mindless, indulgent, irresponsible life style where consequence is just an afterthought. Fitzgerald uses these characters to expose this life with their selfish actions. This carelessness can be seen when Tom and Daisy run away after Myrtle is killed or when Jordan is driving Nick through the city. These people do not worry about paying for their actions so they do as they please. Tom is not worried about hurting Daisy so he flaunts his relationship with Myrtle, his mistress. Daisy, in turn, goes off with Gatsby without a thought to her marriage. Consequence is a unheard of concept to these people so they live their lives without thinking about it.

[|http://www.geocities.com/BourbonStreet/3844/#themes] __Themes of the Novel__ __- Great Gatsby__ This novel is filled with multiple themes but the predominate one focuses on the death of the //American Dream//. This can be explained by how Gatsby came to get his fortune. Through his dealings with organized crime he didn't adhere to the //American Dream// guidelines. Nick also suggests this with the manner in which he talks about all the rich characters in the story. The immoral people have all the money. Of course looking over all this like the eyes of //God// are those of Dr. T.J. Eckleburg on the billboard. The second theme that needs to be acknowledged is the thought of repeating the past. Gatsby's whole being since going off to war is devoted to getting back together with Daisy and have things be the way they were before he left. That's why Gatsby got a house like the one Daisy used to live in right across the bay from where she lives. He expresses this desire by reaching towards the green light on her porch early in the book. Fitzgerald was in his twenty's when he wrote this novel and since he went to Princeton he was considered a spokesman for his generation. He wrote about the third theme which is the immorality that was besieging the 1920's. Organized crime ran rampant, people were partying all the time, and affairs were common play. The last of which Fitzgerald portrays well in this novel. The eyes of T. J. Eckleburg convey a fourth theme in this novel. George Wilson compares them to the eyes of God looking over the valley of Ashes. The unmoving eyes on the billboard look down on the Valley of Ashes and see all the immorality and garbage of the times. By the end of the novel you will realize that this symbolizes that God is dead.

Describing Wheel Rubric for Wiki/Blog Postings Rubric for Audio Clip/Garage Band
 * Handouts**