Scott 1

Reading: Inferring from an Introduction re: Characterization

1.
Context: This is an 11th grade general English course in suburban Ohio. There are 11
boys and 12 girls.
2.
Broad, Lifelong Goal/s & Rationale: It is important for students to have inferential
skills because this will allow them to critically read texts in further education and in the
workforce. Students who can properly infer from text show they are able to interact with text and
then synthesize thoughts from what the text does not say explicitly.
3.
Specific Daily Objective: Students will analyze Nick Carraway's introduction with the
teacher and then analyze Tom, Daisy, and Jordan's introductions by themselves. They will then
make inferences on what they think these characters will be like by the end of the book.
4.
Common Core or NCTE Standards: CCSS.ELA-LITERACY.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop and relate elements of a
story or drama (how the characters are introduced.).
5.
Assessment and/or Outcomes: The teacher will check the worksheets for 20
completion points at the end of class; students will be able to analyze character introductions and
make inferences based on them.
6.

Materials:

Projector
Pens/Markers
The Great Gatsby Intro Worksheet
Inferring Worksheet
7.

Methods:
Attendance, Classroom Announcements: Students will free write about their thoughts and
opinions having read chapter one of The Great Gatsby. ~10 minutes
Minilesson Categories:
Anticipation: The teacher describes how first impressions affect us socially.
Have you ever seen someone make an awful first impression?
Do you think the barista at Starbucks would look at me weird if I came in with dirty
clothes, bags under my eyes, and I scramble for my money?
Would I get the job if my hair wasnt brushed and my lipstick was all over the place?
My clothes being wrinkly?
First impressions impact how we work in the world, and how we feel about
characters in books.
~3 minutes

Susan Scott-Wright State University (2016)

Scott 2
Overview: The teacher discusses the first chapter and the characters we have met.
We have met four of the six main characters from the book, and at the end of chapter
one we have an idea what the story will be like
We know the setting is 1920s New York City and Long Island, and we know that
these characters are semi-connected
Fitzgerald makes sure we get an idea about Nick, Tom, Daisy, and Jordan from the
first scene we meet them each individually
We assume Fitzgerald (and Nick) is not lying to us, so we need to think about these
characters more complexly
What will they be like by the end of the book?~4 minutes
Inference- "The process where logical deductions are made based on premises assumed to be
true. LiteraryDevices.Net
Assumptions and ideas made from text based on what is not explicitly said in the text
Modeling: The teacher projects the worksheet up onto the whiteboard so that she can
verbally model how Nick Carraway is introduced into the novel. She will write as she talks,
showing her process of establishing how Fitzgerald introduces Nick. She will then make a
few inferences of where she thinks Nick will be by the end of the book. (see attached)
Well he comes from money, he went to college, he tried to reserve all judgement,
seems kind of snobby~5 minutes
Guided Practice: The teacher pairs off students to work on Tom together while she walks
around. They will write down their analyses of his introduction and make a few inferences
for his place at the end of the book. (see attached) ~7 minutes
Application: The teacher will have students work alone to finish the final two characters.
They will bring them up to the teacher to check off as they finish.~21 minutes
Students who finish before class is over can begin reading chapter two.
8.
Adaptations: The teacher will provide the copied sections of the books for students, she
will also have Spanish to English dictionaries available for ELL students. IEP students will have
all of their stated needs met. ELL students will be checked for only Tom and one other analysis
for completion points. Students will have the print copies of the introductions from which to
work.
9.
Possible Problems & Solutions: The teacher will have print copies of Nick, Tom, Daisy,
and Jordan's introduction so students can focus on those passages and not be distracted by other
passages. Students will be pre-paired to reduce time. Students will be reminded once they finish
if there is still class time to start chapter two. Students who do not have chapter one read will be
assigned to read the chapter in class and join in during once they are done. They do not get to be
in the fun discussions, and if they take the whole period they have the worksheet and chapter two
as homework.

Susan Scott-Wright State University (2016)

Scott 3
Pre-Reading Activity: We will look at 1920s pictures, debunk some myths, talk about
Fitzgeralds life. Establish the setting and gain an understanding of the culture of where this book
takes place so we have context
Post-Reading Activity: Discuss what defines a character, look at how the book characters are
defined, and use this for reading project. What makes a character "Good"? Do all characters need
to be liked to be good characters?

Susan Scott-Wright State University (2016)

Scott 4
Name: _______________________________________________Pd:_______Date:__________

So We Just Met
You have just read the first chapter of The Great Gatsby and have now met four of the main characters.
Below you will write down an analysis of the introductions of three of the characters by writing what the
introduction makes you feel, what you observe about the character, what you know about the character.
After that you will infer what you think the character will be like at the end of the book, think about what
you know of the setting and describe your thoughts of the character.

Tom Buchanan

Where will he end up?

Daisy Buchanan

Susan Scott-Wright State University (2016)

Scott 5
Name:_______________________________________________Pd:_______Date:__________

So We Just Met
You have just read the first chapter of The Great Gatsby and have now met four of the main characters.
Below you will write down an analysis of the introductions of three of the characters by writing what the
introduction makes you feel, why you observe about the character, what you know about the character.
After that you will infer what you think the character will be like at the end of the book, think about what
you know of the setting and describe your thoughts of the character.

Where will she end up?

Jordan Baker

Where will she end up?

You have reached the end! Get started on reading Chapter 2 and have a good week!

Susan Scott-Wright State University (2016)

Scott 6

Nick's Introduction
Chapter 1
In my younger and more vulnerable years my father gave me some advice that Ive been turning
over in my mind ever since. Whenever you feel like criticizing any one, he told me, just
remember that all the people in this world havent had the advantages that youve had. He didnt
say any more but weve always been unusually communicative in a reserved way, and I
understood that he meant a great deal more than that. In consequence Im 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. The abnormal mind is quick to detect and attach itself to this quality
when it appears in a normal person, and so it came about that in college I was unjustly accused of
being a politician, because I was privy to the secret griefs of wild, unknown men. (3)

Tom's Introduction
The front was broken by a line of French windows, glowing now with reflected gold, and wide
open to the warm windy afternoon, and Tom Buchanan in riding clothes was standing with his
legs apart on the front porch. He had changed since his New Haven years. Now he was a sturdy,
straw haired man of thirty with a rather hard mouth and a supercilious manner. Two shining,
arrogant eyes had established dominance over his face and gave him the appearance of always
leaning aggressively forward. Not even the effeminate swank of his riding clothes could hide the
enormous power of that bodyhe seemed to fill those glistening boots until he strained the top
lacing and you could see a great pack of muscle shifting when his shoulder moved under his thin
coat. It was a body capable of enormous leveragea cruel body. His speaking voice, a gruff
husky tenor, added to the impression of fractiousness he conveyed. There was a touch of paternal
contempt in it, even toward people he likedand there were men at New Haven who had hated
his guts. Now, dont think my opinion on these matters is final, he seemed to say, just because
Im stronger and more of a man than you are. We were in the same Senior Society, and while we
were never intimate I always had the impression that he approved of me and wanted me to like
him with some harsh, defiant wistfulness of his own. (9-10)

Susan Scott-Wright State University (2016)

Scott 7

Daisy's Introduction
The only completely stationary object in the room was an enormous couch on which two young
women were buoyed up as though upon an anchored balloon. They were both in white and their
dresses were rippling and fluttering as if they had just been blown back in after a short flight
around the house. I must have stood for a few moments listening to the whip and snap of the
curtains and the groan of a picture on the wall. Then there was a boom as Tom Buchanan shut the
rear windows and the caught wind died out about the room and the curtains and the rugs and the
two young women ballooned slowly to the floor. The other girl, Daisy, made an attempt to rise
she leaned slightly forward with a conscientious expression then she laughed, an absurd,
charming little laugh, and I laughed too and came forward into the room. Im p-paralyzed with
happiness. 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. (10-11)

Jordan's Introduction
The only completely stationary object in the room was an enormous couch on which two young
women were buoyed up as though upon an anchored balloon. They were both in white and their
dresses were rippling and fluttering as if they had just been blown back in after a short flight
around the house. I must have stood for a few moments listening to the whip and snap of the
curtains and the groan of a picture on the wall. Then there was a boom as Tom Buchanan shut the
rear windows and the caught wind died out about the room and the curtains and the rugs and the
two young women ballooned slowly to the floor. The younger of the two was a stranger to me.
She was extended full length at her end of the divan, completely motionless and with her chin
raised a little as if she were balancing something on it which was quite likely to fall. If
she saw me out of the corner of her eyes she gave no hint of itindeed, I was almost surprised
into murmuring an apology for having disturbed her by coming in. (10-11)

Susan Scott-Wright State University (2016)