American Novel, Tender is the Night Lesson Plan

1930’s Hollywood Edition

Day 1: Star Photos

Grade Level: 12

Subject Areas: English AP

Materials Needed:

Fitzgerald, F. Scott. Tender is the Night. New York: Scribner, 1982. Print.

Photos and short video clips of the starlets of the era

Smartboard or other display technology for photos and short video clips

Standards:

12.4.4: Use critical listening responses, such as refutation and commentary, to critique the

accuracy of messages.

12.5.1: Identify existing and developing media.

12.5.1. Evaluate instances of gender equity and political correctness in media messages.

12.5.2. Evaluate media messages in their historical and/or cultural contexts and intended

audience

Objectives:

TLW read and analyze Book 1 through rhetorical lenses, primarily feminism and

Marxism.

TLW compare and contrast Rosemary Hoyt, and other female characters, to the starlets of

the day and discuss the implications to the text.

Learning Activities:

1. The learner will have read Book 1 over the weekend.

2. Briefly review vocabulary assignment.

Expressive: Students will have been given a list of expressive vocabulary with

which they will be working throughout the semester. Example words: persuade,

irony, narrative, drama

Students will have been given a list of vocabulary of Friday on the board. They

are to have chosen 10 (more if necessary) from the list with which they are

unfamiliar, written the definition from the dictionary, and then rewritten a short

definition in their own words. As students encounter the vocabulary in the text,

they will record the textual context and then rewrite it in their own words.

Example words: inevitable, revere, facetious, ubiquitous, repose, façade

3. “Countdown from 5” quiz on Book 1. (5 describing words for Dick Diver, 4 ways Nicole

and Rosemary are different, 3 problems with Dick’s and Nicole’s marriage, 2 ways the

text refers to the issue of “performance” or “spectacle,” 1 event you foresee in the

regarding the relationships between the characters and how the text leads you to make

this interpretation)

4. Intro discussion. A brief pre-reading introduction will have been given before the

weekend. I will now elaborate a little on the novel and on Fitzgerald.

5. Book 1 is through Rosemary Hoyt’s perspective. First, we will go back to the text and

recall the ways in which Fitzgerald introduces his characters, specifically Nicole and

Rosemary. What images does this language create? How does this impact the way we

think about the characters? How does the appearance represent their personalities? We

will look at pictures of old starlets such as Clara Bow, Colleen Moore, Alice White, Mae

Marsh, and others, and compare and contrast the roles of these women with the role that

Rosemary plays in “Daddy’s Girl” as well as the role she plays in the novel. This will

take place in structured, small group discussions. We will go through each starlet as I will

share a photo or video clip and give brief background on the starlet. The groups will

discuss. At the end, we will go around the room and each group will share their

discussion on one starlet. Then we will go to the next group and the next starlet. How do

the issues of spectacle, the male gaze, performance, and gender effect Rosemary’s

behavior as well as that of the other women in Book 1 that we can see? What kind of

statement is Fitzgerald trying to make with this theme of Hollywood stardom? How does

the issue of stardom reinforce the theme of the text? I will call on students myself to

answer questions to ensure a variety of answers and that all students participate. I can

resort to popsicle sticks if I need to.

6. Exit cards: What in particular did you like or dislike about Rosemary Hoyt? Explain your

reasoning using the text in one or two sentences using a “because” statement.

7. Homework: Bring one reliable source of information describing American culture in the

time period between the two wars and answer questions on handout. This assignment will

be graded according to participation; if they bring a source to share the next day, they

will get credit. (“Setting Up” handout below)

Assessment:

Formal Assessment in the quiz

Informal assessment as I ask questions throughout the discussion.

Exit cards will assess their understanding of the text and force them to recall textual

evidence.

Setting Up:

The Backdrop, The Context, The Setting

American Culture: the ideologies, morals, virtues, rituals, traditions, and history that are

held as definitive and dear to those who consider themselves truly American.

You are to find any resource that describes the time period between the two world wars

(approximately 1918 to the late 1930’s and 1940, also known as the Interbellum, or Interwar,

period). This source must:

1. Help to define the culture in America during that time.

2. Give us some insight into the background of the text.

3. Be succinct (under 10 pages).

4. Be reliable.

5. Be relevant.

Answer the following questions about the source you found:

How do you know your resource is reliable?

How is your source relevant to TITN?

What aspect of American culture during the Interbellum period does your source define or

explain?

How will this information impact your reading of TITN?

Based on what you have learned from your source, what is one major difference in culture then

and the American culture now?

Example photos: Colleen Moore, Mae Marsh, Clara Bow

19th

Century American Novel, Tender is the Night Lesson Plan

1930’s Hollywood Edition

Day 2:

Grade Level: 12

Subject Areas: English AP

Materials Needed:

Fitzgerald, F. Scott. Tender is the Night. New York: Scribner, 1982. Print.

Fitzgerald, F/ Scott. “Babylon Revisited.” The Short Stories of F. Scott Fitzgerald. Ed.

Matthew J. Bruccoli. New York: Scribner. 1989. Print.

Standards:

12.1.2: Determine purpose; e.g., inform, persuade

12.2.2: Critique details, facts, and concepts from nonfiction genres

12.2.4: Read for a variety of purposes and intents; e.g., to become life-long readers, to

model forms of writing, etc.

12.4.4: Use critical listening responses, such as refutation and commentary, to critique the

accuracy of messages

12.6.1. Apply figurative language; i.e., allusion, analogy, hyperbole, irony,

personification, oxymoron, and paradox

12.6.2. Interpret the use of language in different literary forms; i.e., satire and parody

Objectives:

TLW compare and contrast two works of literature.

TLW identify important themes and issues in the text and culture.

Learning Activities:

1. In class, we will read Fitzgerald’s short story “Babylon Revisited.” I will introduce the

notion of expatriate American literature.

2. Brief popcorn discussion on the plot, then the theme. What happened in the story? How is

this story relevant to Fitzgerald’s novel we are reading?

3. Script writing: in groups of three or four, students will create a script in which one

character from “Babylon Revisited” and one character from Tender is the Night have a

discussion with one another. They will create a setting and a theme that reinforce the

importance of the relation of the characters to each other and of their importance in each

story. Using the students’ information they found the night before as their homework, the

discussion between characters will identify one problem with society between the two

world wars and they will try to solve the problem. If students did not do their homework,

I will have short informational texts available so that they are still able to participate in

group work and they will need to do a short summary and application assignment on this

source and describe how they used the source in their group activity.

4. Exit slips: scripts with names on them.

5. Homework: Read through 150.

Assessment:

I will perform informal assessments through the use of questions during discussion and

going around during the group activity.

Exit slips will show comprehension and participation.

Take 1

Write a Script

In your group:

1. Choose one character from “Babylon Revisited” and one character from TITN.

2. Share informational texts you each found for homework and set a context of the

time period.

3. Based on the historical context, create a dialogue between your two characters

Dialogue must:

Have a specific setting

Have a reinforced theme that emphasizes the theme of the texts and the time

period

Ask a question and discuss a possible solution

American Novel, Tender is the Night Lesson Plan

1930’s Hollywood Edition

Day 3: ReQuest

Grade Level: 12

Subject Areas: English AP

Materials Needed:

Fitzgerald, F. Scott. Tender is the Night. New York: Scribner, 1982. Print.

Standards:

12.2.4: Read for a variety of purposes and intents; e.g., to become life-long readers, to

model forms of writing, etc.

12.4.1. Evaluate audience based on social characteristics, e.g., religion, culture, and

gender

12.4.1. Analyze the audience and adjust message and wording to suit the audience while

speaking

12.4.2. Use critical listening responses, such as refutation and commentary, to critique the

accuracy of messages

Objectives:

TLW critically think about their reading thus far.

TLW participate in an activity that will deepen their understanding of the novel.

Learning Activities:

1. Students and teacher will have 10 minutes to go back through the reading and review

annotations and refresh their memories about the text.

2. ReQuest activity (Printout of task cards, 50 instructional Routines to Develop Content

Literacy, p. 101): Students will be separated into groups of four. In groups, they will

follow Questioner task card format for the first round in which they will keep their books

open and think of questions to ask the teacher, who will follow the Respondent task card

format, keeping my book closed and thinking of questions I could be asked. This thinking

time lasts one or two minutes. In Round 1, each group will take a turn asking the teacher

questions about the text and the teacher will answer as many questions in 3 minutes as we

can get through. In Round Two, group 1 will be the Respondent and the rest of the groups

as well as the teacher will follow the Questioner task card. The rounds will continue for

each group as class time allows.

3. Exit cards: One Respondent and three Questioner task cards per group. Individual exit

cards: Identify one thing you learned today that you did not pick up on in your own

individual reading.

4. Homework: Read through 193.

Assessment:

Students must formulate questions by going back to the text. The caliber of the questions

will determine their comprehension and whether they have read. I will monitor students

participation based on their reading. Student participation is the big one in this activity.

TASK CARDS (handouts)

Respondent:

Review text.

Think of questions you could be asked. Check for answers.

Close book and answer questions you are asked.

When finished, change roles.

Questioner:

Review text.

Think of questions to ask. Use your own words.

Keep book open while you ask questions. Listen to answer and check for accuracy. If

answer is incorrect, ask another question to help respondent come to the right answer.

When finished, change roles.

American Novel, Tender is the Night Lesson Plan

1930’s Hollywood Edition

Day 4: Film Viewing

Grade Level: 12

Subject Areas: English AP

Materials Needed:

Fitzgerald, F. Scott. Tender is the Night. New York: Scribner, 1982. Print.

Movie Tender is the Night streamed online or through Netflix

Standards:

12.5.1. Identify existing and developing media

12.5.1. Evaluate instances of gender equity and political correctness in media messages

12.5.2. Evaluate media messages in their historical and/or cultural contexts and intended

audience

12.5.3. Examine advanced media techniques, e.g., music and sound, camera angles,

lighting, and aesthetic effects

Objectives:

TLW will apply their understanding of the novel to the film version.

TLW will think critically about authorship versus directorship in literature.

Learning Activities:

1. “3-2-1” pre-movie oral discussion (3 scenes from Book 2 up to p. 193 that would

translate well into a film, 2 ways that Dick and Nicole are both actors like Rosemary, 1

actor you would cast as Dick Diver in the movie)

2. Since we are over halfway through the novel now, we will watch the first half of the

movie Tender is the Night (I will have to stream it though Netflix or an online source

because it isn’t available anywhere else).

3. Exit slips: 1. What was different from the novel in the film? 2. In what ways did the

actors live up to their characters in the book? 3. How is Fitzgerald’s theme of acting and

performance implied in the film? 4. How did the film either live up to your expectations

or disturb your reading of the novel? 5. How many stars (out of 4) would you rate the

film according to its accuracy to the novel?

4. Homework: Read rest of Book 2.

Assessment:

Students will be informally assessed through their attentiveness and body language.

I will pause the movie at parts that are most applicable to our reading of the text, such as

the most accurately portrayed scenes according to the text, and we will discuss its

importance orally.

Exit slips will assess students’ attention to the film and participation in class.

American Novel, Tender is the Night Lesson Plan

1930’s Hollywood Edition

Day 5: Movie Reels

Grade Level: 12

Subject Areas: English AP

Materials Needed:

Fitzgerald, F. Scott. Tender is the Night. New York: Scribner, 1982. Print.

Standards:

12.2.1. Read for a variety of purposes and intents; e.g., to become life-long readers, to

model forms of writing, etc.

12.2.2. Interpret author’s use of figurative language including allusion, imagery, and

symbolism

12.2.3. Interpret author’s use of syntax and word choice/diction

Objectives:

TLW prove knowledge of Book 2.

TLW check for understanding and comprehend further Books 1 and 2.

TLW present information in the text so far.

Learning Activities:

1. “Countdown from 5” quiz on Book 2 (5 things we learn about the history of Dick and

Nicole, 4 ways the characters are actors, 3 ways Dick Diver is semi-autobiographical, 2

ways the women live through the lives of their associated men, 1 way Book 2 reflects

post-war society in America)

2. Movie Reels: Students will be given a long paper that is divided into 10 scenes that

compose a movie reel. In groups of 4, they will create one movie reel for Book 1 and one

reel for Book 2. Each reel must be between 5 and 10 scene squares and include text on

each slide, whether it is a caption or a dialogue bubble.

3. Each group will post their reels around the room. Students will each be given a rubric to

grade the reels based on content, representativeness, and creativity of theme and plot. The

winning reels of Book 1 and Book 2 will be displayed for the rest of the unit for

reference.

4. Homework: Read Book 3 over the weekend.

Assessment:

Reading and comprehension will be assessed in the quiz.

Informal assessments for comprehensions and participation through questioning and

“nudging” will be done by me throughout the lesson individually or with groups.

Grading Reels Rubric

1 (not quite) 2 (getting there) 3 (good, but needs more) 4 (perfect)

Content: Does the reel accurately follow the text?

1 2 3 4

Representativeness: Does the reel cover the breadth of the book and its major parts?

1 2 3 4

Creativity: Does the reel artistically represent the book? Does it look thoughtful and finished?

1 2 3 4

American Novel, Tender is the Night Lesson Plan

1930’s Hollywood Edition

Day 6: Second Film Review

Grade Level: 12

Subject Areas: English AP

Materials Needed:

Fitzgerald, F. Scott. Tender is the Night. New York: Scribner, 1982. Print.

Standards:

12.5.1. Identify existing and developing media

12.5.1. Evaluate instances of gender equity and political correctness in media messages

12.5.2. Evaluate media messages in their historical and/or cultural contexts and intended

audience

12.5.3. Examine advanced media techniques, e.g., music and sound, camera angles,

lighting, and aesthetic effects

Objectives:

TLW watch the rest of the film.

TLW compare and contrast the film to the novel.

Learning Activities:

1. Students will finish watching the film in class. If we do not have enough time to finish

the film, I will inform the students that the point of the film was to give them a sort of

context for the novel. I will choose important scenes and we will get through as much as

we can, but we will be done with the film after today no matter what.

2. Exit cards: Students will complete another Venn diagram comparing and contrasting one

major character of their choice (Dick, Nicole, or Rosemary) in the novel and in the film.

Assessment:

Informal assessments will check for attentiveness and participation through observation

and proximity.

I will again pause the movie at various points for classroom discussion.

Exit cards (Venn diagram) will show students comprehension as they apply their

knowledge of the text to the film version.

American Novel, Tender is the Night Lesson Plan

1930’s Hollywood Edition

Day 7: Think Pair Share

Grade Level: 12

Subject Areas: English AP

Materials Needed:

Fitzgerald, F. Scott. Tender is the Night. New York: Scribner, 1982. Print.

Standards:

12.2.1. Identify techniques used in persuasive writing such as fallacies of logic, faulty

reasoning, and manipulative language

12.2.2. Read for a variety of purposes and intents; e.g., to become life-long readers, to

model forms of writing, etc.

12.2.3. Interpret author’s use of figurative language including allusion, imagery, and

symbolism

12.2.4. Interpret author’s use of syntax and word choice/diction

12.2.5. Critique literary merit of a work of literature

12.2.6. Use technical language/jargon to decipher meaning

Objectives:

TLW prove knowledge through book 3 quiz.

TLW analyze film versus textual literature and the implications of performance on both.

Learning Activities:

1. “Countdown from 5” quiz on Book 3 (5 things that “go wrong” for Dick in the novel, 4

ways that the characters end up “lost” or “broken,” 3 ways the Dick Diver at the end of

Book 3 is different from the Dick Diver we meet in Book 1, 2 ways Dick has as much

trauma as Nicole does, 1 reason you think Fitzgerald named the main character Dick

Diver and why you think he was originally going to name the novel after his main

character)

2. Think-Pair-Share: Students will first be partnered with the student sitting next to them for

the “pair”, and then two groups of partners will be combined in designated groups of four

for the “share.” I will check for pairing before we begin, but it will mostly be based on

seating arrangement. Students will be asked 10 questions pertaining to the film and the

text. After I ask each question orally, students will have 30 seconds to jot down notes

individually in response, then they will turn to a partner for one minute, and then the

partners will turn to the groups of four for two minutes of discussion in which they will

share answers and justify.

3. Students will be given the handout and introduced to the final project assignment. They

will also turn in group requests if they have them.

4. Exit cards: Students must hand in their individual notes and pair notes from the activity.

Assessment:

Formal assessment through the quiz on Book 3.

Informal assessments will be given throughout as I ask questions and monitor

participation in the activity.

Exit cards will show the involvement of students individually as well as in groups.

Example Think-Pair-Share questions:

1. With whom and why does Fitzgerald begin his novel?

2. Who is the protagonist? How do we know and how is determining the protagonist

complicated?

3. In what ways does Fitzgerald create a very specific portrayal of the people and the time

period of the novel, much like the way a director can?

4. How do these techniques affect our reading of the characters?

5. Why is the aspect of the spectacle and performance important in the novel?

6. How does the abundance of performance by the characters affect our reading of them?

American Novel, Tender is the Night Lesson Plan

1930’s Hollywood Edition

Day 8: Final Project Work day

Grade Level: 12

Subject Areas: English AP

Materials Needed:

Fitzgerald, F. Scott. Tender is the Night. New York: Scribner, 1982. Print.

Flip cameras.

Standards:

12.3.3: Organize the ideas and details of a composition according to purpose

12.3.5: Organize the ideas and details of a composition according to purpose

12.3.1. Edit and revise compositions for standard writing conventions and appropriate

tone

12.3.2. Edit and revise compositions for unity, coherence, clarity, and fluency

Objectives:

TLW collaborate will classmates to create final project.

TLW demonstrate understanding of TITN through final project (student-choice).

Learning Activities:

1. Students will be put into groups of 3 to plan final projects. By the end of the hour, their

projects need to be scripted and planned. Some groups may begin filming on flip cameras

if they need to.

2. Exit slips: Each group must identify which project they chose and record what they

accomplished in class and what they will be doing at home, after school, or before school

if they did not get their project ready for filming tomorrow.

Assessment:

This lesson will require informal assessments through questioning, monitoring, and

checking for understanding. I will need to be moving around at all times checking

progress and keeping students on task.

FINAL PROJECT

You and your group are to pretend you are the cast members of a new version of the movie

Tender is the Night coming out next month. To promote the new movie, the cast members (you)

are guest starring on a popular morning talk show.

1. You must write out a script for the host as well as the cast members according one of the

options below.

2. Each member must participate, either as host or cast member. I or someone else will

video for your group.

3. The video must be 4 to 5 minutes long.

Option 1: Structure

Now that the movie is coming out, your fans have been reading Fitzgerald’s novel, but

they often ask about the changing perspectives between books. Explain the importance of

structure in the novel and how your director has addressed the issue of structure in the

film.

Option 2: Performance

Fitzgerald’s scholars often discuss the theme of spectacle and performance in the novel

and your fans are wondering how you, as actors, will play this double performance –

performing as actors and performing as the characters do in the novel. Why is this

important in the novel and how will it translate in the film version?

Option 3: History/Biography

One group member will be Fitzgerald, the author as well as script writer. The novel has

been said to be autobiographical. What would Fitzgerald have to say about that? How do

the actors respond and how would they think of their roles if they were solely

autobiographical? How do the characters fit historically and biographically according to

Fitzgerald’s life?

Your group will do a 30-second introduction to the video and will have time to answer questions

from the audience after viewing, so be prepared.

Final Project Rubric

Challenge Advanced Proficient Novice

Participation Every group

member spoke in

the video and

played a role in

the script.

All group

members

participated in

creating the

video, but some

did not speak.

Some or most of

the group

members

participated and

spoke.

Group

participation was

scattered and

responsibilities

were unequal.

Content Group displays

thorough,

accurate research

and knowledge

of the subject.

The video was

thoughtfully

scripted.

Group displays

some knowledge,

but audience

does not get

enough

information in

the subject.

Script is

somewhat

thoughtful.

Group shows

some knowledge,

but no research.

Script should

have been more

thoughtful

Group lacks

knowledge on

the subject.

Script seems

unprepared.

Communication Dialogue is

organized, clear,

and thoughtful.

Speakers sound

knowledgeable

with virtually no

errors in speech.

Dialogue is

organized, clear,

and somewhat

thoughtful.

Speakers have

few errors in

speech.

Dialogue lacks

clarity and

organization, but

speakers are

knowledgeable

and show proper

speech.

Dialogue is

unorganized and

unclear. There

are many errors

in speech and in

the script.

Presentation The video was

obviously

rehearsed. Script

fits the speakers

and the message

is clear, creating

a real talk show

vibe, promoting

as well as

explaining the

film and novel.

Speakers are

professional.

The video seems

practiced and the

script fits the

speakers

somewhat.

Speakers are

professional.

The video

needed more

rehearsal, but the

script fits the

speakers and

information is

presented.

Speakers are

somewhat

professional.

The video was

not rehearsed.

Speakers need

more familiarity

with the script.

Speakers are not

serious and

unprofessional.

American Novel, Tender is the Night Lesson Plan

1930’s Hollywood Edition

Day 9

Grade Level: 12

Subject Areas: English AP

Materials Needed:

Fitzgerald, F. Scott. Tender is the Night. New York: Scribner, 1982. Print.

Flip cameras

Standards:

12.3.1. Organize the ideas and details of a composition according to purpose

Objectives:

TLW collaborate with classmates to finish final project and be ready for presentation.

Learning Activities:

1. Groups will have flip cameras or webcams available to use to film final projects. This

will be the last class time they will have to film and finalize their projects for tomorrow.

Assessment:

I will constantly be checking for group progress on the final project through questioning

and observations. I will need to assess what students need to be ready for showtime

tomorrow.

American Novel, Tender is the Night Lesson Plan

1930’s Hollywood Edition

Day 10

Grade Level: 12

Subject Areas: English AP

Materials Needed:

Fitzgerald, F. Scott. Tender is the Night. New York: Scribner, 1982. Print.

Standards:

12.4.1. Evaluate audience based on social characteristics, e.g., religion, culture, and

gender

12.4.2. Use tone, inflection, pitch, and emphasis effectively in oral presentations

12.4.3. Analyze the audience and adjust message and wording to suit the audience while

speaking

12.4.4. Use critical listening responses, such as refutation and commentary, to critique the

accuracy of messages

12.4.5. Use oral composition techniques to perform speeches such as memorized

speeches, impromptu and extemporaneous, persuasive/argumentative, and expository

speeches

Objectives:

TLW demonstrate knowledge through final project.

TLW communicate project with rest of class through presentation.

Learning Activities:

1. SHOWTIME: Student projects will be shared will be shared with class.

2. Question and answer panel.

3. Students must individually fill out Audience form for each project.

4. Exit slips: Students must turn in all of their Spectator forms.

Assessment:

Informal assessments through observation.

The Spectator sheets are designed to check for understanding and comprehension. By this

time, students should be able to analyze other groups’ projects and apply the knowledge

to the film and text.

Spectator Sheet

Who are the speakers?

What is their project?

What would you say was the main point of the presentation based on the

choice of project?

What would you have done differently? Why?

What did you like or appreciate about the presentation? Why?

What did you learn from the speakers?

Notes:

Organize unit to take place during History unit of time period between World War I and

World War II, Great Depression

Accommodations:

Groups will ultimately be selected by me to enhance each individual’s learning.

Students may need to move to front if they cannot see to see photos and video.

Students with learning disabilities will be accommodated as much as possible, with

alternate assignments if necessary. I will place them in groups that will be fitting so that

they may participate in the final project and other activities as much as possible. They

may be graded according to different criteria. Although presentations are graded, group

members are given individual grades in the end.

Students with learning disabilities can be given more time to read the novel. I don’t think

they would fall behind too much as long as they were reading with a coach in special

services. Books on tape could be available if need be. Extra help reading would have to

be provided outside of the classroom, but I could keep in touch with special education

teachers for assistance.