The Great Gatsby is a 1925 novel written by American author F. Scott Fitzgerald that follows a cast of characters living in the fictional town of West and East Egg on prosperous Long Island in the summer of 1922. The story primarily concerns the young and mysterious millionaire Jay Gatsby and his quixotic passion and obsession for the beautiful former debutante Daisy Buchanan. The Great Gatsby explores themes of decadence, idealism, resistance to change, social upheaval, and excess, creating a portrait of the Jazz Age or the Roaring Twenties that has been described as a cautionary tale regarding the American Dream. Set on the prosperous Long Island of 1922, The Great Gatsby provides a critical social history of America during the Roaring Twenties within its fictional narrative. That era, known for profound economic prosperity, the development of jazz music flapper culture, new technologies in communication (motion pictures, broadcast radio, recorded music) forging a genuine mass culture; and bootlegging, along with other criminal activity, is plausibly depicted in Fitzgerald's novel. Fitzgerald uses many of these societal developments of the 1920s that were to build Gatsby's stories from many of the simple details like automobiles to broader themes like Fitzgerald's discreet allusions to the organized crime culture which was the source of Gatsby's fortune. Fitzgerald depicts the garish society of the Roaring Twenties by placing the book's plotline within the historical context of the era.

The Common Core State Standards initiated major changes for language arts teachers, particularly the emphasis on “informational text.” Language arts teachers were asked to shift attention toward informational texts without taking away from the teaching of literature. Teachers, however, need to incorporate nonfiction in ways that enhance rather than take away from their teaching of literature.The Using Informational Text series is designed to help. In this fourth volume (Volume 1: Using Informational Text to Teach To Kill a Mockingbird; Volume 2: Using Informational Text to Teach A Raisin in the Sun; Volume 3: Connecting Across Disciplines: Collaborating with Informational Text), we offer challenging and engaging readings to enhance your teaching of Gatsby. Texts from a wide range of genres (a TED Talk, federal legislation, economic policy material, newspaper articles, and 1920s political writing) and on a variety of topics (income inequality, nativism and immigration, anti-Semitism, the relationship between wealth and cheating, the Black Sox scandal and newspaper coverage, and prohibition) help students answer essential questions about F. Scott Fitzgerald’s novel. Each informational text is part of a student-friendly unit, with media links, reading strategies, vocabulary, discussion, and writing activities, and out-of-the-box class activities.

A level 5 Oxford Bookworms Library graded reader. This version includes an audio book: listen to the story as you read. Retold for Learners of English by Clare West. Gatsby's mansion on Long Island blazes with light, and the beautiful, the wealthy, and the famous drive out from New York to drink Gatsby's champagne and to party all night long. But Jay Gatsby, the owner of all this wealth, wants only one thing - to find again the woman of his dreams, the woman he has held in his heart and his memory for five long years. The Great Gatsby, F. Scott Fitzgerald's masterpiece, is one of the great American novels of the twentieth century. It captures perfectly the Jazz Age of the 1920s, and goes deep into the hollow heart of the American Dream.

This book is a one-stop-shop for secondary teachers looking to use iPads effectively in the classroom. The author provides a clear and practical overview of how to implement the technology, manage it, and use it successfully. Each chapter is full of tips and engaging classroom activities. Teachers at all levels of experience and comfort with technology will benefit from the ideas and resources in this book. Special Features: Screen shots and other visuals to help you use the recommended apps and websites Strategies for managing technology use in the classroom Lesson plans that effectively teach literacy and content through the use of technology Connections to the Common Core State Standards Samples of student work using iPads Rubrics for a variety of suggested assignments

Digital technology has not only revolutionized the way designers work, but also the kinds of designs they produce. The development of the computer as a design environment has encouraged a new breed of digital designer; keen to explore the unique creative potential of the computer as an input/output device. Data-driven Graphic Design introduces the creative potential of computational data and how it can be used to inform and create everything from typography, print and moving graphics to interactive design and physical installations. Using code as a creative environment allows designers to step outside the boundaries of commercial software tools, and create a set of unique, digitally informed pieces of work. The use of code offers a new way of thinking about and creating design for the digital environment. Each chapter outlines key concepts and techniques, before exploring a range of innovative projects through case studies and interviews with the artists and designers who created them. These provide an inspirational, real-world context for every technique. Finally each chapter concludes with a Code section, guiding you through the process of experimenting with each technique yourself (with sample projects and code examples using the popular Processing language supplied online to get you started).

Help readers improve reading skills while stimulating their appreciation and increasing their understanding of great literature. Using a scaffolding approach, this guide leads readers from simple and engaging reads to more challenging texts, and simultaneously cultivates their interest and skills. An invaluable resource for middle and high school, ABE and ESL educators, as well as for readers' advisors. All readers—even those still learning to speak English—can enjoy the delights and benefits of great literature with the help of this motivational and practical book guide. Rosow takes you on a journey through the history of Western literature, beginning with ancient myths and moving to medieval tales and classics of the Renaissance, Romantic Movement, and Modernism. Along the way, she shows you how to give readers easy access to some of the best literature of all time. Scores of collections focus on such ancient and enduring stories as Gilgamesh, Beowulf, the tales of Chaucer; historical masterpieces of William Shakespeare, Jane Austen, Edgar Allan Poe, Charles Dickens; and stellar names of more recent times, such as Virginia Woolf, John Steinbeck, Ernest Hemingway, and J.R.R. Tolkien. Each carefully selected collection lists an assortment of titles, ranging in reading level and arranged progressively from simple renditions, such as picture book re-tellings, through more advanced selections and readings where audio versions and simpler formatting support the reader, and on to the most challenging reads. Author profiles and narrative, as well as detailed descriptions of each title provide further insights into the story lines and features of the books; while building a scaffold of reading experience and knowledge to help readers better understand the texts. For example, the Mark Twain collection begins with a brief biographical sketch of the author, followed by descriptions of two illustrated books about the author and two readers' theatre skits based on his work. A collection of Twain's short stories is recommended next, and then several illustrated versions of his novels, and an illustrated edition of Twain's memoir, Life on the Mississippi, which is supported by an audiotape version. Each recommended title is rated as start here, next read, support here, or challenging read; and related reads, and audio and video versions are listed when appropriate. The author also notes author and student favorites, titles with exceptional illustrations, and other features of interest. Focus is on authors and titles of the Western canon that are generally lu2768 le in library collections. Because some of the titles cited are older editions, this is a valuable collection development tool in libraries; as well as an essential resource for readers' advisors, Adult Basic Education, and English as Second Language educators, and young adult educators and librarians. Young adult and adult or Grades 9 and up.

A must-have new edition of one of the great American novels--and one of America's most popular--featuring a new introduction by Min Jin Lee, the New York Times bestselling author of Pachinko, and a striking new cover that brings the quintessential novel of the Roaring Twenties into the 2020s A Penguin Classics Deluxe Edition Young, handsome, and fabulously rich, Jay Gatsby seems to have everything. But at his mansion east of New York City, in West Egg, Long Island, where the party never seems to end, he's often alone in the glittering Jazz Age crowd, watching and waiting, as speculation swirls around him--that he's a bootlegger, that he was a German spy during the war, that he even killed a man. As writer Nick Carraway is drawn into this decadent orbit, he begins to see beneath the shimmering surface of the enigmatic Gatsby, for whom one thing will always be out of reach: Nick's cousin, the married Daisy Buchanan, whose house is visible from Gatsby's just across the bay. A brilliant evocation of the Roaring Twenties and a satire of a postwar America obsessed with wealth and status, The Great Gatsby is a novel whose power remains undiminished after a century. This edition, based on scholarship dating back to the novel's first publication in 1925, restores Fitzgerald's masterpiece to the original American classic he envisioned, and features an introduction addressing how gender, race, class, and sexuality complicate the pursuit of the American Dream.

Now in its fourth edition, this popular textbook introduces prospective and practicing English teachers to current methods of teaching literature in middle and high school classrooms. This new edition broadens its focus to cover important topics such as critical race theory; perspectives on teaching fiction, nonfiction, and drama; the integration of digital literacy; and teacher research for ongoing learning and professional development. It underscores the value of providing students with a range of different critical approaches and tools for interpreting texts. It also addresses the need to organize literature instruction around topics and issues of interest to today’s adolescents. By using authentic dilemmas and contemporary issues, the authors encourage preservice English teachers and their instructors to raise and explore inquiry-based questions that center on the teaching of a variety of literary texts, both classic and contemporary, traditional and digital. New to the Fourth Edition: Expanded attention to digital tools, multimodal learning, and teaching online New examples of teaching contemporary texts Expanded discussion and illustration of formative assessment Revised response activities for incorporating young adult literature into the literature curriculum Real-world examples of student work to illustrate how students respond to the suggested strategies Extended focus on infusing multicultural and diverse literature in the classroom Each chapter is organized around specific questions that preservice teachers consistently raise as they prepare to become English language arts teachers. The authors model critical inquiry throughout the text by offering authentic case narratives that raise important considerations of both theory and practice. A companion website, a favorite of English education instructors, http://teachingliterature.pbworks.com, provides resources and enrichment activities, inviting teachers to consider important issues in the context of their current or future classrooms.

Audiobooks are rapidly gaining popularity with widely accessible digital downloading and streaming services. This book engages with the digital form of audiobooks, framing audiobook listening as both a remediation of literature and an everyday activity that creates new reading experiences that can be compared to listening to music or the radio. Have and Stougaard Pedersen challenge the historical notion that audiobook listening is a compensatory activity or a second-rate reading experience, while seeking to establish a dialogue between sound studies and media studies, comparative literature, aesthetics, and sociology.