Activity: Character Analysis Gallery Walk

Objective: To help students analyze the characters in The Great Gatsby by F. Scott Fitzgerald through a gallery walk activity.

Materials: - Large sheets of paper or poster boards - Markers or colored pencils - Sticky notes or index cards - Copies of The Great Gatsby

Procedure: 1. Before the activity, assign each student or group of students a specific character from The Great Gatsby. Characters can include Jay Gatsby, Daisy Buchanan, Tom Buchanan, Nick Carraway, Jordan Baker, Myrtle Wilson, George Wilson, or any other significant character from the novel. 2. Instruct students to read and analyze their assigned character, paying attention to their personality traits, motivations, relationships, and significant actions throughout the story. 3. Provide each student or group with a large sheet of paper or poster board and markers or colored pencils. 4. On the sheet of paper, students should create a visual representation of their assigned character. They can draw the character, write their name, and include key quotes or symbols that represent them. 5. Once the character representations are complete, set up a gallery walk in the classroom. Hang the character sheets around the room, making sure they are easily visible and accessible. 6. Divide the class into small groups and assign each group a starting point for the gallery walk. 7. Instruct the groups to spend a few minutes at each character sheet, analyzing the character’s traits, motivations, and relationships based on the visual representation and any accompanying quotes or symbols. 8. As they move from character to character, students should write down their observations and insights on sticky notes or index cards. 9. After the gallery walk, reconvene as a class and have each group share their observations and insights about the characters they analyzed. 10. Facilitate a class discussion, encouraging students to compare and contrast the characters, discuss their significance to the story, and explore any themes or motifs that emerge from their analysis. 11. Conclude the activity by having students reflect on how their understanding of the characters has deepened through this visual and collaborative analysis.

Extension: - To further enhance the activity, students can also include a brief written analysis of their assigned character on the back of their visual representation. - Students can also be encouraged to make connections between the characters and the historical and social context of the 1920s, exploring how their actions and motivations reflect the values and attitudes of the time period.