Students can create a storyboard capturing the narrative arc in a novel with a six-cell storyboard containing the major parts of the plot diagram. For each cell have students create a scene that follows the novel in sequence using: Exposition, Conflict, Rising Action, Climax, Falling Action, and Resolution.
The narrator, Nick Carraway, has moved east, to New York City, to pursue a career in bonds. When he arrives, he visits his wealthy cousin, Daisy, and her husband, Tom Buchanan, for dinner. At their home in East Egg, he meets Jordan Baker, a famous golfer, and friend of Daisy.
The novel’s conflict is framed by Nick’s struggle to retell the events of his life as it relates to the mysterious Jay Gatsby. This is apparent in Chapter One:
This responsiveness had nothing to do with that flabby impressionability that is dignified under the name of the “creative temperament”. — It was an extraordinary gift for hope, a romantic readiness such as I have never found in any other person and which it is not likely I shall ever find again. No — Gatsby turned out all right at the end; it is what preyed on Gatsby, what foul dust floated in the wake of his dreams that temporarily closed out my interest in the abortive sorrows and short-winded elation of men.
In this storyboard, two cells were used to show the rising action in different groups of characters. In the rising action, it’s revealed that Tom Buchanan is having an affair with a woman named Myrtle Wilson. She is relatively poor and lives in the Valley of Ashes with her husband, George, a repair station owner. The rising action also reveals the identity and background of Jay Gatsby, Nick’s illustrious neighbor and Daisy’s former lover. Nick later reunites them, and they begin an affair.
Daisy attempts to leave Tom for Gatsby. After a heated argument, Daisy grows confused, and ultimately changes her mind. Tom bitterly instructs Daisy to go home with Gatsby, despite that she is now scared of him. Meanwhile, Myrtle, who was locked in her room because her husband suspected her of having an affair, escapes. Daisy is driving down the road, but Myrtle thinks it is Tom. She rushes towards the car; it hits her and she is killed.
George kills Gatsby and himself, believing Gatsby was having an affair with Myrtle, and was responsible for her death. In the end, Nick is dismayed by the lack of remorse shown by Daisy and Tom, and by the all the people who used Gatsby. This final quote from Chapter Nine reveals Nick’s feelings:
I couldn't forgive him or like him, but I saw that what he had done was, to him, entirely justified. It was all very careless and confused. They were careless people, Tom, and Daisy — they smashed up things and creatures and then retreated back into their money or their vast carelessness, or whatever it was that kept them together, and let other people clean up the mess they had made. . . .
Grade Level 9-12
Difficulty Level 2 (Reinforcing / Developing)
Type of Assignment Individual or Group
Type of Activity: Plot Diagrams and Narrative ArcsCommon Core Standards
(These instructions are completely customizable. After clicking "Use This Assignment With My Students", update the instructions on the Edit Tab of the assignment.)
Create a visual plot diagram of The Great Gatsby.
(You can also create your own on Quick Rubric.)
| Proficient |
| Emerging |
| Beginning |
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Descriptive and Visual Elements
Cells have many descriptive elements, and provide the reader with a vivid representation.
Cells have many descriptive elements, but flow of cells may have been hard to understand.
Cells have few descriptive elements, or have visuals that make the work confusing.
Cells have few or no descriptive elements.
Textables have three or fewer spelling/grammar errors.
Textables have four or fewer spelling/grammar errors.
Textables have five or fewer spelling/grammar errors.
Textables have six or more spelling/grammar errors.
Evidence of Effort
Work is well written and carefully thought out. Student has done both peer and teacher editing.
Work is well written and carefully thought out. Student has either teacher or peer editing, but not both.
Student has done neither peer, nor teacher editing.
Work shows no evidence of any effort.
All parts of the plot are included in the diagram.
All parts of the plot are included in the diagram, but one or more is confusing.
Parts of the plot are missing from the diagram, and/or some aspects of the diagram make the plot difficult to follow.
Almost all of the parts of the plot are missing from the diagram, and/or some aspects of the diagram make the plot very difficult to follow.
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