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The Great Gatsby

AS Assessment Focuses

The examination will assess a candidate’s ability to:

AO1 communicate clearly the knowledge, understanding and insight appropriate to literary study, using appropriate terminology and accurate and coherent written expression

AO2i respond with acknowledge and understanding to literary texts of different types and periods

AO3 show detailed understanding of the ways in which writers’ choices of form, structure and language shape meanings

AO4 articulate independent opinions and judgements, informed by different interpretations of literary texts by other readers

AO5i show understanding of the contexts in which literary texts are written and understood.

Textual Annotation:

Candidates are permitted to take their text into the examination room. Texts taken into the examination may contain only brief marginal annotation, within the body of the text itself (i.e. excluding any other areas of the book). Such annotation should amount to no more than cross-references and/or the glossing of individual words or phrases. Highlighting and underlining is permitted. Annotations going beyond individual words or phrases, or amounting to aidesmemoire or notes towards the planning of essays are not permitted. Insertion of pages, loose sheets, post-its or any other form of notes or additional material is not permitted.

List of Resources:

Lessons

· The Gatsby Treasure Hunt

http://www.huffenglish.com/gatsby/gatsbyhunt.html

· The Roaring Twenties Powerpoint

· Front Cover Image

· Guided Reading Questions (Chapter 2)

· Daisy and Myrtle Comparison Chart

· Map worksheet

· Teacher copy of completed map

· The Great Gatsby Quotations (from teachit)

· Guided Reading Questions (Chapter 5)

· Image and Theme Tracker Sheet

· ‘Who said it?’ Quotation Quest

· Guided Reading Questions (Chapter 7)

· Generic Mark Band Descriptors Sorting Activity

· The Great Gatsby Timeline (see teachit website)

· ‘Was the Great Gatsby a black man?’ article from The Observer

· Nasty Nick: The Other Side of the Unjudgemental Narrator’ (see teachit)

· The Great Gatsby Titles

Additional Resources

· The Great Gatsby Notes from Answers.com

· The Great Gatsby Reading Questions (all chapters)

· The Great Gatsby Resources from teachit (see their website)

The Great Gatsby SOW

Lesson

Resources

Starter

Development

Plenary

Homework

1.

· The Gatsby

Treasure Hunt

http://www.huffenglish.com/gatsby/gatsbyhunt.html

Show students the short powerpoint presentation using an appropriate music of the era. Students have to guess the time and the country.

Share what they know about this period of history – record on a flipchart so that it maybe referred back to at a later point.

The Great Gatsby Treasure Hunt:

Students complete internet activity - internet access is necessary.

And/Or

‘Teach the Teacher’

Put students into small groups and pairs and give them a aspect ‘The Roaring Twenties’ e.g. fashion, women, music, organized crime, prohibition, etc. Give them time in class and as homework to prepare a short 5 minute mini lesson for the class. Weaker students may need to be given more specific guidance.

What have they learned about the historical context of this novel?

2.

(Optional Lesson)

· Access to Powerpoint

Preparation time

‘Teach the Teacher’:

Students give presentations on aspects of The Roaring Twenties. They may use technology if access is available.

Students make notes during presentations.

Three reasons why this was:

a) an exciting time to be living

b) a terrible time?

3.

· Front cover image

· Chapter 1

· Image and Theme Tracker Sheet

Display front cover image – it does not matter if this is not the same one as their version.

What do you see in this picture? Discuss.

Narrator:

· Read chapter 1 p7-10 (From ‘In my younger …’ to ‘… from a single window, after all.’) N.B. Page no’s taken from Penguin edition.

· What do we learn about the narrator from this section? Pick out and discuss the key points. Students record ideas in order to trace development of the character throughout the text.

Setting:

· Read Chapter 1 p10-13 description of West and East Egg and houses (From ‘It was a matter of chance…’ to ‘…ballooned slowly to the floor.’).

· Create two lists about the two communities:

West Egg

East Egg

new money

tasteful

old money

tasteless/ostentatious

· Briefly look at description of Nick’s house, Gatsby’s mansion and then concentrate on the more detailed description of the Buchanan’s house.

· What point is Fitzgerald trying to make about the houses and their inhabitants?

The novel is called ‘The Great Gatsby.’ What do we know about him by the end of this section? What do we want to know?

Read to the end of Chapter 1.

Introduce the idea of an Image/Symbol Tracker tracing the development of a piece of imagery or symbolism throughout the novel.

Students should start to compile their own set of notes on this text including light, colours, places, sounds, etc.

4.

· Chapter 1 – p14-24

· Guided Reading Questions (Chapter 2)

Brainstorm what they remember about Tom and Daisy Buchanan.

Characterisation:

· Create expert groups and give each a character to analyse: Nick, Tom, Daisy and Jordan.

· They should also include information used from whole chapter.

· Teacher could model the character of Nick to show the depth of analysis necessary.

· Share with the rest of the class.

· N.B. Students should add to these notes and analysis throughout the text, tracing how they develop and change.

1. What narrative hooks does Fitzgerald use to grip the reader?

2. What questions do you have of the text, so far?

Highlight and comment on examples of artificiality or acting in Chapter 1.

Read Chapter 2 and annotate. (You may wish to give students Guided Reading Questions)

5.

· Chapter 2

· Daisy and Myrtle Comparison Chart

Discuss the relationship between Tom and Daisy. Does the reader warm to either of them?

The Ash-heaps:

· Look at the description of the ‘valley of the ashes’ (p26 -27). Pick out key features.

· Comment on the differences with East and West Egg.

· Look at and discuss the descriptions of:

· garage and George B. Wilson, Myrtle (p27-29)

· trip up to New York (p29-30)

· the New York apartment (p31)

· party (p31-40)

· Discuss the narrative techniques Fitzgerald uses i.e. deliberately uses juxtaposition/contrast to make a point.

Explore the similarities and differences between Myrtle and Daisy using the comparison chart.

Complete Chart and read Chapter 3

6.

· Map worksheet

· Teacher copy of completed map

· Chapter 3

Complete map of locations mentioned in the novel using sheet.

Compare to teacher copy

Gatsby’s Party:

· Focus on Chapter 3, p41-43 (up to ‘… theirs for a few words in the right key.’)

· How do Gatsby’s parties epitomize the spirit of the ‘roaring twenties’?

· Focus on the language and imagery used to describe the party i.e. personification of automobiles, colour imagery to describe music, etc. What effect does this have on the reader? Add to their Image/Symbol Tracker.

· Look at p43-56. (‘As soon as I arrived …’ to ‘… formal gesture of farewell.’)

· Recap/review their first impressions of Jordan from Chapter 1.

· What more do we learn about Jordan in this chapter? How has Fitzgerald developed her character?

· Look briefly at the use of ‘cameo roles’ Fitzgerald uses e.g. Owl Eyes, twins, etc. Why does he describe them in so much detail? (You could use the teachit sheet on ‘Owl Eyes.’)

What do you think Gatsby told Jordan? Why does Fitzgerald use this narrative hook?

One of the working titles for the novel was ‘Trimalchio in West Egg.’ Find out about Trimalchio.

7.

· Chapter 3

Everyone seems to speculate about Gatsby’s background. As Nick comments, ‘young men didn’t – at least in my provincial inexperience I believed they didn’t – drift coolly out of nowhere and buy a palace on Long Island Sound.’ (p50)

What are some of the theories about his background made in the text?

Ask students to add any of their suggestions based on their reading of the text and their research into the period.

Gatsby:

· Complete a role on the wall for Gatsby with the ‘facts’ we learn about him in the centre and the comments and ideas made about him by others around the outside.

· N.B. Although they should focus on Chapter 3 they may also refer to other parts of the novel.

· Share findings about Trimalchio and how this relates to Gatsby. (The introduction by Tony Tanner in the Penguin version of the novel is a good source of information.)

The End of the Party:

· Compare the end of Gatsby’s party with the end of Tom Buchanan’s. What point is Fitzgerald trying to make?

Read p56-59 (from ‘Reading over what I have written so far …’)

What is the fun