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Page 1: The Great Gatsby - RM Education€¦  · Web viewThe Great Gatsby Timeline (see teachit website) ‘Was the Great Gatsby a black man?’ article from The Observer. Nasty Nick: The

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AQA Specification BAS English Literature

Scheme of Work

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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

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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 Hunthttp://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 Observer3

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

The Great Gatsby TitlesAdditional

Resources

The Great Gatsby Notes from Answers.com

The Great Gatsby Reading Questions (all chapters)

The Great Gatsby Resources from teachit (see their website)

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document.doc

Lesson

Resources Starter Development Plenary Homework

1. The Gatsby

Treasure Hunthttp://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.(Option

al Lesson)

Access to Powerpoint

Preparation time

‘Teach the Teacher’:Students give presentations on aspects of The Roaring Twenties. They may use technology if access

Three reasons why this was: a) an exciting

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is available.Students make notes during presentations.

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 Eggnew moneytasteful

old moneytasteless/ostentatious

Briefly look at description of

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.

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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?

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

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

Explore the similarities and differences between Myrtle and Daisy using

Complete Chart and read Chapter 3

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them? descriptions of: o garage and George B. Wilson,

Myrtle (p27-29)o trip up to New York (p29-30)o the New York apartment

(p31) o party (p31-40)

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

the comparison chart.

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

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.

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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.’)

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

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

Read p56-59 (from ‘Reading over what I have written so far …’)What is the function of this section of the text? Why does Fitzgerald use this narrative technique?

Nick says of himself, ‘I am one of the few honest people that I have ever known.’ From what you have read, how far can you trust him as a narrator? (written response)

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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.

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

8. The Great Gatsby Quotations (see teachit website)

Chapter 4 Guided

Reading Questions (Chapter 5)

Students work out who is being discussed in the quotations taken from first three chapters.

The Guest List:Read Chapter 4, p 60-62 (up to ‘… house in the summer.’) Why does Fitzgerald include this ‘guest list’? When has Fitzgerald used this technique before?

Nick’s trip to New York with Gatsby:Read rest of Chapter 4.Focus on: new details we learn about

Gatsby Nick’s initial reaction to

Gatsby’s ‘truth’ how and why Nick believes him what he has asked Jordan to

tell Nick and why he cannot do

What is your opinion of Gatbsy at this point in the novel?

Read Chapter 5 and answer the Guided Reading Questions on the chapter.

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it himself Nick’s reaction to this incident with police motorcycle significance of entry into New

York

9. Chapter 5 Image

and Theme Tracker Sheet

What are the themes of the novel? E.g. American Dream, class, sight/insight, the past, East and West (experience and innocence), loss of spirituality, decay, education/initiation of young man, appearance and reality, moral corruption

Tension Chart: Complete a tension chart for

the chapter with key events on the horizontal axis and amount of tension on the vertical axis.

Students should decide on the key events.

They may complete the chart for overall tension or for individuals e.g. Daisy, Gatsby and Nick to see how they are similar and/or different.

What is the highest point of tension on your chart? Explain why you think this is the point of greatest tension.

1. Fitzgerald creates an almost unbearably tense atmosphere at the beginning of Chapter 5. Find a couple of quotations of narrative that establish this tone.

2. Once Gatsby takes Daisy up to the house the tone changes to one of surreal wonder. Find some quotations which establish this tone.

Students trace the themes and throughout the text so far.

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(teachit)10. Chapter 5 Get students

to brainstorm all of the images/symbols used in the text and then add characters names to them.

Imagery and Symbolism: Give pairs or groups an

image/symbol and ask them to show how it has been developed throughout the chapter. (time, colour, lights, weather. )

They may wish to develop this further and show how it is developed in the novel as a whole.

This meeting has significance beyond the reuniting of the two lovers. Looking at the last three paragraphs of the chapter, evaluate what Daisy has come to represent to Gatsby.

Read and annotate Chapter 6 for next lesson – Guided Reading Questions available.

11. ‘Who said it?’ Quotation Quest

Chapter 6

Students complete the ‘Who said it?’ Quotation Quest. Extra marks should be given if they can say who the character was talking about. Go through correct answers.

Another Gatsby Party: Put students into 4 expert

groups and give them each a section:

a) P94-97: Gatsby’s real pastb) p97-100: Tom’s first visit to

Gatsby’s mansionc) p100-103: Partyd) p103-107: End of the party

Groups prepare a ten minute lesson on these pages looking at the language, characters, themes, narrative structure, etc.

In groups, come to agreement about what needs to be done by next lessons and who is responsible for doing each part.

Preparation for mini lessons.

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12. Chapter 6 Delivery of mini lessons to whole class.Allow time for questions at the end of each ‘lesson.’Students should make notes during each of the lessons.

Add their Image/Theme trackers for this chapter.

Read Chapter 7 for next lesson.

13. Chapter 7 (p108-119)

‘Washing Line Words’ – from the most hot to the most cold come up with a list of words i.e. roasting - freezing

Character Grid: Focus on Chapter 7, p108-

119. Trace Tom’s behaviour and

reactions before, during and after the revelation that Gatsby and Daisy are ‘in love.’

Students may want to use a grid like the one below to record their findings:

Tracking TomQuotation

Comment

BeforeDuringAfter

Try to get students to focus on key words and phrases rather than lengthy quotation.

Students may convert this to a PEE paragraph about Tom.

Because Nick is the narrator, we only learn what happens on the trip into New York in Tom’s car. What do you imagine takes place in Gatsby and Daisy’s car? What do they talk about? Create a brief piece of dialogue.

Make notes and comment on the significance of:a) weather

(pathetic fallacy)

b) place – Buchanan’s house vs Gatsby’s

c) Daisy’s voice

in this chapter.

14. Chapter 7 Make a class list of Trip to New York: Why does Answer 13

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(p119-129 Guided

Reading Questions (Chapter 7)

all the techniques a writer may use in order to create tension.

Read/reread this section of the chapter.

Referring back to the list the class came up with in the starter, how does Fitzgerald create the unbearable tension?

Annotate and discuss as a class.

Consider how each character may be feeling about the same events.

Tom insist that Daisy go home with Gatsby? What do you think this tells us about Tom’s character and his relationship with Daisy?

guided reading questions on Chapter 7.

15. Chapter 7 Time is a key theme throughout the novel. Note down all the references to time made by the different characters in this chapter under headings – PAST, PRESENT, FUTURE.

The Accident: All the characters react

very differently to Myrtle’s death. Record and analyse their reactions.

What does it tell us about them as characters?

Character

How do they behave?

Why?

TomGeorgeJordanNickGatsbyDaisyOthers

At the end of this chapter, Gatsby is standing alone, looking at Daisy’s house. Where else does he do this in the novel? How is it different this time?

Read Chapter 8 for next lesson.

16 Chapter 7 Generic

Display the assessment

Give essay title:Write about the ways that

Create a class list of

Write about the ways

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Mark Band Descriptors Sorting Activity

objectives for this exam.Then give students the adapted Generic Mark Band Descriptors. These have been jumbled up and have had the band removed. Ask them to put them in the correct order.

Fitzgerald tells the story in Chapter Seven? Plan in pairs, share with a

four and then feedback as a class.

You may wish to use peer and/or self assessment when the essay is completed.

the essential features of a good essay.

that Fitzgerald tells the story in Chapter Seven?

17. Chapter 8 The narrator constantly time checks events throughout this chapter. Discuss why Fitzgerald does this and the effect it has on the reader? Create a time line of events for this Chapter – in a pair or individually.

Wilson’s Revenge:Discuss and annotate key sections:p140-1 – Nick and Gatsby morning afterp141-144 – Gatsby finally reveals “God’s truth” about his past on night of accident.p144-7 – Why did Gatsby visit Louisville on his return from France?p146-7 – Look at the way that Nick says goodbye to Gatsby. Compare this to the way he introduces him in the novel in Chapter 1 (p7-8).p147-8 – Conversation with Jordanp148-52 – How does Wilson

What principle factor do you think attracted Daisy to Gatsby?

Add to Image/Symbol and Theme Tracker notes.Read Chapter 9.

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spend the night after the accident? What evidence had Wilson found that his wife was having an affair? What do the eyes of Dr Eckleburg symbolise to Wilson?p153-4 – Look closely at Nick’s poetic style when ‘narrating’ Gatsby’s death (body like a sacrificial victim floating, ‘thin red circle’ in water is leaves not blood making him as distant in death as in life, body not actually mentioned, pattern of alternate stillness (shadows) and movement (ripples) recur throughout novel, falling leaves represent cyclical passage of season through bloom of summer and autumn of death).

18. Chapter 9 As a reader, how do you feel about the ending of the story?

Who was Jay Gatsby? In Chapter 6 Nick writes,

“The truth was that Jay Gatsby of West Egg, Long Island, sprang from his Platonic conception of himself.”

Gather all the information

Read The Observer article: ‘Was the Great Gatsby a black man?’ and discuss.

Complete ‘Who is Jay Gatbsy?’ work ready for presentation to rest of the class.

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about the central character from throughout the novel, but with particular reference to these later chapters.

This may be completed in the form of a visual storyboard/timeline that tracks his life.

N.B. There is a timeline on teachit that may prove helpful.

19. The Great Gatsby Structure (see teachit)

Share/display their ‘Who is Jay Gatsby?’ work. Having read others’ work, add to their own.

Narrative Structure: The structure of the novel

is very important to the overall story.

Either ask students to make notes on and analyse the techniques or features that Fitzgerald has used e.g. flashbacks, etc. or look at Structure sheet from teachit and ask them to complete/expand it.

Share their ideas/opinions.

20. Nasty Nick: The Other Side of the Unjudgem

Give the chapters appropriate titles.Share and decide on the best.

The Narrator: Explore the narrator of the

novel, Nick Carraway using resources such as:

Nasty Nick: The Other Side of the

Sum Nick up in no more than 10 words.

Complete tracking notes on characters, images, themes, etc.

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ental Narrator (see teachit)

Unjudgemental Narrator (teachit)

Sections of Introduction by Tony Tanner in Penguin edition

You could get them to look at him in groups or divide the class in two and have one half defending him as an reliable narrator and half as an unreliable one, etc.

21. The Great Gatsby Alternative Titles (see teachit)

Fitzgerald toyed with various different titles for the novel – use the teachit sheet to get students to think about each of the options.

Remind students of the assessment objectives for this exam and what they need to have in a good essay.

Give students a list of possible essay questions for The Great Gatsby and get them to plan them.

Students then choose one of the essays to expand into a full answer.

Come up with a list of other possible essay questions/topics.

Complete essay

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Reading List

The Twenties by Edmund Wilson, one of Fitzgerald's friends at Princeton University and his entire life, is an interesting introduction to the decade and to the many cultural figures in America at that time.

Another book by Wilson that chronicles the Twenties and Thirties is The Shores of Light, 1952. Personal impressions, sketches, letters, satires, and pieces on the classics of American literature are included in this book.

Heart of Darkness (1899) by Joseph Conrad, was a literary favourite of Fitzgerald, who used the Polish author's narrative technique in The Great Gatsby. The short novel is the story of the civilized Mr. Kurtz, who travels to the savage heart of Africa, only to find his evil soul.

Citizen Kane, Orson Welles's legendary 1941 film, is about a mogul who acquires tremendous financial success but finds that the true source of his happiness is a childhood memory of "Rosebud." Once again, the true values of gains and losses are examined in this well-known classic.

Six Tales of the Jazz Age and Other Stories, F. Scott Fitzgerald, 1922. This is the author's second collection of short stories, the most notable of which is "The Diamond as Big as the Ritz." The recurrent theme of fantasy and winning the top girl and financial success is central to this and other stories.

Great Expectations (1861) by Charles Dickens tells of a grim childhood and an orphan's encounter with wealth and lost love in England during the Victorian era. In its realistic mode, one can find a number of differences between this story and Fitzgerald's, yet striking similarities as well, in regard to dreams and human relationships.

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Essay Questions

1. Write about the ways that Fitzgerald tells the story in Chapter Seven? 2. ‘The Great Gatsby is a sordid tale of deception, adultery and murder.’

How do you respond to this view of the novel?3. What is the significance of Chapter Three? (Insert different Chapter titles

as required.)4. Write about the ways that Fitzgerald concludes the story. 5. ‘Gatsby’s tragedy is the fact that he chooses the wrong dream.’ How far

do you agree with this view?6. How far do you agree with the view that the minor characters are as

important as the main characters in The Great Gatsby?7. Fitzgerald not only gives us ‘the story of Gatsby but the story of Nick

trying to write that story.’ What is Nick’s role in The Great Gatsby?8. What is the significance of time in The Great Gatsby?9. What importance does Tom Buchanan have in The Great Gatsby?10. How far do you agree with the view that women are represented

poorly in The Great Gatsby?

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GENERIC MARK BAND DESCRIPTORSBand 1AO1 quality of writing hinders meaning/unclear line of argument/not always relevantAO2 very limited discussion of how form, structure and language features shape meaningsAO3 little sense of connections between texts/ little understanding of different interpretationsAO4 very limited awareness of the significance of contextual factors

Band 2AO1 some use of critical vocabulary despite technical weakness/simple attempt at

structuring argument/usually relevant with some focus on taskAO2 some awareness of how form, structure and language shape meaningsAO3 some connections made between texts/some reference to different

interpretations of texts/some textual supportAO4 some consideration of relevant contextual factors

Band 3AO1 use of some critical vocabulary and generally clear expression/some structured

argument though not sustained/ relevant with focus on taskAO2 consideration of some features of form, structure and language, and

consideration of how these features shape meaningsAO3 some consideration of connections between texts/ some consideration of

different interpretations of texts, with general textual supportAO4 some consideration of a range of contextual factors shown by specific links

between context/texts/tasks

Band 4AO1 use of accurate critical vocabulary and clear argument expressed

accurately/relevant with clear focus on task / informed knowledge and understanding of texts

AO2 consideration of how specific aspects of form, structure and language shape meaningsAO3 detailed consideration of connections between texts / clear consideration of

different interpretations of texts / apt supportive referencesAO4 examination of a range of contextual factors with specific, detailed links

between context/texts/task

Band 5AO1 use of appropriate critical vocabulary and well structured argument expressed

accurately/relevant with sharp focus on task/ detailed knowledge and understanding of texts

AO2 exploration of several aspects of form, structure and language with evaluation of how they shape meanings

AO3 detailed and evaluative discussion of connections between texts /clear consideration of different interpretations of texts with evaluation of their strengths and weaknesses / significant supportive references

AO4 detailed exploration of a range of contextual factors with specific, detailed links between context/texts/task

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Band 6AO1 use of appropriate critical vocabulary and technically fluent style/ well

structured and coherent argument/ always relevant with very sharp focus on task/confidently ranges around texts

AO2 exploration and analysis of key aspects of form, structure and language with perceptive evaluation of how they shape meanings

AO3 detailed and perceptive understanding of issues raised through connections between texts/perceptive consideration of different interpretations of texts with sharp evaluation of their strengths and weaknesses/ excellent selection of supportive references

AO4 excellent understanding of a range of contextual factors with specific, detailed links between context/texts/task

Question 15: The Great Gatsby. F Scott Fitzgerald

(a) Write about the ways that Fitzgerald tells the story in Chapter 7.

Band 1(0-3)

AO2AO2AO2

very limited discussion of how form shapes meaningsvery limited discussion of how structure shapes meaningsvery limited discussion of how language shapes meanings

Band 2(4-6)

AO2AO2AO2

some awareness of how form shapes meaningssome awareness of how structure shapes meaningssome awareness of how language shapes meanings

Band 3(7-9)

AO2AO2AO2

consideration of how form shapes meaningsconsideration of how form shapes meaningsconsideration of how language shapes meanings

Band 4(10-13)

AO2AO2AO2

consideration of how specific aspects of form shape meaningsconsideration of how specific aspects of structure shape meaningsconsideration of how specific aspects of language shape meanings

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Band 5(14-17)

AO2AO2AO2

exploration of how specific aspects of form shape meaningsexploration of how specific aspects of structure shape meaningsconsideration of how specific aspects of language shape meanings

Band 6(18-21)

AO2

AO2

AO2

exploration and analysis of key aspects of form, with perceptive evaluation of how they shape meaningsexploration and analysis of key aspects of structure, with perceptiveevaluation of how they shape meaningsexploration and analysis of key aspects of language, with perceptiveevaluation of how they shape meanings

Possible content:Reference might be made to how this chapter fits into the novel’s form - a 20th century American tragedy, an urban drama, a crime story, etc./ structure - generalised opening leading to the tense dramatic centre of Daisy’s and Gatsby’s affair which is exposed, leading to the climax of Myrtle’s death and the reflective dream like ending first person retrospective voice/use of Michaelis to tell part of the story/ language - dramatic dialogue, theatrical and cinematic moments, tension of Tom’s violent discourse, irony of Mendelssohn’s Wedding March/use of pathetic fallacy, haziness of the prose to reflect drunkenness, colloquial expression, imagery of cars, Eckleburg, etc. (b) ‘The Great Gatsby is a sordid tale of deception, adultery and murder.’ How do you respond to this view of the novel?

Band 1(0-3)

AO1AO3AO4

quality of writing hinders meaning/not always relevantlittle understanding of different interpretationsvery limited awareness of significance of contextual factors

Band 2(4-6)

AO1 some use of critical vocabulary despite technical weakness/usually relevant with some focus on task

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AO3AO4

reference to different interpretations of textssome consideration of relevant contextual factors

Band 3(7-9)

AO1

AO3AO4

use of some critical vocabulary and generally clear expression/relevantwith focus on tasksome consideration of some different interpretations of textssome consideration of contextual factors shown by specific links betweencontext/texts/tasks

Band 4(10-13)

AO1

AO3AO4

use of accurate critical vocabulary and clear expression/relevant with clearfocus on taskclear consideration of some different interpretations of textsexamination of some contextual factors with specific, detailed linksbetween context/texts/task

Band 5(14-17)

AO1

AO3

AO4

use of appropriate critical vocabulary and accurate expression/relevantwith sharp focus on taskclear consideration of some different interpretations of texts with someevaluation of their strengths and weaknessesdetailed exploration of some contextual factors with specific, detailed links between context/texts/task

Band 6(18-21)

AO1

AO3

AO4

use of appropriate critical vocabulary and technically fluent expression/always relevant with very sharp focus on taskperceptive consideration of some different interpretations of texts withsharp evaluation of their strengths and weaknessesexcellent understanding of a range of contextual factors with specific,detailed links between context/texts/task

Possible content:Some will agree with the view and focus on the insincerity of Tom, Daisy and Jordan; reference might be made to the murder of Gatsby, the death of Myrtle and the suicide of Wilson/ focus might be placed on the betrayal of Tom, Daisy and George by their spouses/ reference might be made to

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Page 25: The Great Gatsby - RM Education€¦  · Web viewThe Great Gatsby Timeline (see teachit website) ‘Was the Great Gatsby a black man?’ article from The Observer. Nasty Nick: The

the corrupt world of the novel including Gatsby’s shady past/ there will be plenty of other examples of sordidness and corruption/some candidates might challenge the statement and talk about the beauty of Gatsby’s dream, some might see the sordid world somehow romanticised by Nick’s lyrical prose/any relevant discussion should be rewarded, etc.

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