The Great Gatsby F Scott Fitzgerald Higher English

‘The Great Gatsby’ – F Scott Fitzgerald Higher English Master Power. Point

Lesson 1 Learning Intention Success Criteria • We are learning about the context in which ‘The Great Gatsby’ is set. • Take notes in the historical and social context and relate this to what we know of the novel.

Starter: Think-pair-share • Thinking back to our screening last week – What did you notice about the setting in time and place?

Context • Watch the following video and take notes on the main points of the historical context: • https: //www. youtube. com/watch? v=Vf. OR 1 XC Mf 7 A

Group task • Recap and relate to novel/screening – Prohibition – Police corruption/gangs – Social class – Family values – Dealing with the aftermath of WWI – The Lost Generation – Jazz – Flappers

A point to consider • Knowing the context to the novel is important to our overall understanding. • But the reason we still read the novel today is because it deals with universal issues that we can still relate to.

Lesson 2 Learning Intention Success Criteria • We are learning about the opening chapter of the novel, considering the mode of narration and characterisation and also linking our reading to theme of the past • Make judgements on how themes are introduced and how characterisation is set up. Consider the possibilities and limitations of narrative voice.

Starter • Read pp. 7 -8 (to ‘short winded elations of men’) • Summarise what we learn in this opening passage • How does this section suggest the importance of the past in the novel as a whole? • What does Nick’s father mean in his advice? How does this relate to the story?

• Write a short summary of Ch 1

Characterisation • In this chapter we meet: – Nick – Daisy – Tom – Jordan • What do we learn about these characters? Use quotations to support your answer.

Plenary • ‘that’s the best thing a girl can be in this world – a beautiful little fool. ’ • Why would Daisy want her daughter to be a fool? What does this say about women (and men) of the time?

Lesson 3 Learning Intention • We are learning about the significance of setting in the novel • We are learning to make inferences about minor characters when they are introduced • We are learning to make inferences about the relationships of characters by comparing Success Criteria • Discuss the setting of the valley of ashes using quotations • Discuss the characterisation of Wilson and Myrtle • Discuss Tom’s relationships with Daisy and Myrtle

Starter • Read Start of Ch 2 – ‘There I met Tom Buchannan’s mistress. ’ • Pick out significant quotations and analyse how they present the valley of ashes.

Character focus • Wilson and Myrtle • Look at the section where we meet them and consider: – How are they introduced to us and what are our impressions?

Relationships • Read pp. 43 ‘It was nine-o’clock’ to the end of the chapter. • Comparison of Tom and Daisy and Tom and Myrtle • Consider what it may tell us about relationships at the time

Recap • This week we have focused on the following in Chapters 1 and 2 – SOCIAL AND HISTORICAL CONTEXT – MODE OF NARRATION – CHARACTERISATION AND RELATIONSHIPS – SETTING (Eggs and Valley of Ashes, symbolism, theme) – THEME (The past)

Lesson 4 Learning Intention Success Criteria • We are learning to evaluate the reliability of a first person narrator • To be able to discuss Nick as a first person narrator • We are learning to interpret information we are given about characters • To be able to discuss fact and rumour about Gatsby

Starter • ‘Everyone suspects himself of at least one of the cardinal virtues, and this is one of mine: I am one of the few honest people that I have ever known. ’ • Can we trust Nick? Why or why not?

Looking through Ch 3 • Create 2 lists: – One is facts that we learn about Gatsby – One is rumours we learn about Gatsby

Ch 3 questions

Plenary • What have we learned about Gatsby that we didn’t know before? Have our impressions of him changed or become more detailed?

Lesson 5 Learning Intention Success Criteria • We are learning to discuss our opinions of a main character • To be able to give your opinion of Gatsby and give evidence from the chapter to justify this.

Starter • Look at your lists from last period, and add to them from what you read in Ch 4

Ch 4 questions

Notes checklist • Time to update your notes on the following: – Character – Setting – Theme

Plenary • What impressions are you forming of Gatsby at this stage in the novel?

Lesson 5 Learning Intention Success Criteria • To review our understanding of the novel so far • Summarise our understanding of different literary elements • To start to practise our skills of writing PEE paragraphs • Be able to write PEE paragraphs on each element.

Starter • Short summaries of the following • Character – Tom, Daisy, Jordan, Nick, Gatsby • Setting – West Egg, East Egg, New York, Gatsby’s mansion • Theme – the past, excess

PEE(R) paragraphs • POINT • EVIDENCE • EXPLAIN • (REFER TO TASK)

Task – From each of the previous sections, choose one to write a PEE paragraph on.