UNIT PLAN# 1:

SIXTH FORM GOVERNMENT SCHOOL/ POLYTECHNIC

LITERATURES IN ENGLISH UNIT 1
THURSDAY 14TH JANUARY 2016
INSTRUCTOR: ANA CEDEO
HEAD OF DEPARTMENT: MRS. N. THOMAS
CAPE MODULE 3:
F. SCOTT FITZGERALD-THE GREAT GATSBY
TEACHING POINTS:
1. The use of Pathetic fallacy and use of descriptive Language and setting in Fitzgeralds
work
2. Fitzgeralds use of language, focusing, detailing, juxtaposition, writing style and
narrative technique
3. Fitzgeralds titular name selection and its relationship to the thematic issues of Jay
Gatzs recreation of Self and persona, and his inner drive and motives.
4. The observation and interpretation of Daisys emotional response to Gatsbys success
and Nicks revelation of the truth about Gatsby at THIS point of the novel; reasons for
the revelation now.
5. Students analysis of The self-reflexive writing method exposed; purpose and function
as well as effectiveness.
6. Students analysis of Character: Gatsbys obsession with the idea of success and
recreation of the past and fixing the past.
7. The narrative and social approach: Fitzgeralds use of language and writing
techniques to critique American societys lack of morals during the Jazz age and the
fake realism of the American Dream.
AIMS:

1. To demonstrate the methods of writing Fitzgerald uses in ushering in Character, setting,

plot, theme, narrative style and art.
2. To help students process of accurate thematic detailing to reproduce an understanding of
theme, plot, setting, dialogue and characterization in the novel.
3. To help students appreciate language, tone, mood, atmosphere.
4. To help students understand Writers Intent.
5. To help students structure essays with well written thesis statements that would answer
questions on all of the above.
CONCEPT ANALYSES:
1. The structure of the chapter.
2. The ability to review the themes and characters and other issues accurately.
3. The ability to spot the authors or characters point of view.
4. The use of language to support that view.
5. The language tools of writing: Narrative style, writing style, characterization etc.
6. Thematic issues
7. Contextual issues such as the Jazz age, The American Dream and American society.
TEACHER METHODS:
8. The use of Oral and Dramatic presentations to help students visualize Writers Intent.
9. To use QAR strategies to ensure students engage in detailed discussions on all of the
above
10. The use of KWL strategies to assist in writing on the text.
11. To use Graphic Organizers to help students structure their essays.
12. Teacher Modeling and SRSD
ASSUMPTIONS/ PRE ENTRY PERFORMANCE:
(1) Knowledge of the general theme of the novel.
(2) Knowledge of Characters in detail, as they unfold
(3) Knowledge of descriptive language.

(4) Knowledge of Fitzgeralds perspectives and writing style

(5) CROSS CURRICULAR #1: HISTORY: A basic knowledge of American history and
American lore such as the magical appeal of New York/ The Big Apple, as well as
the meaning of Empire State, as popularized by musical and other artistes, Novels
ethos, Fitzgeralds own life and lifestyle.
(6) CROSS CURRICULAR #2: SOCIOLOGY: A basic knowledge of Sociological theory
of the role and views of women in the early 20 th century. A basic understanding of
Capitalism and Marxism: Rich vs Poor in American Society what do Americans value
for the American dream?
(7) CROSS CURRICULAR #3: HFLE LINK: Role of women, Marriage and Domestic
Violence.
ANTICIPATED PROBLEMS:
(1) Misunderstanding and some misinterpretation of Fitzgeralds language and perspective,
since authorial intrusion is present and students may not be able to discern Authors voice
vs that of the narrator Nick Carraway.
(2) Their ability to conceptualize the authors point of view may be jeopardized by
misinterpretation.
(3) Their lack of being able to accurately produce citation evidence found in critiques notes
and link to the text.
(4) Their lack of reproducing other information in their own words.
(5) Their lack of skills for forming the thesis statement when writing on the above.
MATERIALS:
(1) The textbook
(2) The white board plus markers for explaining teaching points.
(3) The critiques notes.
(4) The computer or telephones/ tablets with internet search engines for research purposes.
(5) The Baz Luhrmann directed, 2013 version of the film The Great Gatsby for
comparison.

(6) Video clips on Gatsby and the Roaring 20s for students to gain a feel of the music etc of
the era.
(7) YouTube videos on Writers intent and characterization.
(8) Power Point slides on characterization, tone, mood, and atmosphere.
(9) Essay planning organizers and other writing tools such as vocabulary and linkage lists.
PROCEDURE:
TYPES OF SET INDUCTIONS (5 minutes)
(1) Teacher introduces the topic, via explaining what is going to be covered.
(2) A mini discussion about the previous chapter.
(3) Elicit the questions from the class to find out what exactly was confusing in the previous
chapter.
(4) Ensure they revise the main previous issues discussed by Fitzgerald before launching into
the new chapter.
(5) Use of videos or audio.
STUDENT CREATIVITY
(6) The teacher then writes a question on the board: Ascertain the meaning behind the
novels name The Great Gatsby; what issues do you think are going to be discussed here
and why? Why does Fitzgerald title the novel as such?, and they are divided into their
different groups. They are sent to collect data from the critics online as well as from the
text for written evidence to support their answer to the above question.
(7) Students use Literature Circles to obtain information for discussion and group work.
(8) Teacher continues to begin lesson by introducing the chapters issues via a
question/answer session. Students get to ascertain themes within the chapter. Students are
also tasked to look at the critics notes for this specific chapter.

STEP THREE- READING PRACTICE AND ANALYSIS

(9) ACTIVE READING MUST TAKE PLACE, ALONG WITH DISCUSSIONS!
(10)

During active reading, students read silently until the teacher pauses to discuss a

teaching point:
a.

A close examination of the use of Pathetic Fallacy and Pastoral Imagery, along with the
observation of writing style and descriptive language. Fitzgeralds choice of words

closely examined here.

b. Outlook of Fitzgeralds writing style and use of description. Critics comments on
Fitzgeralds treatment of The Rich.
STEP FOUR- DISCUSSION
(11)

How Fitzgeralds writing style impacts on the readers understanding and

awareness of character and other themes.

(12)
Idea of focusing: Fitzgeralds focus on Nicks 30 th year and the significance of the
changes at this time.
(13)
Narrative techniques and writing style discussed with regard to the earlier
examples.
STEP FIVE- TYPES OF HOMEWORK GIVEN
(14)

Preparation for continuance of reading as well as a close examination of other

details of Nick and Gatsbys friendship as well as that of Gatsby and Daisys relationship.
(15)
Observation of writers techniques and narrative styles via group discussions and
short-answer questions; they will be assigned a selected passage to analyze for tone,
mood etc.
(16)
Close examination of critics comments of the Fitzgeralds influence: Gender and
Language and the culture of the Jazz Age. Again, short passage selected to write about
each.
(17)
Students use graphic organizers to plan and reproduce essays and essay plans.
(18)
Students use reflective journal to put what they learnt into their own perspective.