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(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.
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
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.