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Standard English: Module B: Close Study of Literature

Justification

Choosing The Great Gatsby novel as the focus text for a close study of literature was

due to the multiple textual elements that feature within the text. The novel is quite short so

students will hopefully be more inclined to read it, as it would require a lot less of their time.

The novel also features a lot of underlying themes that students will have the opportunity to

analyse, develop skills to understand both how and why these themes are so important to the

text, whilst still meeting specific syllabus outcomes. As a result, this novel can influence the

structuring of the classroom to feature multiple class discussion activities around themes,

symbols and meaning that is presented within the novel. Class discussions can be seen as a

positive attribute to the classroom as it “in educational contexts, learning often involves

tentative exploration through talk” (Manuel, 2010, p. 188). Hence why it is crucial to choose

a novel such as The Great Gatsby that will facilitate deep and meaningful conversations

throughout the classroom.

The novel is also very versatile for students of different learning capabilities; this was

a big influence in choosing The Great Gatsby novel as a close study text. There are multiple

opportunities for the teacher to gradually develops skills for students who are at different

levels of learning, create both low and high levels of thinking whilst ensuring students who

are at a deeper understanding of the text have the ability to peruse their knowledge and

supporting those students who might not be at that level. The Great Gatsby novel’s value has

been developed over time, this novel is classic story that is really loved, appreciated and still

read to this day. This meaning that there are multiple ways of understanding and appreciating

this novel. The textual value that this book represents was another specific influence in

choosing this novel. Even though there is a movie adaptation of the novel it is still beneficial

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to the focus on the novel as students have the opportunity to analyse and understand why

audience appreciation is so important and how the novel is still appreciated through different

forms of media. Students are able to first develop an understanding for the novel, the story it

tells and the hidden meaning that’s within. Then use the skills develop over the module

gaining the ability to view different forms of media and look beyond the surface.

A choice was made to only bring in elements of the 2013 Baz Luhrmanns The Great

Gatsby film adaptation midway through the module as a result of wanting the students to not

rely solely on what the movie does. It was important for students to develop an understanding

of the novel as itself, including the narrative it tells, textual concepts and the themes it puts

forwards to it audience. That way students can be introduced to the film in a way of

understanding and discovering how the texts have been interpreted and represented in

particular ways. By using both the novel and film allows for students to compare and contrast

between the two forms of text rather than pointing out what is different between the two. This

idea being really important in students developing skills to meet syllabus requirements for the

module and applying skills that they have developed to multiple media platforms. As

Stephens (2010) argues “various visual media are involved in representing images of society

and in presenting information to society, and English teachers have a primary responsibility

to incorporate critical medic awareness into classroom practice” (p. 98) he draws an emphasis

on the importance for including media within the classroom as it can promote ideas of social

impact on the construction of specific texts and the different ways audience perspective is

constructed.

It was really important to intergrade a sense of visual when it comes to understanding

the use of themes, context and symbolism. By using The Great Gatsby book cover and the

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2013 movie poster, allows for students to further develop their conceptual skills and form

their own understanding of written texts being presented through a visual image. It is also

really beneficial to utilise visuals within the classroom when introducing new concepts to as

some student may not be feel confident in analysing texts however, feel that they are stronger

when it comes to understanding a visual image. This will then accommodate for students

learning abilities and encourage all students to participate within specific discussions. It is

crucial for the teacher to emphasise that visuals are not always what is on the surface that

“the aesthetic is not decorative, but rather us constitutive of meaning” (Meisson, 2010, p.46).

Students must develop these conceptual skills in order to see beyond the surface, discover

what is deeper and justify what they have found. By including posters as a visual element to

relate back to the close study text allows for students to develop their own understanding of

The Great Gatsby and further their argument with evidence that they find which is a core

requirement from the syllabus. All three forms of text are really important for students to

develop an understanding the module as a whole as they all present different meaning to The

Great Gatsby story and are beneficial for students being able to successfully meet syllabus

requirements and outcomes.

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References

Manuel, J. (2010). Talking and Listening for Learning in English. In S. Gannon, M. Howie &

W. Sawyer (Ed), Charged with Meaning Re-Viewing English: Third Edition (pp. 185-

197). New South Wales, Australia: Phoenix Education.

NESA. (2017). NSW Syllabus for the Australian Curriculum: English Standard Stage 6

Syllabus. New South Wales, Australia: NESA.

Meisson, R., & Morgan, W. (2010). The Aesthetic and English Teaching. In S. Gannon, M.

Howie & W. Sawyer (Ed), Charged with Meaning Re-Viewing English: Third Edition

(pp. 45-53). New South Wales, Australia: Phoenix Education.

Stephens, J. (2010). Visual Literacy: Enabling and Promoting Critical Viewing. In S.

Gannon, M. Howie & W. Sawyer (Ed), Charged with Meaning Re-Viewing English:

Third Edition (pp. 97-104). New South Wales, Australia: Phoenix Education.

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Lesson Plan

Class: 11A Time: 9am Lesson No: 1

Outcomes

Outcome 1

- Content point: compose personal responses to texts and consider the responses of

others.

- Content point: identify and describe the contexts of composing and responding, for

example personal, social, 
historical, cultural and workplace contexts, and consider

how these contexts impact on meaning. 


Materials

- Students will need to bring their copy of The Great Gatsby – a reminder will be

emailed out to them before the commencement of the new term.

- Sheets of large white paper

- Coloured textas

Procedures

Time Organisation Teaching/ learning activities

5 Teacher Teacher will welcome students to the class back from their 2

minutes weeks holiday. Teacher will begin to mark the roll and as

students find their seats.

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10 Teacher to Teacher will use this time to start class discussion around how

minutes students the students went with reading The Great Gatsby Novel

Discussion points:

What are key moments within the story? What kind of story

does this text tell? How did everyone go reading it?

Teacher will spend this time mapping some of the ideas

presented onto the board and allow for students to note take

and recognise that there are different readings of the novel

15 Teacher to This section of the lesson will focus on being introduced to

minutes students – the 1920’s

class Teacher will ask students what they know about the 1920’s.

discussion Ideas that have been presented will be mapped on the board

will be Teacher will explain major events that occurred within the

encouraged 1920’s period such as Jazz age, pre depression, wealth that

have influenced the creation of the novel and are represented

throughout particular moments within the text.

Teacher will then explore how this period of time, specifically

looking at the ideas of party and wealth that have been

presented within the text.

5 Students – Teacher will instruct students to write down any questions that

minutes discussion they would wish to ask specific Great Gatsby characters if

with peers they were face to face with them.

around them Students are encouraged to be as creative and critical as they

will be wish to be and are to structure their questions as if they were

allowed actually interviewing them.

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20 Class Hot seat activity- The teacher will pick students to represent

minutes activity specific characters from the novel. These students will sit up

the front of the room and the class will ask specific questions

to each characters. Students up the front of the classroom must

answer these questions as if they that character, they must take

on that character’s point of view. Once a few questions have

been asked a new set of student will come up to the front and

will form the persona of their character. Repeat this activity a

few times and allow for students to represent how they think

their character would answer it.

5 Student/class As the class ends students will be instructed to write a

minutes reflection reflection slip about what they have learnt this lesson.

They must hand it back to the teacher as they exit the

classroom.

Homework Advise student that they should revise over The Great Gatsby

as over the term we will be focussing closely with the novel

Evaluation

By using the reflection slip from the students, the teacher is able to form an understanding on

what students have learnt and how effective this lesson was. Also the hot seat activity is

another form of evaluation for the teacher as it reflects how well students understand specific

characters within the story and how well they can take on specific point of views.

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Text: The Great Gatsby Lesson Focus: Develop a Lesson No: 2

novel deep understanding of the

novel and its characters.

Syllabus Outcomes:

Outcome 1

- Content point: compose personal responses to texts and consider the responses of

others.

Outcome 2

- Content point: locate suitable information sources, skimming for general meanings

and scanning for specific 
information, note-taking, summarising, paraphrasing and

using graphic organisers to collect and 
collate information 


Lesson Outline:

Both students and teacher we will develop a character map for The Great Gatsby characters

- This will include a brief profile of the character, their story and each character’s

connections to one another (Use white paper to create it).

Teacher will facilitate a class discussion around what students understand to be important

moments of the story and how these characters impact it and create key moments within

the novel. Students will form groups (3-4 people) and will be given particular chapters of

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the story to summarise (teacher will give students specific chapters to accommodate with

their learning capabilities). Within their group they are to write out what they believe to be

a cohesive summary of their given chapter. Once finished students will pin all of their

summaries around the class and in chronological order, this will allow for students to have

a visual of The Great Gatsby story and whilst being exposed to key moments within it.

This will be a beneficial source for students to reference within future activities and to

ensure that they understand the story.

Text: The Great Gatsby novel Lesson Focus: The novel’s Lesson No: 3

context and audiences

understanding.

Syllabus Outcomes:

Outcome 1

- Content point: Analyse the ways language features, text structures and stylistic

choices represent perspective 
and influence audiences (ACEEN024) 


Outcome 3

- Content point: Use stylistic features to craft and communicate points of view

(ACELR013) 


Lesson Outline:

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This lesson will focus on developing a deeper understanding of the key moments within the

novel and why the 1920’s context is so important to the particular writing choices (Students

will look at this idea further throughout the unit). The class will look at a few key moments

within the text – Gatsby’s party, Daisy and Gatsby meeting (again), George shooting Gatsby

and the implications that follow. Students will form group discussion around why these

events are so important, what makes theses event important and the impact it has upon the

story and analyse the influence it has on the audience’s perspective. Students will then then

complete a creative piece of writing; students will be asked to create a newspaper article

representing one key moment within the text. Students are allowed to pick one event that has

been discussed or they can pick another even from the story.

Text: The Great Gatsby Lesson Focus: Structure Lesson No: 4

Novel and point of view - the

impact on the story and the

messages it sends.

Syllabus Outcomes:

Outcome 3

- Content point: Explore the ways text structures, language features and stylistic

choices are used in different types of texts

- Content point: Use stylistic features to craft and communicate points of view

(ACELR013) 


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Lesson Outline:

This lesson will involve students as a class looking at the impact of F. Scott Fitzgerald

structuring the novel to tell the story from Nick Carraway’s point of view. Students will

focus on how this impacts audience’s understanding of the story, the representation it has

on particular events and characters personas. Students will complete an individual writing

activity, which will involve rewriting entering one of Jay Gatsby’s famous parties from

either Daisy, Tom or Gatsby’s perspective. Time will be spent at the end of the lesson

discussing as class what ideas have been created, what does this does to the original

introduction to the party, is a new story potentially created? Students will also have an

opportunity to present some of their pieces of writing and look at the different ideas

presented.

Lesson Plan

Class: 11A Time: 9am Lesson No: 5

Outcomes

Outcome 3

- Content point: Use language forms, features and structures to shape meaning,

influence responses and achieve particular effects 


Outcome 4

- Content point: transfer knowledge of language and literary devices to engage with

unfamiliar textual forms or texts in unfamiliar contexts

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Materials

- Have board prepper with question for to answer when they get to class – List common

themes that are represented within The Great Gatsby novel.

- Students will need to bring their The Great Gatsby novel

- 30x ‘Themes’ worksheet printed (see Appendix A)

Procedures

Time Organisation Teaching/ learning activities

10 Teacher Teacher will welcome students to the class, instruct students

minutes to their seats and answer the question that is on the board.

Teacher will begin to mark the roll.

10 Class Teacher will ask students to present some of the ideas that

minutes discussion they have come up with.

Teacher will ask for students to share some examples as these

ideas that are presented – This will get students to start

critically thinking about their responses at a faster pace.

Teacher will map some of these ideas on the board for

students to take note.

10 -15 Teacher to The teacher will begin to explain how themes are represented

minutes students within the text.

- Begin looking at the value it has to the creation of a

text and ways that it can be represented.

- Looking specifically how they are not always there,

sometimes they are imbedded within the text.

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An example for the class to explore and analyse is Isolation:

explore how Gatsby has material wealth, a sense of social

status, living a life surrounded with parties and possession but

in the end her was really alone – E.g. his death, not being able

to truly love Daisy)

20 – 25 Individual Students will be given a worksheet (see appendix A) which

minutes has four themes written on it. Students will be instructed to

find evidence within the text that relates to the specific theme,

the must quote that evidence and write how the theme

specifically represents/creates meaning within the text.

Students will hand in their worksheet as they leave the class

for teacher

Homework Students will be asked to see if they notice any other themes

within the text that were not discussed within today’s lesson.

If yes what is it and what evidence can you find that

represents the theme.

Evaluation

Teacher will mark worksheet, observe what students have written and if they were able to

find supportive evidence to the theme. It’s important for the teacher to note down how much

each student has written within the specific amount of time, this will allow for the teacher to

acknowledge how much writing a student can do under time limits and how effective it is to

the activity. This will give the teacher an idea of how much time needs to be spent on

developing students’ writing ability.

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Text: The Great Gatsby Lesson Focus: Lesson No: 6

novel, The Great Gatsby Themes - looking at

book cover (blue) and The different visual

Great Gatsby movie poster representations of them.

(2013)

Syllabus Outcomes:

Outcome 4

- Content point: Appreciate and explain how composers (authors, poets, playwrights,

directors, designers and so 
on) may transform and adapt texts for different

purposes, contexts and audiences, for example 
appropriations in popular culture 


Outcome 6

- Content point: Describe and explain the connections between texts including the

ways in which particular texts 
are influenced by other texts. 


Lesson Outline:

This lesson will focus on developing students understanding of the themes within the text.

The class will spend part of this lesson looking at the homework task and if students were

able to find something different to what was previously discussed. Allow time for these

ideas to be presented. This lesson will look at comparing both the book cover and movie

poster, focus will shift to look at the different themes that are visually presented, how this

impacts audience representation/perception and begin looking at audience appreciation and

reactions. The class will draw connection between the two images and look at the

composers purpose of constructing these images in particular ways.

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Text: The Great Gatsby Lesson Focus: Themes – Lesson No: 7

novel The American Dream,

Shaping menaing.

Syllabus Outcomes:

Outcome 5

- Content point: Understand how the contexts of composers (authors, poets,

playwrights, directors, designers and so on) and responders influence their

perspectives and ideas

Outcome 6

- Content point: Experiment with composing imaginative texts that make thematic or

stylistic connections with other texts or refer to other texts for particular purposes 


Lesson Outline:

This lesson will focus on students will develop and understanding of the American Dream,

the influence of social class within the text and the impact it has on the creation of the text.

A focus will be on how it impacts the text, the value of the context it’s been set represented

in. Students will form groups of 3-4, they will choose a sections from the novel and

recreate it to display a modern representation of the American Dream. Teacher will walk

around the class and assist students if need be and this will also allow the teacher to utilise

a form of formative assessing within this activity.

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Text: The great Gatsby Lesson Focus: Themes, Lesson No: 8

Novel hidden, textual, morals and

messages that are presented

Syllabus Outcomes:

Outcome 4

- Content point: Investigate text structures and language features related to specific

genres for different purposes 
and audiences (ACEEN052) 


Outcome 5

- Understand and appreciate how different language forms, features and structures

can be used to 
represent different ways of thinking

Lesson Outline:

Students will begin to look at the big questions around the use of themes within literature

and the impact it has, this including; What ideas are presented through this theme and what

does the author hope the reader realizes? Students will complete a writing activity within

this lesson, students will be asked what is the moral, message or lesson that the F. Scott

Fitzgerald want his readers to learn from The Great Gatsby. Students will write ask much

as they can in silence and at the end of this class present some of these ideas and get

students to think about what makes them think this.

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Lesson Plan

Class: 11A Time: 9am Lesson No: 9

Outcomes

Outcome 5

- Content point: Explore the effects of figurative and rhetorical devices, for example

emphasis, emotive language, 
metaphor and imagery in the construction of argument

(ACEEN025) 


- Content point: Investigate and reflect on the difference between initial personal

response and more studied and 
complex response (ACELR003) 


Materials

- Students to bring their copy of the novel (teacher to have spares ready for students

who forget)

- The first 2 pages of chapter 2 ready to project onto the board (Appendix B)

Procedures

Time Organisation Teaching/ learning activities

5 Teacher Teacher will welcome students to the class, instruct students

minutes to their seats and begin to mark the roll.

10 Teacher to Introduction to symbolism as a concept, what it is?

minutes students - Form a definition of the concept

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10 Teacher As a class start analysing the kinds of symbolism can be found

minutes explanation within The Great Gatsby

then to What literary value does this have on the novel?

facilitate How is meaning presented?

class Does it impact the story as a whole?

discussion Example - Point out key examples of ‘Time’ – Gatsby’s

encounter with Daisy, who looks at the clock when he finds

himself back with Daisy, time is always against them

15 Individual Students will be given a handout – this will feature the first

minutes then pairs two pages in chapter two of The Great Gatsby

Students will read it on their own looking for specific symbols

that reflect a hidden meaning within the passage.

Then in pairs students will discuss what they have found and

the symbolistic impact it has to the text.

15 Class Ideas will then be shared to the class. Teacher will have the

minutes passage presented on the board and annotate some the ideas

that have been presented. Teacher will spend time looking at

the eyes and how it symbolises an act of watching and

judging. What meaning does this create to the text?

Teacher analyse the board as discussion occurs.

5 Class Before students can leave as a class they must tell the teacher

minutes 5 new things that have been learnt from this lesson.

Homework Students will need to find other forms of symbolism within

the text. What different ones can be found?

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Evaluation

The teacher has the opportunity to use the annotated passage activity as a way to formatively

assess students. It will give the teacher the ability to see how well they can apply their

analytical skills to a text and present areas that may need to be developed further in future

lessons.

Text: The Great Gatsby Lesson Focus: Symbolism – Lesson No: 10

Novel The Green Light

Syllabus Outcomes:

Outcome 5

- Content point: Understand and appreciate how different language forms, features

and structures can be used to 
represent different ways of thinking 


- Content point: Select, interpret and draw conclusions about information and ideas

in texts

Lesson Outline:

This lesson will allow for students to analyse a specific element of symbolism on their

own. Students will individually form their own symbolic understanding of the ‘green

light’, they will then discuss these ideas in pairs and then to the class, students must put

forward textual evidence through their analysing. This lesson allows students to further

understand the use of symbolism and apply this knowledge when deconstructing the text

on their own, presenting it to a partner, then to a larger group. Developing he skills to

understand ideas within texts on their own.

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Text: The Great Gatsby Lesson Focus: Lesson No: 11

novel and The Great Gatsby Representation – visual and

film textual

Syllabus Outcomes:

Outcome 4

- Appreciate and explain how composers (authors, poets, playwrights, directors,

designers and so 
on) may transform and adapt texts for different purposes,

contexts and audiences, for example 
appropriations in popular culture 


Outcome 7

- Content point: Understand how contexts influence the perspectives represented in

texts and how audiences respond to them 


Lesson Outline:

This lesson will expose students to specific scenes from the Baz Luhrmann’s 2013

adaptation of The Great Gatsby. Students will use the film to analyse the representation of

the textual elements through a visual, that have been explored over the past couple of

weeks. the concept of visual allows for students find its representation within the text and

question/understand how does the film challenge their thinking. This lesson will also allow

for students to understand the value both literary and visual texts. Develop and

understanding on how texts are adapted for specific audiences and the influence context

can have through these creations.

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Text: The Great Gatsby Lesson Focus: Literary Lesson No: 12

novel Techniques – Romantic

modernism

Syllabus Outcomes:

Outcome 7

- Content point: Analyse the impact of language and structural choices on shaping

own and others’ perspectives 


- Content point: Understand how contexts influence the perspectives represented in

texts and how audiences respond to them 


Lesson Outline:

This lesson will be focused as an introduction to literary techniques, develop skills to

locate them within the text, exploring the impact to the understanding of the text as a whole

and unpacking the meaning. The teacher will use this lesson to introduce the class to the

romantic modernism – new writing style – which impacted the construction of the text (this

can relate back to the contextual influence) Students will analyse F.Scott Fitzgeral’s

writing style and how the novel shapes the course of future texts. Students will look at F.

Scott Fitzgerald aims to structure his novel in a specific was in order to shape a particular

perspective from his readers

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Lesson Plan

Class: 11A Time: 9am Lesson No: 13

Outcomes

Outcome 6

- Content point: Develop an understanding of new texts by making connections with

texts that are personally familiar

- Content point: Understand how texts conform to or challenge generic conventions

through their language forms, 
features and structures 


Outcome 8

- Content point: analyse and discuss the ways ideas, voices and opinions are

represented 


Materials

- Students will need to have their The Great Gatsby novel within them in class

Procedures

Time Organisation Teaching/ learning activities

5 Teacher Teacher will welcome students to the class, instruct students

minutes to their seats and begin to mark the roll.

10 Individual Students will be asked to write a paragraph on how

minutes then form vocabulary within the novel is a use of literary technique.

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class Ideas will be presented to the class, drawing connections to

discussion the text to form a new way of making meaning.

20 Teacher to Students will spend this part of the lesson developing and

minutes class understanding of the language that is used by the characters

within the novel. Students will use their skills that have been

developed over the past few weeks and look at the impact of

context and time in F. Scott Fitzgerald’s influences the use of

slang language. In particular the class will focus on the

understanding Jay Gatsby’s vocabulary and how this construct

a specific persona for him through the use of literary

techniques (Dialogue – “Meyer Wolfsheim? No, he's a

gambler”, “You always have a green light that burns all night

at the end of your dock”)

25 Group Students will get into small groups for this activity. Students

minutes will have this opportunity to pick a passage from Gatsby’s

dialogue and recreate it to possess a different tone, setting or

meaning. Students will present their conversation to the class

and allow for students to see the different interpretations of

The Great Gatsby dialogue.

Homework NIL

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Evaluation

Teacher will evaluate the different ideas student present in their final group activity. Teacher

will assess and evaluate how well they understood the task, how create they were and how

well they worked with others.

Text: The Great Gatsby Lesson Focus: Literary Lesson No: 14

novel concept - Suspense

Syllabus Outcomes:

Outcome 5

- Explore the effects of figurative and rhetorical devices, for example emphasis,

emotive language, metaphor and imagery in the construction of argument 


Outcome 6

- Content point: Explore and analyse the similarities and differences in language

forms, features and structures between and among texts 


Lesson Outline:

This lesson will focus on imagery within the novel. In small groups students will find one

example from The Great Gatsby text which represent suspense. They will acknowledge

how suspense is represented, what kind of language has been used to create it and how it

works within the text. This discussion will shift focus on how imagery has been used in

specific ways to construct suspense around of Gatsby’s party. This discussion will then

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lead into analysing, emotive language and emphasis from this particular moment within the

text in order to create a specific audience reaction.

Text: The Great Gatsby Lesson Focus: Construction Lesson No: 15

novel paragraph foundations and

creating argument through

literary techniques

Syllabus Outcomes:

Outcome 5

- Content point: Compose logical, ordered and cohesive texts that build effective

arguments in response to the ideas generated through texts. 


Outcome 7

- Content point: compose critical and creative texts that reflect particular values and

perspectives, including their own 


Outcome 9

- Content point: Use constructive, critical feedback from others to improve learning,

including their own composing 
and responding 


Lesson Outline:

Students will be given the ATEE (Attitude, Technique, Example and Effect) worksheet.

They must complete the table and find the most effective evidence from the novel to

support the technique that they have chosen to explore. Students will then use their

worksheet as a basis for constructing a paragraph that answers ‘how does a specific literary

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techniques represent and create meaning within The Great Gatsby novel?’ Students will

have the opportunity to verbally present parts of their paragraphs and constructive

feedback will be given to them by both the teacher and the class.

Text: The Great Gatsby Lesson Focus: Develop Lesson No: 16

novel cohesive arguments with

textual evidence.

Syllabus Outcomes:

Outcome 2

- Content point: Use and assess strategies for planning, drafting, editing and revising,

correcting for errors, refining ideas and ensuring consistent and appropriate style

(ACEEN055) 


Outcome 5

- Content point: Compose logical, ordered and cohesive texts that build effective

arguments in response to the ideas generated through texts.

Outcome 9

- Content point: Use and understand the value of writing as a reflective tool 


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Lesson Outline:

This lesson will focus on developing students writing skills and how to incorporate the

textual skills that have been learnt over the past few weeks. As class students will help

construct a paragraph with the teacher, this will allow for students to visually see the

construction of an effective paragraph. The teacher will then hand out practice essay

questions that relate to The Great Gatsby, students will begin to construct their own

response to their given question, forming their own argument, providing textual evidence

and engaging with the text. Students will get their peers to mark their work that and

provide other students with constructive feedback.

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Appendix

Theme Discussion: The Great Gatsby

Society and Class

Marriage

Dissatisfaction

Vison of America

28
18364008
2A Professional Task 1
Lesson Planning and Sequencing
B

29