WEEK 5

Lesson1:‘The Great
Gatsby’

Title: Can you take the heat?

LO:
Must: Understand Plot
development.
Should: Analyse rising tension in
Chapter 7.
Could: Create PETER paragraph
response.
AOE: Readers, Writers, Text.

ATL: Research,
Communication, Critical
Thinking Skills
 Starter Activity

“and, as obscurely as it had

begun, his career as Trimalchio
was over.”

 Research who Trimalchio is.

 Explain how the reference may link to Gatsby.

Challenge: Can you identify what technique is used here?

Explain the author’s choices.

ATL: Research Skills

 Close Reading Activity

Read Chapter VII until ‘After a moment the proprietor emerged from the interior’.
As you are reading, record notes which may help you to answer the questions below:
 In what ways does the opposition of houses represent the rivalry present between Tom and Gatsby?
 What does Pammy Buchanan represent to Gatsby?
 What do you think Fitzgerald’s intention was in keeping Pammy absent for most of the novel?
 What is the narrative reason for Tom and Gatsby swapping cars?
 How does Gatsby characterise Daisy’s voice? What do you think he means by this?
 Explain the symbolic meaning of Doctor Eckleburg’s eyes in this chapter.

​
Challenge: What global issues are evident here?​
ATL: Critical Thinking
 *Add to your learner Portfolio*. 
Skills
 After Reading

 Identify the examples of pathetic fallacy in the opening of chapter 7.

 Explain what atmosphere is created. Think about why this is established so early in the chapter.
 Explain how this may impact Nick’s perspective.

Challenge: Create a line of inquiry based on symbolism in the novel.

ATL: Critical Thinking Skills

 Tension

As the characters sit around in the Buchanan household, the tension between the group begins to build. The implicature is
important here: the characters maintain the appearance of civility, but underneath their politeness, uncomfortable truths
threaten the peace:

- Daisy knows about Tom’s mistress

- Tom suspects Gatsby and Daisy’s affair
- Gatsby feels Daisy’s love for him is threatened by Tom
- Daisy feels torn between both men

Choose 3 quotes from the dialogue that reflect this tension, and explore the implicature (what is implied: what the
character really means underneath what they say).

Challenge: Develop into a PETER paragraph. ATL: Critical Thinking Skills

 Homework:
Vocabulary Building Activity.

 boisterously
 Contingency
 irreverent
On your one-note record a
 perturbed
definition for any of the words on
 Stagnant the left that you do not understand
the meaning of.
 Portentous
 Magnanimous
 luminosity

Criteria D: Use of Language

 Plenary Activity-Discussion

Predict the outcome of the tension in

Chapter 7.

ATL:
Communication
Skills
Lesson 2: ‘The
Great Gatsby’
Title: Mr. Nobody from
Nowhere 
 LO: 
Must: Compare/Contrast main
characters. 
Should: Analyse characterization
evident in Chapter 7.
Could: Evaluate thematic
development.  

AOE: Readers, Writers, Text. 

 Starter Activity

‘I suppose the latest thing is to sit back and let Mr. Nobody from Nowhere make love to your wife.
Well, if that’s the idea you can count me out….Nowadays people begin by sneering at family life and
family institutions, and next they’ll throw everything overboard and have intermarriage between
black and white.’

Explain the significance of this quotation. What theme is evident here?

Challenge: Construct a line of inquiry connected to this topic for the HL essay.

Concept:

Identity
 Characterisation

Reread the Plaza confrontation scene. Compare and contrast Gatsby and Tom. What does
Fitzgerald reinforce about their characters?
Challenge: Explain what themes are developed through their confrontation.

Link
Gatsby Tom Paper II
Comparative
Analysis.

ATL: Critical Thinking Skills  Must: Compare/Contrast main characters.

 Daisy

‘Please Tom! I can’t stand this anymore.’

Gatsby loses Daisy to Tom in this scene. Explain
why.
How does this scene affect our perspective of
Daisy?

Which of the novel’s central themes does this

connect to? Justify your answer.

Challenge: Provide references from the text.

 Should: Analyse characterization evident in Chapter 7.

ATL: Critical Thinking Skills
 Nick

‘Thirty — the promise (…) Toward death through the cooling twilight.’
What examples of foreshadowing can you notice in this passage?
What does the asyndetic listing suggest about Nick’s outlook on life?
What does Nick find comfort in?
Does this passage change the reader’s perspective of Nick?
Challenge: Compare how Nick has developed throughou
Which of the novel’s central themes does this connect to? Justify novel.
your answer. 

 Should: Analyse characterization evident in Chapter

ATL: Critical Thinking Skills
 Thematic Development

 Choose one theme we have been studying.

 Identify quotes that evidence the theme in the chapter.
 Evaluate the theme development in this chapter.

Challenge: Identify author’s choices that develop theme.

 Could: Evaluate thematic development.

ATL: Critical Thinking Skills
 Plenary Activity

Is there any hope for Gatsby and Daisy? Think/Pair/Share ATL:

Communication.
 Week 5

Lesson 3: ‘The
Great Gatsby’
Title: The Death Car
LO:
Must: Understand key
quotation.
Should: Analyse symbolism in
chapter.
Could: Evaluate thematic
development in the chapter.
AOE: Readers, Writers, Text.
 Starter Activity

Wilson: ‘My wife and I want to go West’

The idea of ‘going west’ was first coined by Horace Greeley. Use your research skills to understand
this concept further.

Challenge: Explain the significance of this quotation. What theme is evident here?

 Must: Understand key

ATL: Research Skills quotation.
 Symbolism- Cars

In the 1920s, motor cars were a new, mass-produced product that would have been seen as an
exciting new commodity, but also a highly dangerous one.

 Identify where motor cars play a significant role in The Great Gatsby. Which key plot
moments revolve around them? Include textual references.
 Explain what cars represent or symbolise. Which specific cars are significant?

Challenge: Identify author’s choices that develop theme.

ATL: Critical Thinking Skills  Should: Analyse symbolism in chapter.

 Symbolism- Myrtle's Death

‘Michaelis and this man reached her first (…)’

Fitzgerald gives us Myrtle’s death in gruesome detail. Analyse the word choice used. What does her
death symbolise? Link to author’s intentions. Write/Pair/Share.

ATL: Critical Thinking and

 Should: Analyse symbolism in chapter.
communication Skills
 Tragedy

 Accident is a convention of the genre of tragedy. Characters do things which cause their own downfall,
and the audience or reader is powerless but to look on.
 What or who was the cause of Myrtle’s death?
 Why does Myrtle run out into the road? Why doesn’t the car stop?
 Think of at least 3 characters that could be the main source of blame for Myrtle’s death, and
justify your choices.

Fitzgerald gives us Myrtle’s death in gruesome detail. Analyse the word choice used. What does her
death symbolise? Link to author’s intentions. Write/Pair/Share.

ATL: Critical Thinking and

communication Skills
 Tragedy

Tom and George have both suffered a loss. George has lost his wife and Tom his mistress. How does each
man respond to the event of Myrtle’s death? What does this reveal about each character?

Identify and analyse three quotes for each. Write/Pair/Share.

ATL: Critical Thinking and

communication Skills
 Thematic Development

 Choose one theme we have been studying.

 Identify quotes that evidence the theme in the chapter.
 Evaluate the theme development in this chapter.

Challenge: Identify author’s choices that develop theme.

 Could: Evaluate thematic development.

ATL: Critical Thinking Skills
Plenary Activity
At the end of the chapter,
Gatsby is standing alone,
looking out at Daisy’s house.
Where else in the novel does he
do this? How is this different?
Do you think Gatsby is right to
wait outside the Buchanan
house? Is this an act of
generosity or desperation?
Think/Pair/Share

Learner Profile:Reflective
 Week 5

Lesson 4: ‘The
Great Gatsby’
Title: Myrtle’s Death
LO:
Must: Understand
characterization of Daisy and
Tom.
Should: Create a non-literary
text in relation to Myrtle’s
Death.
Could: Present a global issue
within non-literary text.
AOE: Readers, Writers, Text.
Starter Activity-
Write Now
At the end of chapter 7, Nick
explains he is weary about the
group. What is it about the
group that Nick is weary of,
and why does it include Jordan?

Challenge: Which theme does

this link to?

ATL: Critical Thinking and

communication Skills
 Daisy and Tom

Reread the passage ‘Daisy and Tom were sitting opposite each other at the kitchen table (…) watching over
nothing’.

Annotate the passage and explain how Nick conveys a sense of a natural connection between Tom and
Daisy. How does Nick conveys the futility of Gatsby’s “vigil”?
What theme is evidenced here?

Challenge: Explain writer’s intentions in presenting this theme.

ATL: Critical Thinking and

 Must: Understand characterization of Daisy and Tom.
communication Skills
 Task
Paper 1/
IO
 Choose a non-literary text type from the list below. Skills
 Depict the events of Chapter 7 in the text type.
 Must include features of the non-literary text type.
 Share on Teams, you will present to class and explain your choices.
 Challenge: Present a global issue within the text.

 Should: Create a non-

literary text in relation to
Myrtle’s Death.

ATL: Critical Thinking and

communication Skills
 Plenary Activity-Discussion

Predict the outcome of events in Chapter

7.

ATL:
Communication
Skills