YEAR 12 LESSON TWELVE [7th Dec 15]: Homework

The whole focus of this session was a consideration of the question:
WHY IS CHAPTER FOUR SIGNIFICANT?
Class discussion explored possible content when considering the significance of this key chapter. The class considered the following points. I have presented the results of the class discussion as a possible essay structure as this question is the focus of the written homework:

• The first moment of significance is Gatsby's attempts to convince Carraway about the significance of Gatsby's past. This allows Fitzgerald to reinforce the theme of APPEARANCE and REALITY as Fitzgerald presents Gatsby's narrative as being unreliable. Gatsby claims he is from the Mid-West but states that he was born in 'San Francisco'. This city is on the west coast so this is clearly a lie! Gatsby appears to have planned the presentation of his past as he is armed with medals to prove he was honoured 'For Valour Extraordinary' by 'little Montenegro' and even has a photograph to prove he attended Oxford. He is like a bad actor, much like Myrtle in Chapter Two, struggling to play a role and appearing unconvincing.

AUTHOR'S AIM? Fitzgerald reinforces the sense of enigmatic mystery that surrounds this character. Carraway describes Gatsby as 'gorgeous' in the first chapter and represents Gatsby as a unique and inspirational character yet the reader is still puzzled as to how or why Carraway would be impressed by a man who is clearly lying about his past. Chapter four serves to reinforce the mysterious nature of Gatsby and the reader remains unsure as to why Carraway begins the novel with such a positive representation of such a disingenuous individual.

• However, Fitzgerald does develop Gatsby's character in a significant manner in chapter four when he links Gatsby to the themes of corruption and organised crime. Gatsby's true identity has been shrouded in mystery throughout the first four chapters and Fitzgerald introduces a sinister tone with the idea that Gatsby appears to be a very powerful gangster. The first hint of Gatsby's criminal power occurs when his car ['With fenders spread like wings we scattered light'] is stopped for speeding and Gatsby escapes prosecution and after 'Taking a card from his wallet' the policeman reacts with exaggerated deference and allows Gatsby to continue his journey: ''Right you are' agreed the policeman, tipping his cap, 'Know you next time Mr.Gatsby, Excuse me!' The policeman appears to afford Gatsby a fearful respect and this moment serves to introduce and amplify Gatsby's criminal power. This moment also introduces the idea that the police are corrupt.

AUTHOR'S AIM? Fitzgerald introduces the theme of power and corruption. Gatsby's character is offered a sinister dimension and the moral decay that Fitzgerald has presented to the reader in the opening chapters appears to be a decay that is rooted in an American institution that should be a symbol of moral justice. This is a country that appears to have lost all moral direction as the police appear to be less powerful than the gangsters that seek profit from organised crime. Reference could be made here to how this America seems a powerful contrast the idealised vision of America reflected in the Declaration of Independence or the poem of Emma Lazarus that can be read inside the Statue of Liberty. Whitman? Star Spangled Banner? Some reference needs to be made here to the idealised vision of America and the America being presented by Fitzgerald.

• Furthermore, the theme of corruption and power is reinforced with Fitzgerald's introduction of Wolfsheim. Students need to refer to how Fitzgerald shapes the idea that Wolfsheim is a violent, powerful and successful gangster. Obviously reference needs to be made to the symbolic significance of his 'cuff buttons', the symbolic significance of his character being presented as a wolf-like character [why not a squirrel?], and the merging of fact and fiction with references to Rosy Rosenthal, Becker, and the World Series. When Carraway asks 'Why isn't he in jail?' Gatsby replies: 'They can't get him, old sport. He's a smart man.' What is the significance of this statement?

AUTHOR'S AIM?  Fitzgerald links Gatsby to a very powerful and violent gangster. He introduces the theme of power and corruption in quite a shocking manner. Gatsby is linked to a world of moral decay that seems to contradict Carraway's judgement that Gatsby 'had an extraordinary gift for hope'. This appears to be the first real insight into the true nature of Gatsby and it serves to amplify the sense of mystery that surrounds this 'Great Gatsby'. Fitzgerald may also be encouraging the reader to be suspicious of Carraway's judgement as the reader is possibly being encouraged to question the judgement of a narrator who perceives 'something gorgeous' in a man who associates with gangsters like Wolfsheim. This is a novel that questions the moral direction of America and Wolsheim's introduction allows Fitzgerald to add another layer of moral decay to the novel and force the reader to confront the belief that America appears to have lost its sense of morality and moral justice. The reader is presented with a morally repulsive America populated with corrupt policeman, succesful gangsters, the injustice of the inequality endured within the Valley of Ashes, and grotesque people like Tom Buchanan. The critic Lionel Trilling stated that 'Gatsby is America' and it might be that just as the reader is unsure of Gatsby's true identity, so Trilling is suggesting that America is also suffering some form of identity crisis as this version of America is not a reflection of the idealised America rooted in The Declaration of Independence.

• Students could also refer to Jordan's narrative. This is a significant feature of chapter four because this moment allows Fitzgerald to introduce the love affair between Gatsby and Daisy. This is the key narrative that drives Gatsby as we discover that he hopes to rekindle his affair with Daisy Fay. Students might like to refer to the fact that Jordan's narrative reinforces the idea that Tom is a vile individual....YOU DECIDE!

AUTHOR'S AIM? If students refer to the fact that Fitzgerald uses Jordan's narrative to introduce the  love affair that links Gatsby to Daisy, it might be plausible to refer to Fitzgerald creating a sense of dramatic tension as Gatsby seems unconcerned that Daisy is married with a child. She is not the girl that she was in 1917 when they had their affair. Furthermore, she is now married to a violent bully therefore Fitzgerald presents a situation that, potentially, may inspire a dramatic reaction from Tom. Jordan's narrative also serves to reinforce the idea that Tom is a vile character. Students could focus on the fact that chapter four allows Fitzgerald to reinforce the idea that Tom is a brutal character lacking in empathy or compassion.

CONCLUSION....Don't worry about linking the text to the context of tragedy. Students should refer to the opinion of a critic to shape a convincing conclusion. Chapter four is an important chapter because it introduces the sinister theme of criminality and deepens the sense of mystery that surrounds the enigmatic character of Gatsby.

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Students who achieved A to C for the last essay should produce THREE paragraphs and a conclusion. Students awarded D to E for the last essay should produce two paragraphs and a conclusion.
The aim of this essay is for students to produce a CLEAR and succinct critical commentary that clearly considers author's aim.
Students could produce a three paragraph and conclusion response simply dealing with Gatsby and Wolsheim. The introduction of Gatsby's criminality is a massive feature of this chapter. Students should not feel that they have to refer to Jordan's narrative. My main concern is CLARITY as the last written response contained some very confused critical commentary. READ my marking and attempt to avoid repeating the mistakes that were apparent in the last response.
THIS IS A HUGE PIECE OF WORK.

GOOD LUCK.

HOMEWORK: Complete the essay. 

YEAR 13 LESSON SEVENTEEN/EIGHTEEN [2nd/4th Dec 15]: Homework

These two sessions considered the essay questions linked to the creature's narrative. On Wednesday we will be discussing the essay question:
'The creature is the most significant symbol in the novel.' To what extent do you agree with this statement?
I expect students to be able discuss possible content in a detailed and precise manner in the next session. Students need to be able to support their argument with specific textual reference.
In Wednesday's session we discussed the significance of the creature's final speech and on Friday we discussed the significance of Chapters 18 and 19. I gave students lots of key quotes.

HOMEWORK: Lots of reading. Students need to prepare for the essay. Students also need to be aware of the symbolic significance of The Orkneys and the significance of Victor's dream when he is being accused of murdering Henry.
WE NEED TO DISCUSS STHE SIGNIFICANCE OF SYMBOLISM ON WEDNESDAY SO BE PREPARED TO DISCUSS:

• THE BLASTED STUMP
• THE IMAGES OF FIRE AT THE CONCLUSION TO THE NOVEL
• THE SIGNIFICANCE OF LOCATION
• THE SIGNIFICANCE OF DREAMS

See you on Wednesday troops.

YEAR 12 LESSON ELEVEN [30th Nov 15]: Homework

This session considered the significance of CHAPTER FOUR. Reference was made to Gatsby's attempts to impress Carraway as they drive to New York to meet Wolfsheim. Students were asked to be aware of how Fitzgerald introduces the themes of Power and Corruption. Below are the key features of this chapter that students need to consider:

• Gatsby's blatant lie that he is from the Mid-West city of SAN FRANCISCO! Clearly this city is situated on the West Coast!
• Students need to consider why Gatsby is weaving such a ridiculous narrative to impress Carraway. The theme of APPEARANCE and REALITY appears once more. Remember, this is all linked to Gatsby's obsession with rekindling his romance with Daisy.
• Gatsby's ability to escape a speeding ticket.
• Note the description of the car that represents the automobile as some form of supernatural creature: 'WITH FENDERS SPREAD LIKE WINGS WE SCATTERED LIGHT....'Wow!
• The description of Wolfsheim is important as is his friendship with Gatsby which is loaded with sinister significance.
• The fact that Fitzgerald refers to REAL EVENTS in this chapter. Rosy Rosenthal was a real gangster who was murdered in the Metropole, Becker was a corrupt policeman who received the death penalty for his role in the murder, and the 1919  World Series betting scandal remains one of the most famous examples of corruption in the history of American sport. What is Fitzgerald's aim here? Why is he merging fact with fiction?
• Students need to be aware of Wolfshiem's 'human molars' used for 'cuff buttons' and Nick's comments that this powerful and ruthless gangster may be a 'dentist'!

The quiz that I used to begin this session was quite enlightening. It is clear that four students are not reading the book. If you did not have 10 correct answers, you are not reading the book in an appropriate manner. If you do not read the book there is very little point in pretending to be a LITERATURE student. Please read the text.

HOMEWORK: Read chapter FOUR and chapter FIVE. We will continue to discuss the significance of Chapter Four in Monday's lesson and begin to discuss the brilliant chapter FIVE. 

Examine the resources posted to my previous Gatsby blog entries.

http://becuriouslit.blogspot.co.uk/2015/11/year-12-lesson-ten-23rd-nov-15-homework.html

http://becuriouslit.blogspot.co.uk/2015/11/year-12-lesson-seven-2nd-nov-15-homework.html

YEAR 13 LESSON SIXTEEN [27th Nov 15]: Homework

This session considered the creature's narrative and discussed the significance of the 'SUICIDE NOTE' that concludes the novel. Students were asked to consider why Shelley has the creature embrace oblivion in such an enthusiastic manner. The class were asked to consider the narrative of the creature as allowing Shelley to offer a very liberal emotional manifesto aimed at improving the quality of life for all members of society. REMEMBER...this is a post-War novel and this novel is considered to reflect many of the liberal ideas that are associated with Romantic Literature.

I alluded to a SUPERB BBC documentary series that explores the 'so called' ROMANTIC movement within English Literature. The first episode explores the significance of THE FRENCH REVOLUTION. Click on link below to access resource.....

LIBERTY:

https://www.youtube.com/watch?v=scck3YCiRxg

There are three one hour films in this series and they are all magnificent. Reference to Shelley's Frankenstein appears in the final section of the episode below...but I would watch it all because it is a superb resource and brilliant filmmaking....

NATURE:

https://www.youtube.com/watch?v=liVQ21KZfOI

ETERNITY:

https://www.youtube.com/watch?v=R6mefXs5h9o

I discussed the idea today that the creature is perceived by some critics to represent the movement of the French Revolution [OPTIMISM evolving into HORROR and DESTRUCTION] so students need to be aware of the significance of this moment in northern european history.

HOMEWORK: READ THE NOVEL. In the next session we will be discussing possible content for an essay that will consider the significance of the creature. Here are FOUR potential essay questions that you should consider before Wednesday's session.

'The creature is the most important symbol in Shelley's novel.' To what extent do you agree with this statement?

Many critics have commented that the creature is ultimately a character with whom we sympathise. Explore Mary Shelley's presentation of the creature in the light of this comment. 

'Throughout the novel the boundaries between good and evil are continuously blurred, leaving the reader with moral uncertainty.' How far do you agree with this view of the novel?

To what extent do you agree with the view that the humans in Frankenstein are more monstrous than 'the monster'?

YEAR 13 LESSON THIRTEEN/FOURTEEN/FIFTEEN [ 18th/20th/25th Nov 15]: Homework

The thirteenth session involved the class modelling a paragraph as preparation for the essay. The class created an exemplar paragraph that served to illustrate how a response should be structured. This was a very important session as students need to see how a sophisticated critical argument is presented.
The rest of the session discussed the creature's narrative.
Session Fourteen also discussed the key moments within the creature's narrative and referred to the notion of tragedy. Reference was made to Aristotle's notion of PITY and FEAR and the class were introduced to Arthur Miller's idea that tragedy is an optimistic form of literature as it aims at 'PERFECTIBILITY.'
Today's session continued to consider how Shelley presents the creature and why she presents the creature in this manner. Reference was made to the significance of PARADISE LOST and the role of Literature in informing the creature about the human sensibility. Students discussed the significance of the opening section of Chapter 15, the symbolic significance of the DeLacey family, the symbolic significance of the creature's physical isolation as he secretly learns from the humanity of the family, and the significance of William's murder....PHEW.

HOMEWORK: Continue to read the creature's narrative and also read the final pages of the novel. Our next essay will consider the symbolic significance of the creature so be prepared. Come to the lesson armed with some informed comments. I will also be discussing the symbolic significance of location. Students also need to rewrite a paragraph from the recent essay, follow my marking and construct a paragraph that contains an appropriate level of A2 detail. ALL students should aim to move the paragraph one grade higher than the grade you received for your essay.
YOU LOT WERE BRILLIANT TODAY.
Ta.

YEAR 12 LESSON TEN [23rd Nov 15]: Homework

This was another big session as the main focus of the lesson was a consideration of the question:
WHO IS NICK CARRAWAY?
Students must be able to identify why Fitzgerald selected this character to be the filter through which he shapes his narrative. CLASS DISCUSSION WAS EXCELLENT. Students considered the 'broken' nature of this shy and repressed 29 year old and identified key moments from the text that amplify his true nature. Students received a sheet full of key quotes that should help when considering the nature of Nick Carraway. Focus was placed upon the final section of the third chapter and Nick's comment that he felt a 'haunting loneliness sometimes.' The class considered the interpretation of Carraway offered in Baz Lurhmann's recent film that has Nick writing the book as a means of therapy as he recovers in hospital from some form of alcohol inspired break-down!! This reading views the text as a form of diary entry...a retrospective journey recalling a moment of incredible and overwhelming emotional intensity.
The remainder of the session considered the nature of Gatsby's Party in Chapter Three and how it moves from an exuberant feast of life to a chaotic mess! Women cry, sad songs can be heard, couples fight, and there is a car crash. Carraway describes the scene as a 'violent confusion.'
Discussion also considered why Gatsby's first appearance is so understated and why Owl Eyes is so amazed that Gatsby's library appears to be real...although the books remain uncut therefore are impossible to read. Students might want to consider the thematic significance of this moment and continue to view the book through the thematic filter of APPEARANCE AND REALITY.

HOMEWORK: Read chapter FOUR and Chapter FIVE. Some people still owe me written work. If you miss a lesson you still complete the work. Get in touch with me and I will give you the essay plan that will guide you through the essay.

Click on link to listen to Baz Lurhmann and the cast of Gatsby discuss issues linked to the recent film version of Fitzgerald's novel:
http://becuriouslit.blogspot.co.uk/2013/05/year-12-gatsby-resourcesthe-film-is.html
Di Caprio Gatsby interview:
https://www.youtube.com/watch?v=kjoUzHWDkX8
Di Caprio on Gatsby...ABC News:
https://www.youtube.com/watch?v=MI_E_l9nApM
Tobey Maguire interview...he is Carraway:
https://www.youtube.com/watch?v=ZzK21TFdXkk

YEAR 12 LESSON NINE [16th Nov 15]: Homework

Today's session was a MASSIVE lesson as students discussed possible content for the first GATSBY essay. The title of the essay is:
HOW DOES FITZGERALD SHAPE MEANING IN THE OPENING CHAPTERS OF THE GREAT GATSBY?

Students were offered a very precise essay structure and class discussion considered the relevant content for the first two paragraphs. Discussion considered how the theme of economic and social inequality is presented to the reader through the contrast between the Valley of Ashes and the representation of Gatsby's party in the opening section of chapter three. Class discussion also considered the theme of APPEARANCE AND REALITY and how this links to author's aim.
Class discussion considered the notion of symbolism and how a writer uses symbolism as a device to shape meaning. Discussion considered the symbolic purpose of the Valley of Ashes, Gatsby's party, Myrtle and Tom. All these symbols are used by Fitzgerald to shape meaning and students need to refer to the symbolic nature of the text and link these symbols to author's aim.

Further discussion considered the notion of tragedy and the extent to which the opening sections of the novel conform to the definitions of tragedy offered by ARISTOTLE and ARTHUR MILLER. Students were encouraged to refer to the context of tragedy in the conclusion to the essay. Furthermore, students were made aware of the need to weave the comments of critical interpretations into the critical narrative of the essay. For example Lionel Trilling stated that 'GATSBY IS AMERICA' but our class discussion considered the idea that perhaps 'Tom is America' as he is a cruel and ignorant individual who seems incapable of compassion or empathy. It is this lack of compassion that allows the Valley of Ashes to exist and for Myrtle to be abused. Tom is a vile man incapable of human decency. Perhaps Fitzgerald's novel is an appeal for empathy in order to stop the version of America reflected in the novel becoming a reality.

Students were also asked to consider why this novel and the themes and ideas being explored by Fitzgerald are still relevant in November 2015. Surely a novel that is appealing for empathy and compassion is incredibly relevant, especially after the atrocities in Paris on Friday night.

This is a very important essay.

HOMEWORK: Construct the essay. Any student who missed this lesson needs to contact me to obtain the essay structure.