A02: Demonstrate detailed critical understanding in analysing the ways in
which structure, form and language shape meanings in literary texts
(25% of AS marks)

AO3: Explore connections and comparisons between different literary texts,
informed by interpretations of other readers
(20% of AS marks)

AO1: Articulate creative, informed and relevant responses to literary texts,
using appropriate terminology and concepts, and coherent, accurate
written expression
(10% of AS marks)

AO4: Demonstrate understanding of the significance and influence of the
contexts in which literary texts are written and received
(5% of AS marks)

Pre-reading

The Great Gatsby, F. Scott Fitzgerald and Digging to America by Anne Tyler

Discuss novels and stories read previously (including GCSE).

Pairs look at a variety of covers of 'The Great Gatsby' & discuss similarities & differences: use of images, colour, typeface, appeal to which type of audience, expectations of this novel, preferences.

Complete the same activity with the back covers / blurbs of the same editions. Comment on similarities & differences in content & tone. Discuss target audiences & individual preferences.

Finally, discuss what they now expect of the novel.

Reading

Read the opening chapter & discuss narrative voice & narrative technique.

Continue to read extracts from the novel in class & to discuss narrative techniques and viewpoint, characterisation, plot, theme, setting, the handling of time, language, context & author's aims.

Students complete reading of the novel at home.

Students could complete a reading log of their personal responses & comments.

Students should read the post-1990 novel independently and complete a reading log of their comments and responses.

Students are introduced to / reminded of appropriate literary terminology as it arises in the text: e.g. juxtaposition, foreshadowing, symbolism, dialogue etc.

Students may be asked to prepare presentations on different aspects of the novel which they present to the group.

Students analyse short extracts (possibility for presentations).

Laptop & digital projector could be used so that extracts may be annotated.

Students complete essays on the novel, including specimen /past/ devised examination questions. These should be assessed using the AQA LITB1 mark schemes.

Post reading

Introduction of different reader responses to the text since its publication: critical essays, articles. Class discussion on a variety of interpretations. Students could be asked to argue for or against a particular interpretation. Students must formulate their own views & opinions of the text.

Students may be asked to apply ideas discussed in relation to The Great Gatsby to Digging to America.

Students undertake research on social and historical context: 1920s American society & the American dream.

In preparation for the examination, students will complete at least two essays in timed conditions.

Students will receive guidance about examination technique by looking at specimen and/ or past questions.

Students may devise mind-maps / charts or graphs etc for revision of context, characterisation, setting, structure etc.

AQA Specification

The Great Gatsby, F. Scott Fitzgerald, Penguin Popular Classics

Digging to America, Anne Tyler

Tony Tanner's introduction to The Great Gatsby in the Penguin Classics edition.

AS AQA English Literature B, A. Beard & Dr A. Kent, Nelson Thornes

emagazine

'The English Review'

emagazineplus (website)

Literature online website

Students will be able to appreciate the narrative form, structure, language & style of the texts studied.

Students will be able to write clearly, to structure a written response & to use appropriate literary terminology when responding to prose fiction in homework essays or in timed conditions.

Students will be able to demonstrate an understanding of the author's aims and key techniques.

Students will be able to respond to interpretations of the text by others, e.g. critics & to express an informed personal response.

Students will be able to refer part of the text (an extract) to the whole text & to appreciate the text's context in terms of its author, genre, social & historical & linguistic context, and the context which readers bring to it.

Students will be able to contribute fully to group discussion and/ or to make a formal presentation to the group.

Students will be able to demonstrate the unit's assessment objectives in a timed (one hour) examination essay in January of year 12.