THE UNIVERSITY OF THE WEST INDIES, ST.

AUGUSTINE
SCHOOL OF EDUCATION
CURRICULUM INTEGRATION/ ENGLISH LESSON PLAN

TEACHER: ANA CEDEO

CLASS: SIXTH FORM GOVERNMENT SCHOOL: LOWER SIXTH FORM LITERATURES
IN ENGLISH
ESTIMATED DURATION: 150 MINUTES
DATE: 21st January, 2016
THEME/TOPIC: THE ELEMENTS OF THE NOVEL: WRITERS ETHOS AND ITS
IMPACT ON UNDERSTANDING CHARACTER.
CURRICULUM STANDARD: UNIT ONE- MODULE THREE: PROSE FICTION
TEACHING POINT: THE ETHOS OF THE NOVEL CAN DIRECTLY INFLUENCE OUR
UNDERSTANDING AND PERSPECTIVE OF THE CHARACTERS IN T.G.G.
CROSS CURRICULAR REFERENCES: HISTORY, SOCIOLOGY AND ECONOMICS.
PURPOSE/RATIONALE:
Students need to understand what Ethos is, and that the Author is writing from his time and
personal/ social perspectives. These are two aspects of the author that directly influence his intent
and the way the novel is written.
PREVIOUS KNOWLEDGE/PERFORMANCE:

1.

The basic elements of fiction and their meaning, such as plot, theme, character, setting,

climax, tone, dialogue and conflict.

2. The importance of observing the types of setting.
3. How themes emerge in the text.
4. The importance of character and the different types.
ANTICIPATED DIFFICULTIES:
1. Students may need revision as to what the terms mean.
2. Students may need time to readjust since they may need a refresher on the terms and their
importance.
3. Students may have a different understanding or a basic understanding of what each term
means and how they are to be applied when reading the text.
4. Students will not know the meaning of the word Ethos, since they just understand the
simplified version of setting.

TECHNOLOGIES AND RESEARCH RESOURCES:

1.
2.
3.
4.
5.

A Download of a story chart: www.slideshare.org and www.edutopia.org

Pictorial downloads for the story.
The Laptop and Overhead Projector
Pictures, flash cards, hand-outs and coloured markers.
A review of notes on the text The Great Gatsby: I will be looking at the Personal vs the

Social HISTORY of F. Scott Fitzgerald, to build up to the issue of Ethos.

6. Video on Fitzgeralds life: http://www.history.com/topics/f-scott-fitzgerald
7. Video on the Jazz Age: https://www.youtube.com/watch?v=QjxpYsTjNPk

INSTRUCTIONAL OBJECTIVES: (CLASSIFICATION)

ASSESSMENT

Students will/ should be able to:

Students will:

1. Analyse and discuss how Ethos

1. Critique chapters 6 &7, applying the

impacts our understanding of the

idea of Ethos. They would appreciate

novel.
2. Identify what is the Ethos of the novel.
3. Interpret the chapters according to

why Fitzgerald finally reveals the

Fitzgeralds vision.
4. Explain each part of the chapters and

truth about Gatsby here.

2. Determine which elements of fiction
are most applicable to the chapter.
3. Organise a flow chart demonstrating

apply the elements of Fiction as well

as explain how Ethos, Pathos and
Logos are used.

the ethos of the novel.

4. Classify characters according

to

Ethos.
5. Organize a timeline of events so they
can see the movement of the plot.

PROCEDURE:
SET INDUCTION: The Use of video on a definition of Ethos:
http://study.com/academy/lesson/what-is-ethos-definition-meaning-quiz.html
TEACHING

LEARNING STRATEGIES/ACTIVITIES:

STRATEGIES/METHODS/ACTIVITIES:

1. Teacher will play video on ethos.

2. Teacher will also introduce them to

1. Students will listen attentively, take

notes and discuss what they think the

issues of Pathos and Logos.

3. Teacher will question students about

background information does for their

the elements of fiction, so they will

understanding of the text.

2. Students will identify the background

know what to expect in the novel.

4. Teacher will then supply students

elements that stand out to them and

with a reading about Ethos, Pathos

comment.
3. Students will identify the similarities to

and Logos. Teacher will provide

definitions.

Fitzgeralds

background

and

compare/contrast.
4. Students will identify and discuss the
parts of Fitzgeralds story, which they
will also find in the novel, such as
Character, Plot, and Setting etc.
5. Students will discuss how E, P &L are
demonstrated in the chapters.
6. Students will then identify the parts by
filling out the Five Ws sheet.
7. Students will lead the discussion by
explaining how they came up with the
answers.

STUDENT EXERCISES:
Students will divide into Literature Circles, to share information on what they have discovered
about the Jazz age, and the way in which this helps to impact the understanding of the novel.
History students will be grouped, together with Sociology and Economics students. They will be
supplied with notes and they will also download the following videos to critique:
1. http://www.slideshare.net/dgwessler/life-and-culture-in-the-1920s
2. http://www.slideshare.net/history_teacher25/1920s-transition-america-notes
3. http://www.slideshare.net/tomrichey/1920s-culture-wars-us-history
4

CLOSURE:
1. A review of their discoveries.
2. Students would be reminded that it is important to carefully observe the characters
background so they would understand the elements of the novel they would be reading.
3. Students would be encouraged to draw their own story maps when examining a chapter in
their novels.
HOME WORK:
4. Students will begin to craft a thesis, using the above researched evidence to craft a
response to the following Past Paper question:
CAPE 2011 MODULE 3, QUESTION 8: Prose Writers use of narrative techniques
illustrates their primary preoccupation with social limitations. With reference to ONE
Caribbean AND ONE British, American or Post-Colonial work of fiction, discuss the
validity of this statement.

LESSON EVALUATION:
1. Students produced accurate concept maps.
2. Students showed an appreciation of the story by identifying the elements of the story
together with the evidence. In this way they show how the elements are found in the story
and their usage.
3. Students engaged in active discussion about the ETHOS and the application to the
novels ideologies.

CONTINGENCY PLAN:

1. The use of distributed article on Ethos, Logos and Pathos, with newspaper clippings as
well as downloaded Calypsoes of the past e.g. Sparrows Jean and Dinah, and Roaring
Lions Brown Skin Gyal, in case Videos do not work.
2. The use of the follow-up questions as a comprehension exercise.