English III: 2014

Thursday, April 10, 2014

April 11

students review for Common Assessment 11.6. They recieve ideas to review and the literature to read as well.

April 10

students work on a reading project for the Board of Education. See mr. Schappert to make arrangements for the exam.

April 9

half day for students.

students work on their Gatsby take home exams.

students have a writing project for the Board of Education. See Mr. Schappert to make arrangements to do the project.

* also, students receive a take-home essay project for Gatsby. it will be due fri 4/11. see mr. schappert for a copy of the exam

April 7

* finish reading the book!

Gatsby Name __________________________________________

Chapter 9

1. Describe James Gatz’s childhood schedule.

How is this schedule consistent with the schedule of Jay Gatsby’s?

______________________________________________________________________________

2. What is the purpose of Nick’s last meeting with Jordan?

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1. Explain the use of the seasons in the novel—consider the when it begins, and ends.

______________________________________________________________________________

2. How does T. J. Eckleburg affect Mr. Wilson?

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April 4

Review some symbols seen in the novel / eckleburg—valley of ashes—natural symbolism—east egg west egg—green light / ask students how George Wilson’s character relates to the valley of ashes? Tom B to east egg? Gatsby to west egg?

Review Natural Symbolism and the progression of the summer through the novel / how does the weather reflect the plot?

Continue reading chapter 8 / begin at top of 156 /

Discuss the weather the day of today’s reading / students write in notebooks how it reflects the scene / provide quotes / ex: trees yellowing to reflect end of summer, end of Gatsby, end of good times

short reading passage / “They’re a rotten crowd….you’re worth the whole damn bunch put together” / students turn and talk to neighbor and then they write in their notebook / interpret and discuss how it relates to theme / find a quote that rhymes the theme of the chosen one

April 3

Review previous readings / review the end of chapter 7 and the significance of the driving arrangements / discuss Characterization and Gatsby in particular / review the idea of the American Dream and each character’s part in it through the novel
Review the term Flashback / and also review the idea of Close Reading Passages / choose one or two and discuss how they relate to Theme / model finding another quote, or choosing another scene that reflects the close reading passage being studied
Begin reading chapter 8 / read to the bottom of p. 155

April 2

students took a break from reading to do a dramatic reading of various scenes in chapter 7. Use today as a 'catch-up' day if necessary. tomorrow continue with chapter 8.

April 1

Inference: Define / ask students to infer about Gatsby and Daisy relationship / infer about daisy and tom relationship / what was accomplished in the ‘hotel scene’
Discuss the Literal level of chapter 7 so far very closely: Gatsby and Daisy in Tom’s Car / Nick, Tom and others in Gatsby’s / review yesterday’s reading closely as well: the hotel scene between Gatsby and Tom / discuss Gatsby’s perspective of the entire scene and what we think of that
continue reading chapter 7 / read from line break 125 to line break 136 / continue with shared reading, silent reading and/or partner reading
After reading: students write from the perspective of a witness to the murder—discuss the literary point of view: omniscient

Gatsby Name ____________________________________

7 125-136

1. What must have happened in Chicago for Daisy and Tom to have left?

______________________________________________________________________________

2. What is the effect of the wedding music playing during the suite scene in NY? The heat?

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1. What are the driving arrangements on the way back to Long Island?

______________________________________________________________________________

2. Explain what this line from the text might mean:

“So we drove on toward death through the cooling twilight.”

______________________________________________________________________________

March 31

Inference: Define / ask students to infer about Gatsby / infer about daisy and tom relationship / infer about meyer wolfsheim and Gatsby relationship
Discuss the Literal level of yesterday’s reading very closely: Gatsby and Daisy in Tom’s Car / Nick, Tom and others in Gatsby’s
continue reading chapter 7 / read from line break 125 to line break 136 / continue with shared reading, silent reading and/or partner reading
After reading: Students respond to after reading tasks re: inference

Gatsby Name ____________________________________

7 125-136

1. What must have happened in Chicago for Daisy and Tom to have left?

______________________________________________________________________________

2. What is the effect of the wedding music playing during the suite scene in NY? The heat?

______________________________________________________________________________

1. What are the driving arrangements on the way back to Long Island?

______________________________________________________________________________

2. Explain what this line from the text might mean:

“So we drove on toward death through the cooling twilight.”

______________________________________________________________________________

March 28

Discuss Weather as a Natural Symbol / briefly think aloud about natural symbolism / ask students to think of another example
Begin reading chapter 7 / read from beginning 113 to line break on p. 125 / continue with shared reading, silent reading and/or partner reading
After reading: discuss weather as a key component in today’s reading / ask students how it is a factor re: characterization, plot, conflict
Students respond to after reading tasks re: symbolism, weather, characterization

Gatsby Name ____________________________________

7 113-125

1. Who is Trimalchio? Explain how this describes Gatsby.

______________________________________________________________________________

2. (114) Explain what this line from the text might mean:

“So the whole caravansary had fallen in like a card house at the disapproval in her eyes.”

______________________________________________________________________________

3. Describe the weather during the scene at the Buchanan’s and the scene in New York.

What affect does this have on the plot? Explain.

______________________________________________________________________________

4. (120-121) Describe the driving arrangements on the way into New York.

______________________________________________________________________________

5. (124) Provide a line from the text to support what happens to George Wilson when he discovers that Myrtle is having an affair.

______________________________________________________________________________

6. Describe Myrtle Wilson’s role in the scene at Wilson’s Garage when Tom stops for gas

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Thursday, March 27, 2014

March 27

•Re-read the poem “I, Too” by Langston Hughes on p. 883

•Review your notes on: Literal Level; Literary Tools; Theme; Author’s Purpose

•Write a Thesis Statement that argues how a Literary Technique creates either Theme, or Author’s Purpose

•Be sure to use the author name and poem title in your thesis statement

--actvities re: chapter 6 in Gatsby

--film clips to revisit key symbols / themes

March 26

•Re-read the poem “I, Too” by Langston Hughes on p. 883; also, review your notes on the Literal Level, and Literary Techniques used

•Determine the Theme of the poem

•Determine the Author’s Purpose for writing the poem

--Read chapter 6 in Gatsby

--see Mr. Schappert for handout for day's activities

March 25

--survey in Media Center

--see Mr. Schappert to make arrangements to take survey

March 24

•Re-read “I, Too” by Langston Hughes on p. 883

•Discover at least 2 other Literary Techniques that Hughes has used to convey Theme and Author’s Purpose

•Write down a short phrase from the poem for text support for each Literary Technique you have discovered

--read chapter 5 in Gatsby

--see Mr. Schappert for handout of day's activities

Friday, March 21, 2014

March 21

•Read the poem “I, Too” by Langston Hughes on p. 883

•What is happening on the Literal Level of the poem? Use 2 to 3 complete sentences

•What are 2 to 3 examples of Imagery in the poem? Use complete sentences; remember, Imagery incorporates all 5 senses, not just ‘visual’

--finish reading chapter 4

--see mr. schappert for handout re: characterization and developing Themes

March 20

•Re-read the poem “Rivers” by Langston Hughes on p. 882

•Review your notes on: Literal Level; Literary Tools; Theme; Author’s Purpose

•Write a Thesis Statement that argues how a Literary Technique creates either Theme, or Author’s Purpose

•Be sure to use the author name and poem title in your thesis statement

--begin reading chapter 4 to line break on p. 69

--choose three passages to do the Say Mean Matter actvity

March 19

•Re-read the poem “Rivers” by Langston Hughes on p. 882; also, review your notes on the Literal Level, and Literary Techniques used

•Determine the Theme of the poem

•Determine the Author’s Purpose for writing the poem

--introduction of Say Mean Matter activity for chapters 1 through 3

--see mr. schappert for the modeling handout and handout with instructions

March 18

•Re-read “Rivers ” by Langston Hughes on p. 882

•Discover at least 2 other Literary Techniques that Hughes has used to convey Theme and Author’s Purpose

•Write down a short phrase from the poem for text support for each Literary Technique you have discovered

--finish chapter 3

--see mr. schappert for handout

--take notes on characterization through social status to prepare for the handout