Tue-Wed, Mar 10-11
DUE: Paragraph response evaluating a symbol from Gatsby
QUIZ in class today on the book as a whole
Essential question following the quiz: Is the accumulation of wealth always going to corrupt a person? Gatsby's dream is empty - even his accumulation of wealth didn't help him earn friends, and he died violently. Tom, Daisy, and Jordan all don't care about anyone else but themselves, and don't take responsibility for their own actions (Tom's violence against Myrtle, his cheating on his wife, Jordan's cheating at golf, Daisy's hit-and-run of Myrtle). So is Fitzgerald right? Is consumerism and the accumulation of wealth doomed to corrupt a person's values and morals?
Fri and Mon, Mar 6 and 9
DUE: Nothing to turn in
HOMEWORK TONIGHT: Write one paragraph - select a symbol from our class discussions or handouts. Explain where we see the item from the book literally then carefully explain what the item could symbolize or what it stands for on another, deeper level.
Suggested outline:
- Topic sentence (Something that suggests the item you will talk about has more than one level of meaning)
- A few sentences about where the item appears in the novel to show you know what happens when it comes up
- A few sentences about the deeper levels of meaning the item may hold - its symbolic meaning
- Closing sentence
IN CLASS:
A discussion of what happens in the book's later chapters to make sure everyone follows the plot
A discussion of the book's major symbols, and how to analyse the two levels of meaning
A sample evaluation of one symbol: The GREEN LIGHT
Wed-Thu, Mar 4-5
DUE: Work on the settings/symbols handout
HOMEWORK TONIGHT: Read, read, read. Be finished with the book by Friday (Day "A" folks) and by Monday (Day "B" folks)
MR RICE is absent these days, but that's okay - these days are planned to be:
DEDICATED READING DAY
HOMEWORK: Read and continue work on the symbols/settings handout
Mon-Tue, Mar 2-3
Chapter 4:
- Gatsby's car, pg 68: Given the description and the colors, why do you suppose Gatsby chose this particular car? What might the different parts of the car represent? (It is symbolic.) Give us a full description and explain what you think the author wants it to mean.
- Gatsby's story about his life, pg 69-71: How does Nick feel while riding with Gatsby? How does Gatsby's story seem to affect Nick? How does it affect you? Is Gatsby to be trusted?
- Gatsby's influence, and the weather, pg 72-73: How has Gatsby frustrated Nick? What happens when the policeman pulls over Gatsby? How do the weather and the scenes described by Nick contrast with one another on page 73?
- Gatsby's acquaintance Mr. Wolfsheim, pg 73-75: Who does Wolfsheim seem to be? Does this relation to Gatsby surprise you? What is awkward about the situation?
- Gatsby meets Tom Buchanan, pg 77-79: What is Tom's reaction when he sees Nick? What is Gatsby's reaction when he meets Tom?
- Jordan's story about Daisy and Gatsby, pg 79- top of 83: What is learned from Jordan about Daisy's history? About her marriage to Tom? About Tom's cheating?
- Jordan and Nick "get together:" Why does Gatsby involve Jordan and Nick in his scheme to see Daisy? What is Gatsby's goal with regard to his meeting with Daisy? Why do you suppose Nick now kisses Jordan?
HOMEWORK:
You should be DONE with the book by Friday of this week, so be reading.
Regarding chapter 5 - Follow the SETTINGS in chapter 5, and fill out the settings handout as best you can based on what you read
Thu-Fri, Feb 26-27
DUE: Chapter 1-2 questions
There is a READING QUIZ TODAY on chapters 1-3 and the content of the notes from last class
Tue-Wed, Feb 24-25
DUE: Chapter questions
HOMEWORK TONIGHT: Finish chapter questions for 1-2 if not complete; READ chapter 3 in preparation for next class
Today we focus on the historical time period of Gatsby - "The Jazz Age" or "The Roaring '20s" between WWI and the Great Depression
Powerpoints with lots of class notes - if you miss class today, you will need to copy notes from a classmate.
Topics include:
- American consumerism
- The rise of mass-production and the mass-media
- The pursuit of the frivolous
- Geography of the novel
- Themes in the novel
- Symbols in the novel
Fri and Mon, Feb 20 and 23
DUE: For period 4, your memoir piece is due Monday
In-class reading and answering questions on Gatsby:
Chapter 1 Questions:
- What quality does Nick possess that he thinks makes him different?
- Describe the peculiar land formations resulting in East and West Egg. (What is the significance of these two halves?)
- Do you trust Nick and his interpretation of events? Why/why not?
- What does Nick learn from his first encounter with these people?
- Why does Daisy say she wishes her daughter to be a beautiful “fool”?
- Nick feels uncivilized. Why?
- Compare and contrast East and West Egg.
- Describe Nick’s first glimpse of Gatsby.
- What could the green light symbolize?
- After reading this chapter, explain the difference between Daisy, Jordan, Tom and Nick.
Chapter 2 Questions:
- Describe the valley of ashes.
- What might the eyes of Doctor T. J. Eckleburg’s defunct practice represent? (It’s a tough question.)
- What three shops occupy the ashen strip mall?
- Describe Myrtle Wilson.
- Why is George Wilson covered in ash?
- What does Tom buy for Myrtle?
- What do we learn about Tom’s character from this jaunt into the city?
- Why does Myrtle tell us she has married George?
- Why is Tom involved with Myrtle?
- Why is the evening in Tom’s New York apartment hazy and dim? Contrast this with the evening setting in Tom and Daisy’s mansion.
- How is the theme of sight and blindness shown in this chapter?
- What happens to the concept of time?
Wed-Thu, Feb 18-19 (Mr. Rice is gone these days, so what you see is the sub plan)
HOMEWORK TONIGHT: (Write on right white board)
- Use your brainstorm ideas to get started on your memoir piece. The guidelines are there to help – read them carefully.
START OF CLASS: Library personnel should be coming to class today to check out “The Great Gatsby” to students. This may occur right away or a few minutes into the period.
Distribute the writing guide “Memoir – What Makes You Unique?” assignment and read aloud with students. This assignment is due MONDAY for period 4 and TUESDAY for period 5.
It is my wish that students GET STARTED DURING CLASS TIME ON THIS ASSIGNMENT. Please help them focus for the first 30 minutes of class on the assignment. They will likely need guidance on what part of their life to write about. Help them understand that the best choice is to write about an experience that reveals a unique aspect of who they are. I don’t expect absolute silence during this first writing session – gently guide.
After 30-40 minutes of working on the Memoir assignment, transition to The Great Gatsby. Today’s focus is on READING and hunting for the symbols and settings as directed on the handout. This will last until the end of the period.
Distribute the symbols/settings handout and have students “go for it.” Students are to read and work independently, which means silent reading.
END OF CLASS: Have students check around their desks for trash – I would like to keep reinforcing a “KEEP IT CLEAN” policy.
Memoir – What Makes You Unique?
Due MON for Per. 4, due TUES for Per. 5
Main Prompt: Draft an autobiographical essay, modeled on Hurston’s, in which you explore what makes you unique. Use what you wrote for the brainstorm on page 782 for ideas. This piece, which should be between two and three pages in length, double-spaced and typed, should be completely non-fictional.
“Autobiographical” means you write about yourself
Key questions:
- What are aspects of my personality that I think are unique? (brainstorm)
- What experiences in my past have contributed to my unique characteristics? (brainstorm)
- Is there one particular experience that illustrates a part of how I am unique?
Write about a specific occurrence/incident. As you write, always keep this question in the back of your mind: “How does what I’m writing about reveal something unique about me?”
Fri and Tues, Feb 13 and 17 (No school Mon)
DUE: Nothing
Listening/reading in class: Zora Neale Hurston's "How It Feels to be Colored Me"
READING QUESTIONS:
- In your opinion, what made Hurston unique?
- What do you think Hurston's cultural identity meant to her? Consider:
- her statement "I am not tragically colored"
- when she was aware of her color and when she forgot it
- her views of slavery, discrimination, and the U.S.
- her response to jazz
- What idea do you think Hurston was trying to communicate in the last paragraph by comparing people to stuffed bags?
- Optional "A-LEVEL" QUESTION: In the "Insight" selection on pages 787-788, Alice Walker (another author) identifies qualities she feels are characteristic of Hurston's writing. Do you detect these qualities in Hurston's essay? If so, explain where you see them emerging.
When you complete your responses, you may turn them in to me.
GET STARTED ON THE WRITING ASSIGNMENT:
Draft an autobiographical essay, modeled on Hurston's, in which you explore what makes you unique. Use what you wrote for the brainstorm on page 782 for ideas. This piece, which should be between two and three pages in length, double-spaced and typed, should be completely non-fictional. The key question: HOW DOES WHAT I'M WRITING ABOUT REVEAL SOMETHING UNIQUE ABOUT ME?
HOMEWORK: Develop further your ideas for the autobiographical piece. Come next class with a page or more of ideas and/or completed writing.
Wed-Thu, Feb 11-12
DUE: Two ads with propaganda tools/techniques used in them, and your assessment of each
Graded assignments returned
The "Graded work" basket is located at the front of the room by the light switches
Explanation of grades in the grade book:
- First, please check the links "Homework Grading Scale" and "English Department Late Work Policy"
- A blank or asterisk in the grade book IS NOT a zero and DOES NOT count against you. It simply means you were absent on that date
- A zero indicates that you did not submit the assignment when it was collected
- A one indicates you turned in the assignment on time, yet you must answer a question or do something else to complete the assignment
- I generally don't give "make-up" quizzes and exams for people with excused absences. I might count your next quiz/exam double
- The ONLY reason a zero stays zero is if you do not turn in an assignment within two days of the due date
- The ONLY reason a one stays one is if you do not re-submit the assignment I asked you to revise
- "I forgot" passes can be used to forgive late work. I sign the pass and make an agreement with you on when the work will be turned in
Notebook checks:
- Three-ring binder
- Propaganda notes from the Pwrpt presentations
- Story of an Hour notes and imagery chart
- A dedicated place for assignments and tests returned
- A place for vocabulary
Examples of today's advertising and the use of propaganda techniques
You make any additions to your own assignment (if needed)
Groups work together to make additions to assignments (if needed)
HOMEWORK TONIGHT: None
Mon-Tue, Feb 9-10
DUE: Paragraph response to Chopin's "The Story of an Hour"
In-class self-check:
- Did you spell the author's name correctly? KATE CHOPIN
- Did you accurately give the title of the story? THE STORY OF AN HOUR
- Did you spell the characters' names correctly? LOUISE MALLARD, BRENTLY MALLARD, RICHARDS, JOSEPHINE
- Mark in the margin "TS" to identify the location of your topic sentence.
- Mark in the margin "C" to identify the location of your paragraph's conclusion.
- Underline the sentences that should convince your reader that there is a clear link to the theme.
- Finally, rate your paper: How representative is this paragraph of your usual written work?
- A This is far below the quality of my normal written work
- B This is a little below the quality of my normal written work
- C This is a good representation of my normal written work
- D This assignment is a little better than my normal written work
- E This assignment is much better than my normal written work
Sharing of wartime propaganda posters and findings
Reading in class:
- A look at highlights of the early 1900s: pgs 760-761
- The Harlem Renaissance: Pgs 762-764
- Another woman's voice is heard: pgs 782-788 Zora Neale Hurston
HOMEWORK:
- Propaganda: Propaganda can be found in everyday advertising. Cut out two advertisements from a current magazine - any magazine will do. In each advertisement, identify what tools or techniques of propaganda are being used. Then propose what you think the ad may be "pushing" on its audience, besides the urge to buy. What other messages are being sent about life and the way it should be lived?
- Memoir: Complete a chart like the one described and shown on 782 under "Personal Connection." Here is the text from our book:
- In this essay, Zora Neale Hurston presents her feelings about herself as both a unique individual and an African American. What makes you unique or special - an unusual talent or outstanding ability? your personality? your cultural background? your appearance? some knowledge you have? In your notebook, identify your unique characteristics by drawing a word web like the one shown. Complete the diagram with as many specific characteristics as you can.
- Write about an incident from your past that shows a way in which you are unique. You may want to use words and phrases from the web you drew. Then, as you read Hurston's essay, consider events that help illustrate Hurston's individuality and notice the images she uses to convey her uniqueness.
Thu-Fri, Feb 5-6
DUE: Wartime propaganda assignment (see lesson for the previous day)
Working in class:
We will work on how to compose a quality response to the question of symbol in Chopin's "The Story of an Hour"
I will first walk you through a quick "how to" for those who need help getting started
We will compose a sample paragraph on the overhead
Work time: You will have time to compose your own.
HOMEWORK: Complete the paragraph on symbolism in Chopin's short story.
Tue-Wed, Feb 3-4
I am at a training for classroom technology. There are TWO tasks for you to work on today.
TASK ONE: WWI Propaganda – You are expected to FINISH THIS TASK TODAY and bring it completed next class.
This task requires you find a partner. This is simply because we have limited computers and it’s easier to work with someone else when in the library on a computer. So, FIND A PARTNER FOR THIS TASK.
Use Google or another search engine to discover sites dedicated to World War One or World War Two. Perhaps search “wartime propaganda posters” or “WWI propaganda.” Dig around and find sites that have lots of wartime propaganda posters from Germany, Italy, America, Britain, and Japan.
Review lots of posters until you and your partner find TWO you think you understand very well. Open a Word or Pwrpt document; paste the two images into the document; paste the web site address(es) into the document; save the document to the student server (so you have a backup copy); PRINT a copy of the document (or Pwrpt slides).
For each poster you choose, answer these questions typed or in writing:
- Where is the poster from?
- Who is the audience for this poster?
- What evidence in the poster reveals the intended audience? (The words? The images?)
- What tools and techniques are used by the poster’s creator? (Explain AT LEAST ONE tool/technique for EACH poster.)
- What is the purpose of the poster? What does it want the audience to do or believe?
- What evidence in the poster reveals the purpose?
TASK TWO: “The Story of an Hour” – This task you write and turn in independently. If it’s not typed, it is expected to be in your best penmanship. This will be due TWO classes from now, but trust me – you want to think about it now!
You have read through “The Story of an Hour” twice so far, looking at a few select parts of the story carefully. You have noticed imagery, and have begun thinking about how the images lead us to understand the symbols in the story – symbols that relate to Mrs. Mallard’s emerging sense of freedom.
Below are a few possible themes. Choose one you think is the best theme for Chopin’s story.
1. Women do not need a man to make them feel whole.
2. Marriage is a contract that holds back those within it.
3. A person’s desire for freedom is more powerful than any contract, such as marriage.
In a paragraph, use the imagery and symbols as evidence to support an argument for the theme you have chosen. Your topic sentence will be something like, “In Kate Chopin’s ‘The Story of an Hour,’ Chopin argues through imagery and symbol that women do not need a man to make them feel whole.” (Notice how it includes the author, title, one of the themes, and the words imagery and symbol.)
Then, your first RDF sentence will be something like, “The first way she shows her theme is through imagery.” You quote an image or two you really understand, then explain what each image should suggest to the reader about Mrs. Mallard’s situation.
After a couple examples and explanations for the images, your second RDF arrives. Perhaps it’s something like, “Chopin also uses symbol to help the reader see her theme.” Then you explain carefully one or two of the symbols in the story that relate to her emerging freedom. Of course, you are careful to say exactly what each symbol stands for.
Now that you’ve talked about how an image relates to freedom AND you’ve explained how at least one symbol relates to freedom, it’s time to take a couple sentences to explain how those reveal the theme to the reader. Start this part of your paragraph like this: “The reader begins to see how Chopin uses imagery and symbol. The image of the … relates to the theme in that …, and the symbol of the … relates to the theme in that ….”
Finally, you wrap it all up with a bow – a concluding sentence – that mirrors your topic sentence.
Once again: This paragraph on imagery, symbol, and theme is due TWO classes from now.
HOMEWORK: Work on your paragraph AND finish your answers to the questions about the propaganda posters.
Fri and Mon, Jan 30 and Feb 2
QUIZ (at the end of class) today on:
We begin with a review of Chopin's short story
The class will focus on the imagery and symbolism in what Mrs. Mallard notices outside her window
Transition to another slide show - this time, specifics about Propaganda Techniques
Notes on the techniques and some examples to warm you up for the quiz
HOMEWORK:
- Use what you know about Chopin's short story - the characters, the action, the imagery, the symbols, and ask yourself, "What does Chopin seem to want to say to us through her story?" That will be your guess at a THEME.
- Use one of the following links to explore wartime propaganda posters. Choose a few you find interesting, and begin to think about the tools and techniques used in each.
Wed-Thu, Jan 28-29
NEW SEMESTER!!
Housekeeping:
Get a THREE-RING BINDER for this class; fill it with about 100 sheets of notebook paper.
View and take notes on an introduction to Wartime Propaganda (Pwrpt)
Copy definitions for our first three literature vocab words:
All of our literature vocab words can be found in the
Literary Terms (Pwrpt) slide show
HOMEWORK: There is a quiz next class on all notes taken today. Don't worry; it's OPEN NOTE.
(Vocab Builder)
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