Unit Overview Click here for pdf of book (no excuses if you forgot your book at home)
Feb. 11/12 - (Block) SWBAT integrate multiple sources of information to examine and convey in writing their perception of the American Dream and its place in society.
IR - return NBs
Introduction - The American Dream: In your NBs define what "American Dream" means from an adult perspective. Create a symbol that best represents this.
American Dream Timeline: As we create a timeline of achieving the A.D. the class will be divided into Pitfallers and Pathfinders. For everything that can go right in moving successfully toward the AD there will be some sort of frustration that can cause the plan to go awry.
A Dream Deferred: a poem by Langston Hughes in 1951 about the cycle of life in Harlem. We will read the poem and annotate it for word choice in order to determine the poet's ideas about the American Dream
Feb. 13 - SWBAT distinguish and contrast multiple versions of the American Dream through written response and examination of text to consider whether pursuit of the American Dream always leads to glory. RI.11-12.1, 17.
IR
Introduction: What does it Mean to be American? - We will watch the YouTube documentary of the living conditions of immigrants in American cities. We will have a class discussion following it: What was life like for an immigrant in America? How did their life compare to life in their native country? How did the advent of the motion picture industry make the world "a bit smaller"?
We will then read an excerpt from "Letters from an American Farmer" by Michel-Guillaume Jean de Crevecoeur. Students will use a venn diagram handout to summarize the descriptions Crevecoeur includes about life in Europe and his depiction of life in America. After, students will write a short reflection to the following question, which will be written on the board: "How would you classify life in Europe versus life in America?"
Feb. 14, Friday - SWBAT distinguish and contrast multiple versions of the American Dream through written response and examination of text to consider whether pursuit of the American Dream always leads to glory. RI.11-12.1, 17.
BBB #14
American Tragedy: Sometimes in pursuing the American Dream blind ambition can motivate an individual to make bad decisions. Students will read the article, "An America Tragedy: The Murder of Grace Brown" and fill out the attached question sheet. Students will consider whether they believe Chester to be a true American as described by Crevecoeur and also assess the dark side of pursuing the American Dream.
No School - Feb. 15-23
Feb. 24, Monday - SWBAT analyze the development of elements in a piece of fiction and cite strong and thorough textual evidence to support analysis. RL.11-12.1,3,4. W.11-12.2d, 9.
IR
Great Gatsby Anticipation Guide ppt. - Follow along in your IR NBs to write your responses.
Discuss Gatsby Vocab project
Active reading reporter - Students will indicate their preferences for top three roles (this does not guarantee their roles, however.)
Read Chapter 1 - First two pages together aloud. HW: Read the first two pages of Chapter 1
Feb. 25/26 (Block) - SWBAT cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text in an analysis of the first chapter. (RL.11-12.1, 3, 4. W.11-12.2d, 9.)
IR - 20 mins
Continue reading Chapter 1 Together and stop at certain points to discuss the different active reading roles. Begin discussing the analysis of Gatsby's character. - Students dig for specific words and phrases that are used to describe him in the first two pages of the novel. - Students then examine Gatsby's depiction at the end of Chapter 1 where he is described as emerging "from a shadow." "Silhouette of a moving cat." "He had vanished." - Students will write a response to the following questions after Chapter 1 Reading: A)How do the descriptions of Gatsby at the end of the chapter differ from the beginning of the chapter? (B) What prediction can we make as to why Nick hates what Gatsby represents, but forgives him anyway?
Assign active reading roles. Get in your groups and begin filling out the active reading handout. Practice focusing on your given role. (40 mins)
Vocab: Assign words to students; Students who were assigned the first five vocab words will present their flashcards on Thursday and discuss the context of the definition.
Review Significant Details in Chapter 1
Wrap Up: To reinforce the historical context: to live in the 20s Watch and write a written reflection of what life was like in the 1920s based on the visuals shown in the video. Students will note the types of activities that people were active in, the manner in which they dressed, their attitudes, etc.
HW: Read ch. 2 - Due Friday
Feb. 27, Thursday - SWABT analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact by recognizing the impact the Modernist Era had on the novel. (RL.11-12.5)
IR
Daily Language Practice - Grammatical Review
SAT question of the day
Notes on Fitzgerald and the Modernists
HW: Read ch. 2 - Due Friday
Feb. 28, Friday - SWBAT decode symbolic references and analyze text to determine plot events from Chapter 2 of The Great Gatsby. (L.11-12.5)
Vocab: Students assigned #s 1-5 will present today their flashcards and discuss the context of the definition.
IR - BBB #15
Daily Language Practice and SAT Q of the day
Active Reading Role Groups - Work on chapter 2 active reading role handout (30 mins)
HW: Read ch. 3 - Due Monday
March 2, Monday - SWBAT decode symbolic references and analyze text to determine plot events from Chapter 2 of The Great Gatsby.
IR
Revised vocab list given today - #s 1-11 will present Thursday
Review Chapter 1 Quotes as a transition to Chapters 2-3 Review
Chapter 2 Review using this ppt - Discuss: imagery and symbolic reference/allusions and particular punctuation (elipses point and dashes)
Chapter 3 Review using this ppt - Discuss tone and mood; characterization. (Will finish on Thursday if run out of time.)
Active Reading Roles - Chapters 2- 3: Due to the time constraint this week of minutes we are minutes, we will be working through a whole class discussion of these two chapters. Students are still expected to have read and analyzed the chapter from their given roles. When their particular segment is discussed they are expected to contribute to the discussion meaningfully.
HW: Tone and Mood Video and Handout - Due at beginning of next class
March 3, Tuesday - SWBAT analyze the development of Gatsby by determining the validity of character details. (RL.11-12.1,4. L.11-12.4d)
Hamlet Field Trip - Substitute on this day.
Introduction to Transitions in your writing
Watch this clip and then Take notes on this ppt today in IR NB. Be ready to discuss it Thursday.
Gatsby Fact vs. Fiction
HW: Review for reading quiz chapters 1-3 on Thursday. Vocab Presentation #s 1 -11
March 4, Wed. - Juniors Sign up for Classes HW: Notes on Fitzgerald ppt due next class period. (Take notes in IR NB)
March 5, Thursday - SWBAT cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text in a review of the first three chapters of the novel.(RL.11-12.1; L.11-12.4)
Reading Quiz Chapters 1-3 TODAY
Vocab Presentations #1-11, Set 1
Discuss the Fitzgerald ppt notes and his connection to the literary movement called Modernism.
HW: Read Chapter 5 -Due Next Class Period; Vocab Quiz 1 on Monday
March 9, Monday - SWBAT analyze multiple interpretations of a story evaluating how each version interprets the source text through a prediction of events in Chapter 5.(RL.11-12.7.)
Finish Gatsby Fact vs. Fiction and Gatsby Party Members (Gatsby Characterization)
Discuss Chapter 4-5
Exit Slip: "Is it lying when you let someone believe something about you and you don't correct them?"
HW: Students assigned words #18-24 will present on the Block Day
March 10/11 (Block) - SWBAT analyze an author's choices concerning how to structure specific parts of a text by determining the purpose of the author's use of flashback at this point in the novel.
Vocab: Students assigned #s 18-24: Set 2, will present today their flashcards and discuss the context of the definition.
IR
JRP Checkpoint #8 today
Read chapter 6 together
Discuss JRP intro and body paragraphs.
HW: Finish Reading Chapter 6 - Due Next Class Period; Vocab #25-30 will present Thursday
March 12, Thursday - SWBAT analyze multiple interpretations of a story by comparing and contrasting the character traits of The Great Gatsby to The Wizard of Oz.
Vocab presentations #s 25-30 today.
Chapter 6 Discussion: Flashback
Compare Gatsby to Wizard of Oz watch the clip and answer the questions to collect evidence. Will finish the paragraph final draft in class tomorrow.
March 13, Friday - analyze multiple interpretations of a story by comparing and contrasting the character traits of The Great Gatsby to The Wizard of Oz.
Reading Quiz Today - Chapters 4-6
Vocab #s 31-37 present today
IR - BBB #17
Finish Oz and Gatsby comparison analytical paragraph. Color coordinate the different sections of your paragraph.
HW: Vocab Quiz 2 Tuesday
MARCH 16 - NO SCHOOL March 17 - Teacher Work Day to Prepare for Distance Learning
April 13, Monday - Begin Distance Learning; Students will receive a calendar for the month of April to explain the reading and writing pace for finishing the Great Gatsby. A zoom meeting will be set up during this week to answer any questions and check in.
April 14, Tuesday- SWBAT analyze the point of view and provide strong and thorough textual evidence to determine whether Nick is a reliable narrator. [Begin Distance Learning]
IR - 10 mins
JRP #10
Read Chapter 7
Nick as an Unreliable/Reliable Narrator - See GC
April 15 - SWBAT cite strong and thorough textual evidence to explain the demise of Gatsby's American Dream through a written reflection.
IR
ReviewChapter 7 Google Slides ppt (important quotes)
HW: JRP #11
April 16 - SWBAT cite strong and thorough textual evidence to support their claims as to whether they believe Gatsby truly loves Daisy or the wealth she represents.
IR
T. S. Eliot "LoveSong" Poem Analysis
HW: Finish Reading the poem and answer the questions
April 17- SWBAT analyze multiple interpretations of a story, drama, or poem by identifying characteristics of the Modernist movement in another work of literature.
IR - BBB #18 (enrichment)
Review Prufrock
Read Chapter 8
April 20- SWBAT identify the climax of The Great Gatsby through citing strong and thorough textual evidence.
Analyze the climax via chapter 8 using textual evidence - See GC
Ezra Pound "Merchant's Wife" Analysis - See GC
Chapter 9 Due Thursday
April 21- SWBAT write an argument and discuss their claim using an analysis of substantive topics or texts regarding the climax to The Great Gatsby.
JRP #12 Due
Socratic Seminar - Will assign a different assignment to assess this.
Review Ezra's Merchant's Wife
HW: Read chapter 9
April 22 - SWBAT analyze the impact of the author's choices regarding the novel's resolution and use strong and thorough textual evidence to support analysis.
IR
Chapter 9 Review - See GC
April 23 - SWBAT determine two or more themes or central ideas of a text and analyze their development through strong and thorough textual evidence.
JRP #13 Due
Discuss Themes of Novel in Groups
HW: Study for Novel Exam
April 24 - SWBAT determine two or more themes or central ideas of a text and analyze their development through strong and thorough textual evidence.
JRP #14 Due
Novel Summative Assessment - Instead of an in-class novel exam there will be a different summative assessment assigned.