AmStuds English, Ms. Monson
“Calendar” of Class Activities and Assignments
Jan. 26 to Feb. 23
Day #1: Mon. Jan. 26, 2015
1. Terpstra: War Project explanation and Fielding Questions
2. Monson:
a. New students to our joint class?
i. Course Information packet
ii. Procedures: handing in work, using class blog to find assignments and handouts,
bathroom, late work (Juggling Act Late Slips handed out when back from PT)
b. Check out The Great Gatsby, if you do not yet have a book. Book Check out.
c. Read Ch. 1 for Wed.
d. Plagiarism and Documentation Plagiarism: More Serious Than Most Think (on LCD)
War Project Progress Checks: Feb. 2, Feb. 9, Feb. 17, Feb. 23, March 2, Mar. 9, Mar. 16, Mar. 23.
Final Project Due: April 10, 2015
The Great Gatsby, by F. Scott Fitzgerald
Tues. Jan. 27 – Collaboration/Advisory Schedule
Learning Target: Gain understanding of the background/historical context of The Great Gatsby for
greater understanding and to make connections between Fitzgerald’s life and his novels
1. Hand out Juggling Act Late Slips
2. Journal #1: The American Dream. Your thoughts. What does the American Dream mean to you
today? What does it look like? Feel Like? Is your ideas of the American Dream attainable? For
everyone?
3. Fitzgerald video biographies – take notes. LCD Instructions.
a. Fitzgerald The Great American Dreamer, Part 1 (9:55)
https://www.youtube.com/watch?v=KVB0qWLCnEo
b. Fitzgerald The American Dreamer Part 2 (9:55)
https://www.youtube.com/watch?v=8wxhT4KG-G8&x-yt-cl=84503534&x-ytts=1421914688
c. Fitzgerald The American Dreamer Part 3
http://www.youtube.com/watch?v=eRygZS07J3w Just watch until 2:15.
d. Take Notes on: The beginning years of F. Scott Fitzgerald, when and where he was born,
his parents and schooling, first experiences with writing and what it gave him, college
years and first love, military years, Zelda, writing as his passion and his job, writing The
Great Gatsby, any other information.
e. After taking notes, in your notebook summarize (in a few sentences) your thoughts
regarding Fitzgerald’s life. Be ready to share this information in class.
4. Discuss Student thoughts.
5. Note-Taking and Reading Schedule handout.
6. Read Chapters 1 and 2 for Monday, Feb. 2. Reading Day on Friday.
1
Wed. Jan. 28
Target 1: develop a strong understanding of the novel’s opening through group and class discussion
1. Chapter 1 Due – Discuss Chapter 1 (20-25 minutes)
a. Small Groups: Setting and Narrator, environment, main characters
b. Large Group
i. Why does Fitzgerald have Nick Carraway tell the story? Basically, why is Nick
Carraway the narrator?
ii. At the end of chapter one Nick is a little bit confused and a bit disgusted; what is
he confused/disgusted by? Why?
iii. As you read, decide a few characters who interest you most. What are your first
impressions of them? How or why do they capture your attention?
Target 2: gain a better understanding of the 1920s prior to reading The Great Gatsby by researching,
presenting, listening to, and taking notes information about 1920s topics.
1. 1920s Research & Presentation Handout and Instructions
2. Establish Groups
3. Computer Lab Research and Project Time: _ Th. Jan. 29 _
4. Presentations on Monday and Tuesday.
Thurs. Jan. 29
Groups Research 1920s Topic and begin to compile information in Media Center Computer Lab
Fri. Jan. 30 – Sub. Monson is gone at One Act Play Competition.
1. Reading & Notes Day
2. Reminder: Monday = Ch. 1 & 2 Notes Due and Quiz
3. Begin 1920s presentations on Monday. Finish Tuesday.
4. Keep Reading and taking Notes – Ch. 3 due for Feb. 5
Mon. & Tues. Feb. 2 & 3, 2015
1. Quiz and Note Check Ch. 1 & 2
2. Students share groups findings on 19020s topics
3. While classmates present, take notes.
4. Journal #2: Three things you learned from peer presentations.
5. Vocabulary for Chapters 1-3 handout. Complete definitions for Ch. 1 & 2 words for next class.
Wed. Feb. 4
Target: Collaboratively share information for Vocabulary to heighten sense of diction; practice
analytical thinking for character analysis by utilizing Character Chart strategy to record information
from the text.
1. Share Vocabulary definitions with classmates for Ch. 1 & 2. Decide on a good definition for
each as it is used in the novel.
2. Character Charts - begin analytical thinking and textual support skills
a. Begin to fill out the character chart for Nick. We are also introduced to Tom Buchanan,
Daisy Buchanan, and Jay Gatsby.
b. As other characters catch your attention, begin the same chart on a separate sheet of
paper.
c. You can utilize this approach for understanding characters in any text!
3. Class time to record understandings of characters on charts.
4. Chapter 3 Reading and Vocab due for tomorrow.
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Thurs. Feb. 5
Target: practice discussion skills to analytically think about character development
1. Ch. 3 Reading and Vocab due for today.
2. Guiding and Essential Questions Handout
a.
b.
Guiding Questions = questions you should be able to answer after reading the novel
Essential Questions = bigger picture questions you should be able to answer after reading the novel – these
are typical essay test questions.
3. Character Discussions
a.
b.
Partner Share – information for Nick Carraway, Tom and Daisy Buchanan, Jay Gatsby, and Jordan Baker.
(about 10 minutes)
Group Share – 1st impressions and questions
4. Exit Pass 3-2-1:
a. 3 Comments about one character of your choosing
b. 2 Questions you have about this character
c. 1 Prediction about your character
5. Chapters 3-5 Quiz and Notes on Tuesday.
Fri. Feb. 6
Target: practice understanding juxtaposition (through juxtaposing imagery) and comparing/contrasting
characters, techniques that point toward intent and theme
1. “Ashes and Elegance”
a.
b.
c.
Juxtaposition – define
What is Fitzgerald highlighting by juxtaposing worlds of East and West Egg, and of “ash heap”?
What purpose does it serve for the novel?
What statement is Fitzgerald making? (theme)
d.
2. “The Social Register” – comparing/contrasting characters
a.
b.
c.
d.
technique to see characters through our eyes and narrator’s eyes
Why are these aspects of a person important to consider in a character’s development?
Why are these specifically important in this novel?
What statement is Fitzgerald making about social worth?
3. Keep building your Character Charts for Nick, Daisy, Tom, Jordan, Gatsby ... and now George
and Myrtle Wilson.
4. Reminder: Ch. 3-5 Quiz and Note Check on Tues.
5. Written assignment for Tues.: Write a brief paragraph response explaining your opinion of
Gatsby’s parties. Why do people go? What do they gain? Why does Gatsby have them? What
does he gain? Are large parties really more intimate as Jordan Baker states?
Monday, February 9, 2015 – Guidance – registration for 11th grade classes
Tues. Feb. 10
1. Ch. 3-5 Quiz and Note Check.
2. Discuss Quiz and Chapters
3. Discuss responsed to Gatsby’s parties.
4. Journal #3: Colors. What do they mean to you? How could an artist utilize color symbolically?
5. Handout: “Color-Coded” and “Coordinating Color” – work in groups of 3-4.
a. Discuss.
b. How does this help to illuminate meaning of character or of place?
6. Read Chapter 6 for Thursday.
7. Reminder: Chapters 6 & 7 due for Friday.
3
Wed. Feb. 11
Reading Day
Thurs. Feb. 12
1. Journal #4: Key events and images of Chapter 6.
2. Discussion of Ch. 6
3. Handout and Activity: The Body of A Character
4. Reminder: Quiz and Note Check Ch. 6 & 7 next class
Fri. Feb. 13 – No Homework Night!
Quiz & Note Check Ch. 6 & 7
Groups discuss “Guiding and Essential Questions”
Mon. Feb. 16, 2015 – District Day – No Classes
Tues. Feb. 17
Reading Day
Wed. Feb. 18
1. Chapters 8 & 9 Quiz and Note Check
2. Discuss Quiz
3. Discuss Novel as a whole
Thursday. Feb. 19
1. John Green’s Crash Course videos on The Great Gatsby
a. John Green’s Crash Course, The Great Gatsby Part One
https://www.youtube.com/watch?v=xw9Au9OoN88&list=PLAUMgqnJEf4fSvFUw2Qs
MhfXm5N2boolk
b. Part Two, https://www.youtube.com/watch?v=cn0WZ8-0Z1Y
2. Journal #5: Insight from John Green Videos. Somehting you learned or thought about in a newer
way.
3. Discuss videos, reflections in journal writing, and Guided and Essential Questions
4. Substitute tomorrow.
Fri. Feb. 20 – Substitute
Target: Preparation for literary analysis writing
1. The 12 Sentence Paragraph handout
2. Allow students to read as a whole class and to discuss in smaller groups.
Mon. Feb. 23
Target: Preparation for literary analysis writing
3. Literary Analysis Paper Assignment
4. Documentation & Citations handout
5. “Writing an Analytical Paragraph” https://www.youtube.com/watch?v=tGsVPlyuCKg (12:14)
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