11th grade IB/ AP English Spring TENTATIVE Syllabus
[Spring 2015]
Learning Goals: RL. 1: Cite strong and thorough textual evidence to support analysis of the text explicitly
as well as inferences from the text to determine meaning.
RL. 2: Determine 2 or more themes or central ideas of a text and analyze their development over the course
of a text.
Question of the day: “How do the historical references in Gatsby affects its themes?”
Tuesday and Wednesday January 6 and 7:
BLOCKING ALL WEEK….
1, 3, 5 Welcome Back
New Seating Chart
Hand out the “Jazz Age” Presentation for Power Point
Get into groups for assigned topic.
We will have a work day tomorrow only
Hand out the essay assignment for Great Gatsby - MENU
“What does Jazz Age mean to you?”
Intro. Activity to Great Gatsby- Ask about upgrading original wedding/engagement ring
Put class into groups so they can begin planning for tomorrow
Also: This week you need to finish up finding three credible sources for your extended essay topic.
IB will follow whatever is taught to you in TOK when you begin that class this semester.
Assign students “Jazz” topics and go to library to begin research during the second half of period
Lab: This is your ONLY work day in the lab for this power point
Must finish the Power Point Today
If you are absent: You will complete a Power Point Presentation by
Yourself and your topic is: famous authors and their styles during this time
period.
Always follow the 10-20 rule and we expect pictures in this one
ABSENT: You will do # 9 and complete the PPT on your own. Please bring a hard copy of the PPT
upon returning to my class.
Reminder: PowerPoints:
20 slides total
6-7 slides must be visual and examples
There may be NO MORE than 10 words on each of these slides
Must show a relationship to The Great Gatsby.
Homework: “Jazz Age” Presentation.
Comp assignments- First one is due on the 21st
Jazz Age PPT Topics:
!) Fitzgerald
2) The 1920s- atmosphere: What did it look like, what did you hear, what was the entertainment, lots of
visuals in this one- look at the other groups so there is NO overlapping!!!!
3) The women of the 1920s
4) Role of the social classes during the 1920s
5) Symbols in the locations in the story of Gatsby and how they relate to the real world
6) Failure of the American dream in the 1920s and examples
7) Modernism in literature. What does that mean, what does that look like, and who are these authors?
8) Corruption during the 1920s
9) The style during the 1920s
These will be groups of 2 or 3- depending on the class size
Learning Goal: SL.2: Integrate multiple sources of information presented in diverse formats and media in
order to make informed discussions and presentation. Also to evaluate credibility and accuracy of each of
the sources.
Learning Goals: RL 7: Analyze multiple interpretations of a story evaluation how each interprets the text.
Question of the Day: “Why did Fitzgerald write this story?”
If you are absent: You will create your own power point presentation on number #2. Bring me a
hard copy tomorrow.
Thursday and Friday
January 8 and 9:
Present the Power Point information today- nine of them
You will have to get power point notes if you were not here today
Take notes on your binder – Absent- get notes from someone
Activity for Gatsby:
Quote Hunt: Students will get with their NEW writing partner for 3rd quarter.
I will assign each group (multiple groups same topic) a topic
from GATSBY, and the group will find at least one significant quote,
write it using 3 “S”, from each of the nine chapters.
ABSENT: You will do this quote hunt at home and you will choose six of these areas to find quotes for.
upon returning to my class.
Topics for Quote hunt:
1) Explain how the novel does or does not demonstrate the death of the American Dream. Is the main theme of
Gatsby indeed “the withering American Dream”? What does the novel offer about American identity? (Reference the
characteristics of the American Dream within the body of your paper.)
2. Explain how the novel demonstrates the characteristics of modernism.
3. Discuss whether or not Gatsby is a romantic hero in the modern era.
4. Discuss how the novel exemplifies the dehumanizing/corrupting nature of wealth (consider examining characters,
plot, symbols, etc.). Consider doing a Marxist interpretation. Or, more generally, explain the theme of the corruption
of people and society through an examination of characters in the novel who are corrupt.
5. Describe Fitzgerald’s satirical portrait of modern society using Gatsby’s parties as support.
6. Compare and contrast the homes of characters (consider Nick, Gatsby, Tom, and George/Myrtle Wilson). How
does each home to (is a symbol for) its owner/renter (how does each home reflect the personality of its
renter/owner)? Consider comparing and contrasting the characters, also focusing on their attitudes/ beliefs/values.
7. Compare and contrast the major female characters in the novel: Daisy, Jordan, and Myrtle. How does each act
towards men? What are their motivations/goals/interests/values? How are they treated by men (including the
narrator/author)?
9. Show how Fitzgerald uses clothing (and the changing of costumes) to tell the reader more about the characters
and/or express theme(s). Consider discussing colors, fabrics, etc.
10. Do a close reading of a passage of your choosing, explaining the passage in light of the entire novel. *Note: the
passage must be approved by me first!
Example: In reference to Tom and Daisy, Nick remarks, “They were careless people, Tom and Daisy; they smashed
up things and creatures and then retreated back into their money or their vast carelessness, or whatever it was that
kept them together, and let other people clean up the mess they had made” (180-181). Explain this passage in light
of the entire novel.
11. Discuss Fitzgerald’s use of symbolism (this is a large topic that must be significantly narrowed – such as
focusing on one symbol and analyzing it in detail - with a specific thesis). How does it function in the novel
(consider discussing how it relates to theme, communicates information about characters, develops the plot, etc.)?
Possible symbols to discuss include: colors, eyes of T.J. Eckleburg, clothing, cars, the green light, biblical allusions
(God, Jesus, grail), characters’ houses, weather, water, music, celestial bodies (moon, stars, planets), nature’s bounty
(flowers, shrubs, trees, fruit), etc.
12. Trace the development of the narrator, Nick Carraway – how does he change, and how are these changes
significant (how do they relate to the themes of the novel)?
13. Discuss how an aspect of 1920s society appears to change throughout the novel.
14. Is what Gatsby feels for Daisy love, obsession, affection, or accumulation/objectification? What is Fitzgerald’s
message here? Consider discussing whether or not Gatsby can really love, given his characteristics.
15. Who is the real person: Jay Gatsby or Jimmy Gatz? Does he become “the Platonic conception of himself”? What
does that mean? Is it a peculiarly American phenomenon?
16. Discuss how The Great Gatsby is the quintessential American novel. What does it have to offer about the
American identity and the American Dream?
17. Morally ambiguous characters—characters whose behavior discourages readers from identifying them as purely
evil or purely good—are at the heart of many works of literature. Choose a character from the novel that is morally
ambiguous and write an essay in which you explain how the character can be viewed as morally ambiguous and why
his/her moral ambiguity is significant to the work as a whole.
18. Discuss the novel’s theme that the American Dream is corrupted by the desire for wealth. What does the novel
and its theme offer about the American identity?
19. Discuss the novel’s theme that outward appearances can be deceptive. What does the novel and its theme offer
about the American identity?
20. Create a topic of your own or alter one of the above topics. *You must have this topic approved by your teacher
before you begin working on your essay.
January 12:
Lecture: Great Gatsby novel Chapters 1-5. Get notes if you were not here today
Homework: Work on Gatsby Comps.
Rhetorical journals start back up on Wednesday
Learning Goal: RL 3: Analyze complex set of ideas or sequence of events to explain how specific ideas
interact and develop within the text.
Question of the Day: “What was Fitzgerald’s purpose for writing this story?”
January 13:
Silent Discussion (poster board) put your answers on your own
Paper today- not post-it notes. Use the questions from red book.
(Prestwick)
RAPID FIRE!!!
(1) If you are absent, do all your reading and then type a one-page essay about evaluating F.
Scott Fitzgerald’s style of writing.
Gather materials for annotated bibs- work day coming up Friday
Question of the Day: “How has social media changed our communication with one another?”
January 14/15:
Rhetorical Journal Presentations- (5) total are due for this quarter. You can hand
them in as you want but YOU MAY ONLY HAND IN ON BLOCK DAYS
Gatsby Comp #1 due today
Read “My Space” in class and then answer question
If you are ABSENT: you may check out a book upon returning to my class.
Discuss the “My Space” piece from Textbook Page 143 #2, 3, 4, 5, and 7
-Questions (rhetoric) from the text. AND “How has communication changed?”
Read these at home if you are absent and do question on page 143
Extra Credit “pillow” assignment is on my website- Due January 26/27
This assignment is on line. HAVE FUN…
Homework:
Continue to research and find three more sources for extended essay.
Bring your materials for a workday on Friday like your blue folder from 10 th
grade teacher
Learning Goal: Students will draw evidence form literary and informational texts to support analysis and
research. W. 9:
Question of the Day: “How do we outline ideas for research using multiple informational sources?”
January 16:
Comp #2 due today
Continue our poetry unit from December
New packet
Lecture on annotating a poem, finding style techniques
Students will practice annotating and identifying techniques within their packet
Choose groups for big project- Work Day Next
Homework: Gatsby essay is due Tuesday
NO SCHOOL MLK DAY January 19
January 20:
Hand in Great Gatsby Comp #3
IN LAB TODAY… #
Work Day: Work on the reset of the packet and start to discuss ideas for
POETRY PRESENTATION
Homework: final for Great Gatsby tomorrow- Multiple Choice and some quotes
Learning Goal: Students will understand and be able to show how historical events have shaped this
novel.
Students will analyze the impact of authors’ choice regarding how to develop and relate elements of a
story into a meaningful purpose.
RL 6: Students will analyze a case in which grasping a point of view requires to distinguish what is
directly stated in a text from what is really meant from the text.
Question of the Day: “How did Dorthea Lange tell her story of the Great Depression?”
January 21/22:
Annotations due today
Last Work Day on Poetry and will present on the next block day
Final Exam: Great Gatsby (Multiple choice) - AP Style – Open Book after
Annotations are graded
Work on your poetry presentations today- plannin
Learning Goal: Students will analyze the impact of authors’ choice regarding how to develop and
relate elements of a story into a meaningful purpose.
Question of the Day: “How did Steinbeck implement his American dream into the story in Grapes of
Wrath?”
January 23:
Look at Great Depression pictures- from Dorthea Lange Write short story using (3)Slides to create a short story and the story is due January 30.
This slide show is on my website if you need to see it again…
If you are absent, view the pictures on line and then type up a 900- 1100 word
Short story about the Great Depression centered around three of these pictures.
Library- Turn in Gatsby and check out Grapes of Wrath
Get the reading schedule- Grapes of Wrath
If you are absent, download the schedule and comps from website
Discuss comp. assignments- There is a menu of 4 and you will do 2
Watch DVD of Steinbeck and take notes. Get notes if you are absent
Homework: From Textbook: read, Grapes Chapters 1-7 by Friday and annotate
Pillows due tomorrow and Thursday
Present pillows during block this week…
January 26
Learning Goal: Learning Goal: Students will draw evidence form literary and informational texts
to support analysis and research. W. 9:
January 27
Hand in the one pager today and present the information
Poetry Projects begin tomorrow….
Homework:
Complete reading for Grapes of Wrath –Chapters 1-7 by Friday
You are your partner will be given a very important topic for understanding Grapes of Wrath. You are to
research it, relate it to Grapes of Wrath, and then create a one-pager of important facts etc. to be handed
out to each student.
SL.2: Integrate multiple sources of information presented in diverse formats and media in order to
make informed discussions and presentation. Also evaluate credibility and accuracy of each of the sources.
Question of the Day: How have the historical events during the Great Depression affected the purpose and
the themes in this novel?
January28/29
Poetry Presentations Today
Learning Goal: Learning Goal: Students will draw evidence form literary and informational texts
to support analysis and research. W. 9:
Homework: Read Grapes of Wrath through Chapter #7 by tomorrow
January 30
Share short stories today in small groups
Lecture and discussion of Chapter 1-7
Include the following:
a)
b)
c)
d)
“ The Monster”
Importance of Muley Graves
Uncle John’s story
Tom’s Homecoming
Homework: Chapters 8-11 for Monday
Learning Goal : Present information, findings, and supporting evidence conveying a clear and distinct
perspective so that listeners in the discussion can follow the line of reasoning or opposing perspectives and
style appropriate to purpose and audience and a range of formal and informal tasks.
Question: “How did the historical events affect the story and the characters’ American dream?”
February 2
Lecture: Chapters 8-11. Check annotations from 1-11 today
Short discussion about Chapters 1-11 today
If you are absent, Get Notes and type a page essay
Answering: “How are the characters in Steinbeck’s?
Grapes of Wrath stereotypical to the times?”
Homework: Rhetorical journals
And read Chapters 12-15
.
Learning Goal: Learning Goal: SL 4: Students will present information, findings, and supporting
evidence conveying a clear and distinct perspective such that listeners can follow the line of
reasoning, alternative, or opposing perspective are addressed and the substance and style of the
debate are appropriate for the purpose, audience, and this formal task.
Question of the Day: “How do I support my claim with appropriate evidence?”
Rhetorical Journals due today
February 3
In LAB: To gather information and write questions for the
debate.
If you are absent, do 50 minutes of the work at home on debate
Homework: Read Chapter 12-17 for tomorrow
Learning Goal: RL 1: 1: Cite strong and thorough textual evidence to support analysis of the text
explicitly as well as inferences from the text to determine meaning.
Question of the Day: “How do I identify supporting evidence to show the themes of religion, betrayal,
family and gender from this story?”
February 4/5:
Lecture over 12- 17. If you are absent get notes.
Check annotations through #17 today
Quote Hunt Activity today and if you are absent:
Do the Quotes from Group #2 and hand in tomorrow
I will assign groups
Quotes by Theme Activity:
Group #1Religion: “I ain’t preaching no more much. The spirit ain’t in the people much no
more, and worse than that, the spirit ain’t in me no more” (Steinbeck 16).
Group #2 Betrayal: (The tractor driver) “That’s right, the tenant said, “But for your three
dollars a day fifteen or twenty families can’t eat at all. Nearly a hundred people have to go out and wander
out onto the roads to your three dollars a day, is that right?” (Steinbeck 49).
Group #3 Family: “And then all of a sudden, the family began to function. Pa
Got up and a lighted another lantern. Noah from a box in the kitchen brought out the bow-bladed
butchering knife and whetted it on a worn litter carborundum stone. And he laid the scraper on the
chopping block, and the knife beside it. Pa brought two sturdy sticks each three feet long, and pointed the
ends with the ax, and he tied strong ropes, double half-hitched, to the middle of the sticks ” ( Steinbeck
114).
Group #4 Gender: “The women knew it was all right, and the watching children knew it was all right.
Women and children knew deep in themselves that no misfortune was too great to bear if their men were
whole” (Steinbeck 10).
Homework: You need one annotated bib for every source you will be using. Count and make sure you do.
Read Chapters 18-21 by Monday
Learning Goal: Students will be able to identify three author’s style patterns by highlighting multiple
examples.
Questions, “What is Steinbeck’s style of writing in the first half of Grapes of Wrath?”
February 6:
Color marking Lesson: Handout
Practice color marking with (3) colors using
Grapes of Wrath novel
Syntax/Modeling Practice with Grapes of Wrath
Syntax/Modeling Practice: Using a paragraph from novel,
Practice rewriting syntax patterns- style patterns
If you are absent: Make an appointment with me to understand color marking and syntax patterns,
which is comp #2 and REQUIRED, YES, FOR ALL STUDENTS
Continue to read assigned pages and type up a one-page summary of the readings
Homework: Read and comp. assignments due over the next few days
Read Chapters 18-21 for MONDAY
Last set of annotated bibs also due on Wednesday and Thursday
Learning Goal: Students will understand and develop a commentary drawing evidence from literary or
information texts to support their analysis, or reflection. W. 11:
Question of the Day:
“What was opinion about today’s literature piece?”
February 9:
Lecture through 18-21- get notes if you are absent.
Hand in your rhetorical journal
Writing: Commentary
Commentary: Writing (a review from first 9 weeks).
If you are absent, you will need to get the writings from me
tomorrow
Read excerpt from Franklin’s virtues (Orange book)
Pages 36-38 (his autobiography) then do the writing
Assignment on page 44 about your own virtues. Use quotes
From the autobiography to support your essay.
Rhetorical Journals today
Homework: Read the rest of Grapes by February and color marking due tomorrow
Learning Goal: RL 1: 1: Cite strong and thorough textual evidence to support analysis of the text
explicitly as well as inferences from the text to determine meaning.
Question:” How does the last half of the novel foreshadow the ending?”
February 10:
Comp #1 due
Discuss the end of the novel- get notes
Activity for Chapters 12- ending
If you are absent: You need to type a one-two page essay
Answering the following question:
“Chapter one sets the tone of the story of what? Then what does the tone change to?
(Small – Group Discussion) Use questions on my list and put on Poster Boards
Silent – Small Group Discussion Questions:
Homework: Stay up with your reading and extended essay
Bring your work tomorrow for the Extended essay: Final outline, rest of annotated bibs due in the
lab tomorrow and continue to research.
Learning Goal: SL 4: Students will present information, findings, and supporting evidence conveying a
clear and distinct perspective such that listeners can follow the line of reasoning, alternative, or opposing
perspective are addressed and the substance and style of the debate are appropriate for the purpose,
audience, and this formal task.
Learning Goal: Students will draw evidence form literary and informational texts to support analysis and
research. W. 9:
Question: “How do I present my opinion today, yet still support it with evidence?”
February 11/12:
Comp #2 due today
Last lecture over Grapes ending in prep for final exam
Assign topics for the mini debate.
Divide class into (4) groups and two topics to debate
Choose topics and go to library to conduct research for debates
Last 60 minutes: Give review questions for tomorrow’s final exam
February 13:
Final Exam for Grapes of Wrath Today
FEBRUARY 16
NO SCHOOL PRESIDENT’S DAY
Learning Goal:
Students will draw evidence form literary and informational texts to support
analysis and research. W. 9:
BLOCKING THIS WEEK….
Tuesday, February 17:
Grapes Comp #3 due today
Prepping and writing questions for the upcoming debate
Upcoming meaning tomorrow….
Make sure to dress up and look professional and
Bring all your questions and materials
Homework:
Your required comp is due tomorrow
Bring your novel for Quote Hunts Friday
Debates will all take place in class on the block days of this week
Wednesday and Thursday
February 18 and 19:
Debates take place today in class
Friday, February 20
Groups for Lit term game
Work on games today
Monday, February 23
Work day for games
Tuesday February 24:
February 25/ 26
February 27:
Games must be completed by the end of today
Watch the Great Gatsby movie
Practice PARCC Multiple-Choice Exam today
Last comp for Grapes is due today # 4
Homework: All textbook reading needs to be done by Monday for an assessment
Monday, March 2
March 3:
March 4/5:
March 6:
Practice AP exam today- an analysis question
Play lit term games today
PARCC Practice test II – 60 minutes
Start the movie and finish on Friday
Last day before break… finish the movie and get grades
Check out book if you need it for break
Read Things Fall Apart over break
Homework: SPRING BREAK MARCH 9-20