Gatsby 3.2

Do now : Discuss the significance of: Possibly it had occurred to him that the colossal significance of that light had now vanished forever. Compared to the great distance that had separated him from Daisy it had seemed very near to her, almost touching her. It had seemed as close as a star to the moon. Now it was again a green light on a dock. His count of enchanted objects had diminished by one (93).

Objectives:

• Evaluate the text for important events and accurately reconstruct and visually create Gatsby’s non-linear past in an organized way.
• Explain the importance of Gatsby’s mantra: “Of course you can repeat the past!”

Agenda:

1. do now
2. Identify the major events, places and people that make up the history of James Gatz. For each event or period, create a picture, symbol or object that identifies or symbolizes that particular incident (save the final art for the actual timeline).
   
3. For at least three events, pull out one short quotation that you think is important in illustrating Gatsby’s motivation or character. For example, when describing Gatsby’s childhood, you might choose, “His parents were shiftless and unsuccessful farm people” (p. 98, and yes, you can use that one).
   
4. On a piece of paper, create a timeline or diagram that illustrates this sequence of events. Because you will be adding to this in later chapters, make sure to leave some room at the end, and in between the events that you choose. 

HW: Finish reading/ re-read chapter 7

Gatsby 3.1

Gatsby 3.1

Do now: is there a moment/time in your past that you think about and that you wish you could return to? Why? What about it do you want to recapture, or change? (piece of paper to hand in)

Objectives:

• Evaluate the text for important events and accurately reconstruct and visually create Gatsby’s non-linear past in an organized way.
• Explain the importance of Gatsby’s mantra: “Of course you can repeat the past!”

Agenda:

1. do now
2. Chapter 5 review
3. Identify the major events, places and people that make up the history of James Gatz. For each event or period, create a picture, symbol or object that identifies or symbolizes that particular incident (save the final art for the actual timeline).
   
4. For at least three events, pull out one short quotation that you think is important in illustrating Gatsby’s motivation or character. For example, when describing Gatsby’s childhood, you might choose, “His parents were shiftless and unsuccessful farm people” (p. 98, and yes, you can use that one).
   
5. On a piece of paper, create a timeline or diagram that illustrates this sequence of events. Because you will be adding to this in later chapters, make sure to leave some room at the end, and in between the events that you choose. 
   

HW: Read chapter 7

Gatsby 2.4

Do now: When you do something to upset a friend or a family member (and you are at fault), how do you make it 
up to that person?

Objectives:

• identify imagery in chapter 5
• analyze the significance of time in the novel

Agenda:

1. do now
2. Chapter 5 question- what did you notice?
3. Word association

1. Close reading excerpt
2. Begin to read Chapter 6

HW: Read chapter 6

Gatsby 2.3

Do now: Write down your honest thoughts—be ready to share at least one.

1. Is there a specific place or image that makes you hopeful when you see it?
2. If you had the opportunity to make a lot of money dishonestly/illegally, but in a way that didn’t physically hurt anyone, and knew that you wouldn’t be caught, what do you think you would do? What’s your rationale?

Objectives:

• Closely analyze text for symbolism, significance and relevance and report back to the class.
•        Work together in small groups to achieve their analysis goal.

Agenda:

1. do now
2. In table groups: work on one big question
3. if time, start reading chapter 5- Gatsby and Daisy meet!
4. Summarizer

HW: Read chapter 5

Gatsby 2.2

Do now: In table groups, make a list of colors from chapter 3

Objectives:

• identify color imagery in chapter 3
• identify key quotations from chapter 3

Agenda:

1 do now

2. Instagram Gatsby’s party!

3. Independent work

4. Summarizer

HW: finish instagram photo and read chapter 4

Gatsby 2.1

Do now: What does Jordan say about careless drivers at the end of chapter 3?

Objectives:

• analyze how Fitzgerald juxtaposes Daisy, Myrtle and Jordan
• identify how Fitzgerald produces suspense of Gatsby's character
• identify color imagery in chapter 3

Agenda:

1. do now
2. What are the rumors about Gatsby?  List them.
3. In table groups: complete the Daisy/Myrtle/Jordan handout
4. Discuss: meeting gatsby
5. Watch film

HW: Re-read chapter 3.  Make a list of colors from the chapter

Gatsby 1.4

Do now: complete the symbols/color worksheet in the back of the Great Gatsby Survival Guide

Objectives:

• identify color imagery in chapter 2
• identify major plot points in chapter 2

Agenda:

1. do now
2. In groups: answer study guide questions for chapter 2
3. Review answers: valley of the ashes, myrtle, party
4. Film: Redford version (film notation sheet)
5. summarizer

HW: Finish reading chapter 3

Gatsby 1.3

Do Now: Grab a dictionary and define the "week 1" vocab words in the Gatsby Packet

Objectives:

• identify exposition in chapter 1
• analyze the influence of Eliot’s poem on the Fitzgerald

Agenda:

1. do now
2. Color list- what did we find in chapter 1?
3. Green light tableaux
4. Eliot’s “Wasteland”
5. Read first two paragraphs of chapter 2
6. summarizer

HW: Finish reading chapter 2

Gatsby Songs

What'll I do

Ain't We Got Fun?

Charleston

Beale Street Blues

Yes, Sir, That's My Baby!

It Had to Be You

Gatsby 1.2

Gatsby 1.2

Do now: What does it mean to be great?  Make a prediction: why is Gatsby so Great?

Objectives:

• understand the expectations of the unit
• practice close reading skills by listening to chapter 1

Agenda:

1. Do now

2. Webhunt

5. Vocab Week #1

3. Cover Close Reading

4. Listen to chapter 1

5. Summarizer

HW: Finish reading chapter 1. Make a list of all the colors mentioned in this chapter.

Gatsby 1.1

Do now: On a piece of paper to hand in, please write about one piece of advice that your parents or older members of your family have given you during your life. What is it? How have you followed it? Do you think it's good advice?

Objectives:

• voice their opinion on the essential questions of the unit
• use technology to research historical context of the novel

Agenda:

1. Do now

2. Collect TEWWG Essays/Books

3. Vote with your feet!

4. Webhunt

5. Vocab Week #1

HW: Review Gatsby survival guide

TEWWG Deconstructed Essay- Day 2

Do now: Talk with a partner about which excerpts you are going to focus on (5 minutes)

Objectives:

• use close reading skills to analyze a specific motif, image, or symbol
• draft an essay analyzing the selected symbol

Agenda:

1. Do now
2. Independent class work: Work on the “deconstructed essay.” Use class time to find evidence, brainstorm analysis, draft essay, etc.

HW: “Deconstructed Essay” due by 8 AM MONDAY.  Complete an essay submission form.

Their Eyes Were Watching God Etext

Find the extext here

TEWWG Deconstructed Essay Assignment

Do now: In table groups: which excerpt/quote from the imagery packet stands out the most? Is there one that is powerful? Perplexing? Something else? (5 min)

Objective:

• understand the writing assignment
• analyze one specific method and connect it to larger meanings in TEWWG

Agenda:

1. do now
2. Hand out “deconstructed essay” assignment.
3. Model: If you want to see what the 3 paragraph format looks like, read the Macbeth model (individual or in groups)
4. Class work time: decide on a topic and find 2-3 passages.  Work through these passages and then decide on which 1 or 2 you will write about.

HW: For Friday, select one or two excerpts to write about. I suggest removing all the post-its except for those two.

TEWWG 2.2 Socratic Seminar

Do now: Discuss in table groups: did you like the book?  why/why not?

Objectives:

• demonstrate critical thinking through a socratic seminar
• identify effective pieces of evidence to support a logical argument

Agenda:

1. do now (5 minutes)

2.  Hand in the imagery packet and grab a Socratic Seminar handout

3. Read aloud the critical responses on the first page

4. Read the prompt for our socratic seminar.  You have 15 minutes to prepare.

5. Socratic seminar: divide the class into two equal circles (inner and outer circle). Students in the outer circle complete the handout.

• inner circle #1: 10 minutes (switch seats)
• inner circle #2: 10 minutes

6. At end of class, hand in talking points and outer circle observations

HW: Bring novel to class tomorrow

TEWWG 2.1

Do now: Each table will grab a piece of easel paper and some marker (if no easel paper, then take long paper off the black arts and crafts cart in room)

Objectives:

• analyze Hurston’s use of nature imagery
• identify how use of literary devices connect to meaning

Agenda:

1. do now
2. table groups: select ONE type of imagery from text (Plants/planting/seeds, Mules, Personifications of Death, Ships/Horizons, Voice/Speech-making, Hair, Eyes)
3. On the easel paper:
1. draw the image (should be the dominate thing on paper)
2. select 3 quotes that connect to this image (write quotes on paper)
3. draft a thesis statement that connects the imagery to a major theme in the novel (possible topics: Language, Love vs. Independence, Power (gender))
4. Hang the paper on the chalkboard
4. Grab an imagery packet.  Complete the packet (each student needs his/her own packet, but may talk it out together)

HW: Finish packet

TEWWG 1.1

TEWWG 1.1

Do now: Write a 5-8 sentence review of Their Eyes Were Watching God

Objectives:

• demonstrate mastery of understanding of major characters, themes, and literary devices in TEWWG
• close read excerpts from the text and answer questions

Agenda:

1. do now
2. Multiple Choice questions: independently for 15 minutes
3. Table groups: review answers; decide on a master answer key-- fill-in scantron
4. If time, work on post-it annotations
5. summarizer

HW: Complete any last minute annotations!

Harlem Renaissance 2.3

Harlem Renaissance 2.3

Do now: Discuss in table groups What is your favorite kind of art?

Objectives:

• close read art work
• examine how art can help to lessen ignorance and racism?  

Agenda:

1. Do now

2. Exchange music paragraphs with a partner-- read and write ONE comment
3. Collect paragraphs (share if on Google Drive)

3. Close read several art works- discuss as a class (Google Slides)

5. In table groups: discuss "How It Feels to Be Colored Me"-- 

• What is the tone of the story?
• Identify one excerpt that you feel is powerful. Annotate in the margins why you feel this way
• write an assertion statement: what is Zora Neale Hurston's main message from this essay?

6. In table groups: read/annotate TEWWG for the rest of the period

HW: Finish TEWWG

Harlem Renaissance 2.2

Harlem Renaissance 2.2

Do now: Listen to the piece of jazz music.  Brainstorm a list of word associations that come to your mind as you listen.

Objectives:

• reflect on the influence of jazz on Hughes’ works
• identify conceit in “Mother to Son”
• discuss the influence of music in one’s life

Agenda:

1. Do now

2. Discuss do now

3. Review ‘Yet Do I Marvel”

4. Read/annotate/share “Mother to Son”

5. “Strange Fruit”

6. Work on TEWWG

HW: music writing assignment and read “How It Feels to be Colored Me”