1st and 2nd Hour:  By the end of the week you should be able to

1. Explain what we learn about Gatsby’s background in Chapter 9 and be able to apply that to what we had already learned in Chapter 6.
2. Be able to explain what Nick means when he refers to the Buchannans as “careless” people and apply that to Fitzgerald’s larger themes.
3. Be able to explain why Fitzgerald says the novel has really been a story “of the West.”
4. Be able to explain what Fitzgerald does to “the green light” in the next to the last paragraph of the novel.

5th and sixth hour:

• Essay writing exercise/lesson with chance to improve GATSBY essay.
• Took “OF MICE AND MEN” quiz.

LEARNING TARGETS

• 1st and 3rd Hours
  •   by the end of today, you’ll be able to map the action in chapter 7 of The Great Gatsby.IN CLASS:  we mapped the action in chapter 7 of Gatsby after taking questions and discussing it.
    • How to make your map
      • You may choose whatever technique you wish.  A simple and effective plan might be to plot the locations (settings) on your map then number the different key events near the places where they happen.
      • In the legend, include a brief (1-2 sentence MAXIMUM) description of the events AND a quote from the novel, with proper citation, that represents that action.

    HOMEWORK: READ CHAPTER 8 by TOMORROW!!

FIRST and THIRD HOURS

• Took Vocab Quiz
• Read Chapter 7
• HOMEWORK: FINISH 7

FIFTH AND SIXTH HOURS

• TOOK VOCAB QUIZ
• READ CHAPTERS 5 and 6
• HOMEWORK: FINISH THE NOVEL

WELCOME TO SPRING!!!

LEARNING TARGETS:

• 1st and 3rd HOUR  (HOMEWORK: READ CH.7 by MONDAY, VOCAB TEST FRIDAY)
  • Be able to explain the significance of these two quotes
    • “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 so close as a star or a moon.  Now it was again a green light on a dock.  His count of enchanted objects had diminished by one.” (Fitzgerald 98)
    • “He talked a lot about the past and I gathered that he wanted to recover something, some idea of himself perhaps that had gone into loving Daisy.  His life had been confused and disordered since then, but if he could once return to a certain starting place and go over it all slowly, he could find out what that thing was….”  (Fitzgerald 117)

5th/6th Hour: READ CHAPTER 4 by FRIDAY

LEARNING TARGETS:

• 1st and 3rd Hour:
  • Be able to use text references/clues to form a theory about how Fitzgerald/Nick feels about the people who go to Gatsby’s parties.
  • Be able to explain what Gatsby says about his background and why Nick isn’t sure if he’s telling the truth.
• READ CHAPTER THREE, PAYING ATTENTION TO
  • George and Slim’s Conversation
  • What Carlson does with Candy’s dog (and what it says about life on the ranch).

WARMUP (VOCAB)

1. Give an example of SOPHOMORIC behavior.
2. What’s an INKLING you have about  what Fitzgerald is criticizing in The Great Gatsby?
3. Why are tree roots sometimes described as GNARLED
4. What is one thing you are very ARDENT about?

LEARNING TARGETS:  As a result of today’s lesson (and reading) you should be able to:

• Point out several textual references where Fitzgerald describes the habits and morals of wealthy New Yorkers and come up with a theory as to what he thinks of them as a social class.

WARMUP:

• Pretend your parents have given you a CAPRICIOUS punishment.  What might that look like?
• Describe a time when you EXULTed over something.
• Why are gods often described as OMNIPOTENT?
• Describe a time when you were filled with RANCOR?

LEARNING TARGETS:

• 1st and 3rd Hour:  Be able to identify and analyze the important details of Chapter 2 of The Great Gatsby.
• 5th Hour
  • Understand how John Steinbeck’s background influenced his work.
  • Understand basic definitions of SOCIALISM and COMMUNISM.

LEARNING TARGETS:  

• 1st and 2nd Hour:  Be able to explain how Fitzgerald uses chapter 1 to establish SETTING and CHARACTER
  • Complete character handout at classroom.
• 5th Hour: Work Day (Final Drafts)
• 6th Hour:  Be able to explain:
  • How Steinbeck’s background figures into the themes of Of Mice and Men.
  • The basic definitions of SOCIALISM and COMMUNISM.

5th and 6th Hours: Here’s a sample literary analysis paper you can use.

1&3:

1. Took Vocab test Unit 8
2. Had time to work on Final Draft of Paper (due tomorrow)
3. Book Quiz/Test/Tuiz/Quest tomorrow

5&6

1. Took Vocab Quiz unit 8
2. Time to Work on Drafts (Due Thursday)

C.E. was absent at a conference

1&3: Worked on final draft of paper

5&6: Finished Gatsby film and worked on first draft of paper.