Gatsby 3.1

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. If time, create one color imagery entry for chapter 3

HW: Read chapter 4

Gatsby 2.2

Gatsby 2.2

Do now: Do now: list at least 5 things you remember from chapter 2.  You may use your book to review

Objectives:

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

Agenda:

1. do now
2. Close Reading of opening paragraphs of chapter 2
3. In groups: answer study guide questions for chapter 2
4. Review answers
5. Add one entry to your color list for chapter 2
6. summarizer

HW: Complete one entry to the color inventory for chapter 2. Read chapter 3

The Great Gatsby 2.1

Do Now: Download TS Eliot’s poem, “The Wasteland” from our Google Drive handouts folder. Read it silently.

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. Table groups: review exposition- Answer Chapter 1 study questions (in survival guide)
4. Green light tableaux (10 minutes)
5. Eliot’s “Wasteland”
6. Download “close reading of chapter 2”.  Read and annotate the two paragraphs.
7. summarizer

HW: Finish reading chapter 2

Great Gatsby 1.3 PURPLE ONLY

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. Review answers to webhunt
3. Review essential questions for unit/Cover Close Reading

4. Listen to chapter 1

5. Summarizer

HW: Finish reading chapter 1. Create an image log entry for ONE color from chapter 1.

The Great Gatsby 1.3 GREEN ONLY

The Great Gatsby 1.3

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. Continue discussion of Vote with your Feet
3. Table groups: webhunt

4. Download the "Great Gatsby Survival Guide" to notability. Define vocab words for week #1 (in survival guide)

5. Review essential questions for unit/Cover Close Reading

6. Listen to chapter 1

7. Summarizer

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

The Great Gatsby 1.2

Do now: Describe 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. Vote with your feet!

3. Webhunt
4. Download "The Great Gatsby Survival Guide" to notability

5. Vocab Week #1 (in survival guide)

HW: Finish webhunt and define week one vocab words (in survival guide)

Edgar Allan Poe 3.1

Do now: Review your brainstorming sheet.  Check to make sure you have included all components of the brainstorming sheet in your story.

Objectives:

• work effectively in groups to edit and revise a draft of the creative writing story

Agenda:

1. do now
2. Group work: last day to work on the story:
1. edit for clarity
2. edit for cohesion of writing style
3. identify TWO Poe literary devices
4. create a jazzy title
3. Summarizer

HW: Final draft of story is due TOMORROW (PURPLE- TUESDAY, GREEN- WEDNESDAY)

Edgar Allan Poe 2.4

Do now: What is a one-sentence synopsis of your story?

Objectives:

• use class time effectively 
• work effectively as a group to draft a short story
• identify Poe's literary techniques and include them in a short story

Agenda:

1. do now

2. Review assignment/task/group 

3. Group work: 

           1) brainstorming sheet, 

           2) draft story, 

           3) edit story

4. Summarizer

HW: Draft of full story due for editing PURPLE: MONDAY, GREEN: TUESDAY

Edgar Allan Poe 2.3

Do Now:  It has been 50 years since the narrator buried Fortunato alive. Why might the narrator be telling his story now?

Objectives:

• identify the use of suspense, imagery, and unreliable narration in Poe's story
• brainstorm topics for creative writing

Agenda:

1) Do Now

2) Table groups:
Discussion: "The Cask of Amontillado" uses a first-person narrator (a narrator      that is a character in the story), and, sometimes, first-person narrators can be unreliable.

• How reliable or unreliable do you regard the narrator?

• Are there any ways that the narrator might be manipulating the truth?
• How would you describe the narrator's attitude toward himself and his actions?

3) Introduce the Poe short story assignment

4) Brainstorm topics/complete graphic organizer

5) If time, begin drafting

5) Summarizer:

HW: Complete graphic organizer

Edgar Allan Poe 2.2- PURPLE

Edgar Allan Poe 2.2- PURPLE

Do now: take out your “Pit and the Pendulum” study guide questions

Objectives:

• identify major plot points of “The Pit and the Pendulum”
• analyze which literary methods Poe uses to build suspense
• identify Poe’s meaning about human psychology

Agenda:

1. do now
2. In table groups: review the study guide questions
3. In table groups: discuss “how does Poe build suspense in the story?” (locate textual evidence to support and “What is the most basic human fear?”
4. In table groups: create an assertion statement connecting a literary device to a meaning about human psychology
5. Upload the study guide questions to Google Drive Student Folder (as a PDF)
6. Silently read “The Cask of Amontillado”
7. Review the Poe Creative short story assignment
8. Summarizer

HW: Finish reading “The Cask of Amontillado”

Edgar Allan Poe 2.1- GREEN

Do Now: Which of the various tortures is most horrifying- darkness, rats, falling down well, pendulum? Explain your reasoning.

Objectives:

• identify elements of suspense
• analyze Poe's use of human psychology to produce horror

Agenda:

1) Do Now

2) In Pairs: complete study guide questions

3) Review answers

4) In table groups: complete an assertion statement connecting a method to a meaning about human psychology

4) Summarizer: What is the most basic human fear? Explain

HW: Read "Cask of Amontillado" for Thursday

Edgar Allan Poe 2.1

Edgar Allan Poe 2.1

Do Now: what would be the worst torture: trapped in darkness, covered in rats, falling down a well (but not drowning), or strapped to a table while a knife is slowly lowered down?

Objectives:

• identify elements of suspense
• analyze Poe's use of human psychology to produce horror

Agenda:

1. do now
2. Active listening: listen to the audiobook of “The Pit and the Pendulum”
3. In table groups: answer the “Pit and the Pendulum study guide questions”
4. Summarizer

HW: Finish the study guide questions for homework

Edgar Allan Poe 1.2

Edgar Allan Poe 1.2

Do Now: What are the seven deadly sins?  What other archetypal things come in 7s (example: 7 days of the week)?

Objectives:

• Identify Poe's use of color imagery, personification, and symbolism in the story
• Use a visual medium to demonstrate reading comprehension
• Connect one of Poe's methods to a central meaning of the work

Agenda:

1. Do Now

2. MAP: Using half a sheet of easel paper, draw a map of the masquerade ball.  Hint: be sure to reread the descriptions of the rooms to get the colors, shape, windows, and objects correct.

3. In each room on your map, write a word or two that is associated with that color.

4. Consider these questions: Why does Poe have 7 rooms for the Masquerade ball?  What is the importance of the number 7?  What is the symbolism of the clock?

5. ASSERTION STATEMENT: In one sentence assertion statement, connect one literary device to  Poe’s central message is in this short story.

Template: Poe's use of [literary device] reveals [central message].

Summarizer: How did drawing the map of the rooms help unlock Poe's meaning?

HW: Read "Pit and the Pendulum” for TUESDAY (GREEN)

Edgar Allan Poe 1.1

Do Now: What is the scariest ghost story you've ever heard?

Objectives:

• Define Allegory, Symbolism, Color Imagery, Personification, and Gothic
• Use close reading to identify gothic elements in a short story

Agenda:

1) Do Now

2) Submitting essay via google forms

3) Download “Edgar Allan Poe Literary Terms”

4) Define literary terms

5) Download “Edgar Allan Poe Stories”

6) Listen to audiobook for “masque of the red death”

7) Summarizer: What do you think so far?

HW: Finish reading "Masque of the Red Death"-- annotate the 4th paragraph for: number of rooms, order of rooms, color of rooms, shape of rooms, if there are any additional objects in the rooms.

The Scarlet Letter 6.2

Do now: Turn to a partner and share your thesis statement.  Provide feedback.

Objectives:

• draft complex thesis statements connecting Hawthorne's methods to meaning through either a Feminist or Freudian critical lens
• receive feedback from teacher and peers regarding thesis statements and revise appropriately
• draft effective body paragraphs

Agenda:

1. Do now

2. Thesis check: priority will be given to first checks of thesis statements.  

3. Topic sentence drafting

4. Body paragraph drafting

5. Passive Voice

6. Summarizer

HW: Essay is due THURSDAY.

The Scarlet Letter 6.1

Do now: In your student folder, create a new google doc entitled "Scarlet Letter Essay" and then share this single document with me at tlockwoodsantiago@belmontschools.net (this will give me an email alert)

Objectives:

• draft complex thesis statements connecting Hawthorne's methods to meaning through either a Feminist or Freudian critical lens
• receive feedback from teacher and peers regarding thesis statements and revise appropriately

Agenda:

1. do now

2. Copy thesis statement into the new google doc. Ms. Santiago will go through each thesis received and make comments.

3. Gather enough textual evidence to support thesis

4. Organize evidence into three subtopics; draft topic sentences for each subtopic

5. If time, begin drafting body paragraphs

6. summarizer

HW: Draft at least ONE body paragraph for peer review TUESDAY.