Requirements for the submission of The Great Gatsby research literary analysis essay

Requirements for the submission of The Great Gatsby research literary analysis essay

HARD COPIES:

• annotated article (each student submits his/her own)
• printed copy of essay WITH works cited page (make sure name is at the top)

IN GOOGLE DRIVE STUDENT FOLDER:

• Note cards document (can be one combined document or separate for primary and secondary note cards)
• electronic copy of the essay

REVISION REMINDER:

In order to qualify for revisions of this essay, you must demonstrate independent revision PRIOR to submitting the final draft (you can either show this in Google Docs history, or you can create two essay documents-- labelled rough draft and final draft).  Late essays are disqualified from revision rights.  THE ORIGINAL GRADE AND REVISED GRADE WILL BE AVERAGED.

Gatsby 4.2

Do now: Take out your primary source note cards.  Using the rubric in the packet, assign yourself a grade (Type or copy and paste the rubric with grade into your note card document)

Objectives:

• identify effective textual evidence to support thesis statement
• organize textual evidence in a logical multi-paragraph organizational structure
• draft body paragraphs

Agenda:

1. do now

2. Find textual evidence for essay

3. Decide on an organizational method for the essay

4. Draft body paragraph 1

5. Watch Gatsby

6. Summarizer

HW: Finish outline/ draft body paragraph 1

Gatsby 4.1

Do now: Take out your secondary source note cards.  Using the rubric in the packet, assign yourself a grade (Type or copy and paste the rubric with grade into your note card document)

Objective:

• effectively self-evaluate practice secondary source note cards
• draft thesis statement
• draft primary source note cards

Agenda:

1. do now

2. draft thesis statement

3. draft primary source note cards

4. summarizer

HW: primary source note cards due TUESDAY (PURPLE) or WEDNESDAY (GREEN)

Gatsby 3.3

Do now: Email your research question to: tlockwoodsantiago@belmontschools.net

Objectives:

• revise research question based on commentary
• use available technology to locate an appropriate secondary source
• effectively identify a critic's argument and supporting details by close reading and annotating

Agenda:

1. do now

2. Teacher: respond to research question

3. Individual: revise research question as needed

4. Use school databases to locate a secondary source.

5. Individual: print, read, and annotate the secondary source

6. Summarizer

HW: Finish reading and annotating the secondary source

Gatsby 3.2

Do now: which prompt(s) seem interesting?

Objectives:

• identify one prompt for the Gatsby essay
• brainstorm research question for selected prompt

Agenda:

1. do now

2. Class: walk through the essay assignment and expectations.  Answer any clarifying questions.

3. Individual: brainstorm possible prompt selection and research questions.

4. Think-pair-share: in table groups, share ideas for prompts/research questions

5. Continue to draft research questions.  Conference with Ms. Santiago as needed

6. Watch film

HW: Draft research question and possible answer to question for THURSDAY. We will meet in the ENGLISH WRITING LAB

Gatsby 3.1

Gatsby 3.1

Do now: Can you think of one question/idea/topic you had while reading Gatsby that you could hypothetically write an essay about?

Objectives:

• use technology to locate secondary source articles

Agenda:

1. do now
2. Presentation- Ms. Landry
3. Download and read “Santiago Gatsby Literary Research Essay”
4. Summarizer

HW: Read the essay prompts and start to brainstorm which prompt you would be interested in doing.

Gatsby 6.2

Gatsby 6.2

Do now: review the set of questions your group created yesterday

Objectives:

• use critical lens to examine the overall meaning of The Great Gatsby
• work effectively in groups to analyze the novel

Agenda:

1. do now
2. Group: create a 2-3 slide google slides presentation that:
1. introduces the lens
2. reviews the questions (with answers)
3. states the thesis statement
3. Presentations
4. Summarizer

HW: Enjoy the break!

Gatsby 6.1

Do now: take out your assigned critical lens article

Objectives:

• demonstrate mastery of understanding of vocab
• use critical lens to examine the overall meaning of The Great Gatsby
• work effectively in groups to analyze the novel

Agenda:

1. do now
2. Review the critical lens assignment sheet (in handouts folder)

Group work: Day One list of assignments:

• Brainstorm a set of questions: what would a ______ critic ask? What would they be most interested in examining? (Aim for 3-5 questions)
• Draft a set of answers to the questions
• Draft a thesis statement 3. summarizer

HW: Finish thesis statement and talking points

Gatsby 5.4

Gatsby 5.4

Do now: You finished the book…what is your reaction? Free write for five minutes: Did you like it? Why? Why not? Were you disappointed? Sad to finish it? Confused?

Objectives:

• analyze the end of the book
• use critical lens to examine the overall meaning of The Great Gatsby
• work effectively in groups to analyze the novel

Agenda:

1. Do now

2. Discuss: Gatsby's father

3. Close reading: last few paragraphs. Individual: annotate chapter 9 (handout)

4. Critical Lens Assignment- overview

5. Group work: review topic and begin to analyze novel

6. summarizer

HW: work on critical lens (finish reading article and highlight important parts)

Gatsby 5.3

Gatsby 5.3

Do now: Where did Gatsby die? Why do you think Fitzgerald selected that location? (Think figuratively!)

Objectives:

• demonstrate close reading skills through annotation for literary devices

Agenda:

1. Do now

2. Individual: annotate chapter 8 passage

3. Table groups: answer questions on close reading handout

4. Class: review

5. If time: listen to chapter 9

6. Summarizer

HW: finish reading chapter 9

Gatsby 5.2

Gatsby 5.2

Do now:For five minutes, free write your thoughts about Chapter 7.

You might consider:

• What is your reaction to the chapter? Did you expect the death that occurs at the end?
• What did you think was going to happen?
• What are you confused by, specifically?

Objectives:

• Close read works to identify mood and turning points in key scenes.
• Demonstrate empathy with characters.
• Describe the significance of their scenes.
• Work in small groups and refine their communication and conflict management skills

Agenda:

1. do now
2. Download the “Chapter 7 Tableaux directions” handout
3. Class: read and discuss the expectations for the tableaux exercise
4. Groups: work to create your tableau.  Assign parts, collect any necessary props. Complete the handout
5. Groups: perform tableaux and take a picture for display in class
6. Summarizer

HW: Read chapter 8

Gatsby 5.1

Do now: Why do you think Fitzgerald has the hottest day of the year be in this chapter?

Objectives:

• analyze (through group discussion) how description of weather can reflect mood of the characters/story
• answer study guide questions on the major plot points of the first half of chapter 7
• embed quotes into analysis

Agenda:

1. do now
2. Table groups: identify one quote that reflects how weather reflects the mood of chapter 7.  Write 3-5 sentences of analysis using embedded quotes. Be sure to include proper citation. (10-15 minutes. Socrative)
3. Table groups: answer the first few questions of the survival guide study questions for chapter 7
4. Watch the film
5. Summarizer

HW: Finish reading chapter 7 TUESDAY (PURPLE)/ WEDNESDAY (GREEN)

Gatsby 4.2

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? (socrative)

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. Vocab Quiz (PURPLE ONLY)
3. In table groups: answer study guide questions for chapter 6
4. In table groups: make sense of the last paragraph in the chapter.  What is Nick saying? (piece of paper to hand in)
5. Begin to read chapter 7

HW: Read chapter 7 up until the top of 125

Gatsby 4.1

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. (GREEN) Finish the jigsaw activity
3. Word association image (google presentation slide)
4. Timeline (handout)
5. Close reading excerpt (handout)
6. If time, watch film

HW: Read chapter 6. Gatsby Vocab quiz on THURSDAY (GREEN AND PURPLE)

Gatsby 3.3

Gatsby 3.3

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 dishonesty/illegally, but in a way that didn't physically hurt anyone (and you knew you wouldn't get caught), what do you think you would do? What is your rationale for your decision?

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. (GREEN) Vocab #2
3. (GREEN) Instagram Gatsby's party
4. In table groups: Big Ideas for Chapter 4- Jigsaw one question per table
5. If time, answer chapter 4 study questions
6. Summarizer

HW: Read chapter 5 for MONDAY. Bring a printed copy of your essay to class FRIDAY.

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