Monday - Quick reading quiz on all of the chapters that have been assigned out to the students thus far. DO NOW: Why do we lie? Identifying lies within chapter 8 with Holden. What is the reason for each lie? "The Truth About Lying" article and discussion. Continue to stay up to date with reading schedule.
Wednesday - Writing like Salinger - what phrases, words, attitude, and tone does Salinger use in his writing style? The students will retell a fairy tale or a personal story in the voice of Holden and in Salinger's style. Share out after finished writing. Time to read.
Thursday - Thoughts on the book thus far - is it still relevant today? Discuss. Read a New York Times article titled, "Get a Life, Holden Caulfield." Journal response. Go over chapters from the students' reading schedule. Read, if time.
Friday - Class discussion on various videos from the PBS "American Masters" series on Salinger and The Catcher in the Rye. Continue with reading schedule.
Monday - Begin our final unit of the year: The Catcher in the Rye. Return Gatsby books in order to receive a copy of Catcher. Journal questions: What does it mean to be a teenager activity. Debate and share out. Begin reading as a class.
HW - Chapters 1-3 due on Wednesday.
Wednesday - Introduce our paired movie for this unit: Finding Forrester. Journal: What are the societal expectations for for most adolescents today? Pass out viewing questions and guide. Begin movie.
HW - Chapters 4-6 due on Friday.
Thursday - Journal entries for chapters 1-3. Review reading and field any questions. Today we will analyze Holden's attitudes through the author's purpose, quotations, importance of place, and character motivations. Discuss. Continue with movie.
Friday - First FRJ for chapters 4-6 due. Review first six chapters. Journal responses. "The Sibling Connection" article and analysis - how does this connect to Holden? Find specific examples that relate to the article. Movie, if time.. Chapters 7-11 due Monday.
Monday - DO NOW: What does it show about Gatsby when he says, “what was the use of doing great things if I could have a better time telling her what I was going to do”? Begin chapter 8 review questions. Worksheet on literary devices and the importance of each within Fitzgerald's novel. Share out responses.
HW - Finish the book for Wednesday.
Wednesday - DO NOW: Why was Fitzgerald's novel unpopular when it first came out? How could such a popular novel today be so unpopular back when it first came out? Movie comparison - DiCaprio vs. Redford version. Journal response. Pass out essay and rubric. Allow students time to choose prompt and start planning essay.
Thursday - Work day in computer lab.
Friday - Last day to work on essay in class. Essays will be due at the end of class.
Monday - The students will read, annotate, and answer questions for a New Yorker article titled "All That Jazz." After reading, the students will share out their responses from the worksheet. Movie, if time.
Wednesday - The students will be looking at three poems that directly relate to The Great Gatsby. With a partner, the students will answer questions that pertain to each of the poems. Share out and discuss as a class. Begin conversation on the "American Dream." Movie, if time.
HW - Chapter 8 and FRJ due on Friday.
Thursday - Debrief on the Post-Gazette article on Gatsby and the American Dream. Activity stations that touch on some of the major issues within the book. After rotating around the different stations, the class will analyze chapter 7 and discuss our FRJs. Movie, if time.
Friday - Reading quiz on chapters 7-8 of The Great Gatsby. If there is time remaining, we will look at literary devices that Fitzgerald uses within his text. Continue watching the movie, if time.
Monday - Read out loud chapter 4 for the first 15 minutes of class. Character analysis work for three characters of the student's choosing. Share out. Continue reading individually.
HW - Read chapter 4 and write a free response journal for Wednesday's class.
Wednesday - Review chapter 4 and create an internal monologue for one of the character's within chapter 4. The students can choose any situation/character they wish from within the chapter.. Share out. Reading of two articles on self-reinvention.
HW - Read chapter 5.
Thursday - Review chapter 5 and clarify any questions. Free write on self-reinvention: Is it real? Can a person actually reinvent themselves? Discuss in small groups. Movie analysis of key scenes from the two famous works. Which one works better. Discuss. Movie, if time.
HW - Read chapter 6 and write an FRJ.
Friday - Look at the four key themes from the book: The Roaring 20s, The American Dream, Class, and Past and Future. How do the conflicts from chapter 6 tie into the key themes? Movie, if time.
HW - Read chapter 7 due by next Wednesday. Please pick out two quotes that are vital to the chapter, and write a paragraph analysis for each.
Monday - Begin our new Great Gatsby unit. Give outline for the week and the upcoming unit. Explain difference between reading questions and our new free response journal as well as the Baz Luhrmann version of the film we will be interpreting and writing an essay on. Begin opinionnaire for the essential questions from the book. Share out and discuss as a class.
HW - Read Chapter 1 in The Great Gatsby and write the first free response journal entry on the reading.
Wednesday - Discuss free response journals from last night's reading. Provide a quick introduction to what a "chalk talk" is. Chalk talk with the center topic being “Old Money/East Egg." Discuss the ideas, concepts, and characteristics that the students came up with for this topic. Briefly introduce the term "nouveau riche" and begin a second chalk talk with the center topic being “New Money/West Egg." Provide more information on the historical context of the novel: economic situation, new inventions, new forms of recreation/entertainment, fashion, etc.
HW - Read Chapter 2.
Thursday - Where does the term "YOLO" come from? PowerPoint on the famous illustrator, John Held Jr, from the Roaring 20s. Making connections from Held's illustrations to chapters 1-2 of The Great Gatsby. Group work. Share out. Time to read and begin watching movie.
HW - Read chapter 3 and complete FRJ.
Friday - Open book "quiz" on chapters 1-3 of the book. The students may work with another student. Go over correct answers and review as a class. "Time Enough at Last" Twilight Zone episode connection to Gatsby. The episode touches on materialism and the danger of putting a person's worth in "things." Debrief as a class and find parallels to the book.
HAVE A GREAT SPRING BREAK!
Monday - Review end of the book in small groups. Turn in end of book questions and annotations. Introduce Socratic Seminar questions and pass out assignment. Students will have the rest of class to prepare for the Seminar, which will be on Thursday.
Tuesday - Today the students will have the whole period to write their two page papers in the computer lab. These papers will be due tomorrow at the Socratic Seminar. Please prepare for the seminar and have your paper ready for Thursday!
Thursday - SOCRATIC SEMINAR FOR HUCK FINN. This will count as the final grade for Huck Finn.
Friday - Pass back Socratic Seminar rubrics and go over what went well and what needs to be improved upon for the next seminar. Finish watching Huck Finn as a class.
Monday - Read to start the class. Review the three types of irony. Discuss Twain’s use of satire and irony within the book. Students will get into pairs and work on a class assignment that has them identify the type of irony used and analyze its effectiveness. Share out. Transition to two of the major symbols used in the book – the raft and the Mississippi River. Full class discussion. Watch movie, if time.
HW - 34-37 due on Wednesday.
Wednesday – Begin class by reading silently. Today we will look at the five major themes within the book: slavery and racism, society and hypocrisy, religion and superstition, growing up, and freedom. After briefly discussing each, the students will be given an in-class assignment that will ask them to identify quotation from the book and put them under the correct theme. The students will work in pairs and then we will put the quotes together and discuss as a whole class. Exit slip: which theme has had the biggest impact on you? Explain. Watch movie, if time.
HW - 38-40 due on Thursday.
Thursday – Students will list Huck Finn’s attitudes and behaviors that change during the novel. In small groups, students list the three most important developments in Huck as he matures and learns to take responsibility for his choices. As a whole class, list Huck’s Ten Commandments—beliefs he has come to understand as rules to live by. Discuss: Do these represent a genuine moral code that we should all embrace? Continue with the end of our viewing of the movie.
HW - Finish book over the long weekend.
Friday - NO SCHOOL DUE TO GOOD FRIDAY.
Monday - DO NOW: “Well then, says I, what’s the use you learning to do right when it’s troublesome to do right and ain’t no trouble to do wrong, and the wages is just the same?” (94). Huck exhibits symptoms of what is now called PTSD, or post traumatic stress disorder. Have students argue for or against this diagnosis, considering how many deaths Huck has encountered by Chapter 18. Discuss. Chapter 11-18 review in groups. Share out. Time to study vocab. Movie.
HW - Read chapters 22-25 for Wednesday.
Wednesday - SAT TESTING DAY. NO CLASS.
HW - 26-29 due on Friday.
Thursday - Quiz on chapters 12-22. Chapter 23 analysis of the Duke and Dauphin. Review quiz and field any questions. Quote analysis: “It didn’t take me long to make up my mind that these liars warn’t no kings nor dukes at all, but just low-down humbugs and frauds. But I never said nothing, never let on.…If I never learnt nothing else out of pap, I learnt that the best way to get along with his kind of people is to let them have their own way" (125). Though both men are criminal in their behavior, each is different in his understanding of and abuse of people. Make two columns and list the differences in the King and the Duke. How is one morally superior to the other? Which do you like least and why? Since Huck quickly understands the King and Duke are con men, why doesn’t he confront them or tell Jim? Movie, if time.
Friday - Irony and symbolism work with partners. Students will follow along with the questions on the SmartBoard, and then answer questions on their worksheets. Share out as a class. Review 26-29 as a class. Movie, if time.
HW - 30-33 for Monday.
Monday - Group questions on chapters 6-11 of the book. Share out as a class. Review vocabulary for a quiz on Wednesday.
HW - Chapters 12-14 due on Wednesday
Wednesday - Day is shortened due to the delayed opening. Quiz on chapters 1-11 of the book. Movie after the quiz is completed.
HW - Chapters 15-18 due on Friday.
Thursday - DO NOW: Huck and Jim consider what makes people behave as they do: nature (genetic or inborn traits) or nurture (environment or upbringing). Which do you think has shaped you? How do you think Jim and Huck have been affected by both nature and nurture? Discuss. Close look at Twain's use of irony with Jim and Jim and Huck's relationship - are they equals? Starting Huck's 10 Commandments. Movie, if time.
Friday - DO NOW: Explain how this quote illustrates the war going on within Huck: “Pap always said it warn’t no harm to borrow things, if you was meaning to pay them back, sometime; but the widow said it warn’t anything but a soft name for stealing, and no decent body would do it” (70). Review questions and go over 15-18 questions from homework. Pass out vocabulary for the next quiz. Introduce sticky notes. Movie.
HW - 19-22 due on Monday.