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.
Tuesday - 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 in The Great Gatsby and write a free response journal entry on the reading.
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 in The Great Gatsby and write a free response journal entry on the reading.
Friday - Reading quiz on chapters 1-3 of The Great Gatsby. Students work closely with Fitzgerald’s text to observe his usage of language and imagery at the height of the novel’s glamour and magnificence. Students will work with a partner to find two quotations that illustrate this strength of Fitzgerald. Watch movie, if time.
HW - Read chapter 4 in The Great Gatsby and write a free response journal entry on the reading.
Monday - Finish SAT practice tests and go over each. Grade practice tests and receive score. Review Socratic Seminar from last week. Pass back student work.
Tuesday - Selected readings from textbook Go over any information/questions that the students may have before tomorrow's SAT.
Wednesday - SAT DAY. NO CLASS.
Thursday - Huck Finn Jeopardy game.
Friday - Article of the week.
Monday – After finishing Huckleberry Finn, how do you now feel about the explicit language used in the book? Read New York Times article and journal. Introduce Socratic Seminar assessment for Thursday’s class. Pass out assignment and answer any questions that the students may have. Finish movie.
Tuesday – Students will be able to use today’s class to prepare for the Socratic Seminar on Thursday. They will have an assignment sheet and rubric to follow.
Thursday – Socratic seminar!
Friday – Article of the week. End of quarter 3.
Monday – Read for the first 15 minutes of class. Students will compare the actions and attitudes of the duke and dauphin at the beginning of chapter 23 with the actions of Jim at the end of the chapter. Who is degraded and who climbs higher in our regard by their actions? Who has an ugly, corrupt, and cynical view of humanity? Who can feel remorse over bad actions and report them – the duke and dauphin, the townspeople, or Jim? Discuss as a class. Watch movie, if time.
Tuesday – 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.
Thursday – 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.
Friday – 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.
Monday - Since we didn't have school on Friday, the students will read an article of the week on Norway's use of electric cars. Discussion. Watch movie, if time.
Tuesday - NO SCHOOL DUE TO SNOW.
Thursday - QUIZ! Quiz will include vocabulary, multiple choice, and an analysis question. Read and watch movie, if time.
Friday - 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? Movie, if time.
Monday - Understanding Twain's use of dialect. Analysis of Huck's initial speech patterns. "Do You Speak American" segment from PBS. Essential question: Does speech matter? Further questions and discussion.
Tuesday - DO NOW after looking at "One Hundred Years Hence." Analysis of major 19th century reforms. Jigsaw activity. Read Sojourner Truth speech: how does it relate to how the female characters are depicted in Huckleberry Finn? Share out.
Thursday - DO NOW on selected passage. Identifying and analyzing how Huck views himself and his actions. Is he a blockhead or is there more to him? Citing Huck's ingenuity. 5 question reading quiz with vocabulary.
Friday - Close look at freedom and enslavement's close relationship. My freedom/my slavery activity. Can we ever totally free ourselves? Will Huck and Jim be able to? Movie.
Monday - Anticipation guide questions. Move around the room and debate essential questions from the anticipation guide. Journal entry. Pass out books and begin reading.
Tuesday - Historical context of Huck Finn. Close look at slave narratives, maps, and historical timelines. Mississippi River background information and research. Group questions. Share out. Journal: First impression of Huck?
Thursday - Review reading questions. Mark Twain biography. Censorship - YouTube video from 60 Minutes. Journal entry with corresponding questions. Whole class discussion.
Friday - Re-read Jim's opening scene - is he stereotyped? Chapters 1-5 student led discussion in groups. Share out. Begin movie.
Thursday - Review Twain's piece from "Life on the Mississippi" from over the long weekend that the students read, annotated, and answered questions on. Read "The Celebrated Jumping Frog." Looking at humor and dialect within the short story. Group work.
HW - Read the Bret Harte short story, "The Outcasts of Poker Flat."
Friday - Bret Harte/Mark Twain biography and notes. Partner questions from "The Outcasts of Poker Flat." Share out and discuss.
Monday - Schedule has been revised to reflect the two snow days from last week. Turn in essays and begin speeches and debates.
Tuesday - Finish with speeches and debates, if more time is needed. Vocab quiz on rhetorical devices and logical fallacies. Exit slip on persuasive essays and rhetorical devices unit. Look back at first day of school picture of the students' wants and needs for the year. How are we doing? What do we still need to work at?
Thursday - Begin "Realism and the Frontier" unit. Review objectives for the unit. Read introduction to unit and fill out worksheet. Review as a class and discuss. Exit slip.
Friday - DO NOW: Why are cartoons so popular? Why are they still included in magazines and newspapers? Read and analyze Mark Twain's "Tom Quartz." Answer questions in small groups and then discuss as a class. This short story will be a perfect model for the upcoming works of the unit.
Monday - Counterargument exercise to start the class. This exercise will allow each student to give arguments against the person's thesis for their persuasive essay. After hearing from five students, the students will then have the remainder of the period to research rebuttals to each argument presented.
Tuesday - Work day in the computer lab. Remember, essays/speeches will be due on Friday!
Thursday - Last work day.
Friday - Present/hand in.