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.
Tuesday - 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.
Tuesday - Introduce our paired movie for this unit: The Dead Poets' Society. Journal: What do you imagine the societal expectations were for upper-middle class adolescents during the 1950s? Pass out viewing questions and guide. Begin movie.
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. Finish up movie. Chapters 7-11 due Monday.
Monday - Review chapter 8 FRJs and analyze the chapter. Worksheet on literary devices and the importance of each within Fitzgerald's novel. Continue watching movie.
HW - None.
Tuesday - 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 Socratic Seminar questions. Reading time. Movie.
HW - Chapter 9 FRJ due Thursday.
Thursday - Finish watching movie. Discuss end of the book. Socratic Seminar preparation time.
HW - Prepare for seminar.
Friday - Socratic Seminar.
Monday - Today I will be out of school, but the students will complete today's work with a substitute. The students will read, annotate, and answer questions for a New Yorker article titled "All That Jazz." If time is remaining, the students can begin reading chapter 7, and working on their FRJs, which will be due on Thursday.
HW - Continue working on FRJ and chapter 7 for Thursday.
Tuesday - 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 7 and FRJ due on Thursday.
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.
HW - None.
Friday - Reading quiz on chapters 6-7 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.
HW - Chapter 8 with FRJ due Monday.
Monday - Go over free response journal from over the weekend. We will look at the introductory paragraphs for each of the major characters within the novel. From there, we will work on composing creative narratives based the introductory paragraphs for a specified character. Share out narratives.
HW - Read chapter 5 and write a free response journal for tomorrow's class.
Tuesday - 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. This will build off of our creative narrative work from yesterday's class. Share out. Reading of two articles on self-reinvention.
HW - Read chapter 6. Bring in two new articles on self-reinvention for Thursday's class. Start thinking about whether or not you believe a person can totally reinvent themselves.
Thursday - Review chapter 6 and clarify any questions. Free write on self-reinvention: Is it real? Can a person actually reinvent themselves? Four corner discussion where the students will debate and share out their findings from their articles. Share out discussions. Movie, if time.
HW - None.
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 - None.
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.