Using the model: Please Create a Video following the same template. Include crucial aspects of your essay. Thesis statement, Evidence, Analysis
Friday, April 7, 2017
Friday, March 10, 2017
Symbolism in the Great Gatsby
Directions: Step 1: In your groups, using your laptops log on to Cacoo.com.
Step 2: Decide which symbol your group will choose
Step 3: Each person in your group will be assigned one section of the chart
Step 4: work collaboratively to discuss the different elements of the graphic organizer
Step 5: Share Aloud to your classmates
OPTIC STRATEGY
- Overview: Conduct a brief OVERVIEW of the visual or graphic. This should be in the form of a brief
paraphrase or summary.
2.
Parts: Key is
on the PARTS of the image by reading
the visual as a text, looking for literary techniques such as imagery, simile,
metaphor, symbol, and irony.
3.
Title: Read
the TITLE or caption of the visual
(if one is present) so that you are clear on the subject it is covering.
4.
Interrelationships: Use the title as your theory and parts of the visual as your clues to
detect and specify the INTERRELATIONSHIPS
in the graphic.
5.
Conclusion: Draw
a CONCLUSION about the visual as a
whole by stating its theme or the argument it’s making.
Great Gatsby Daily Lessons
Text: The
Great Gatsby Lesson 1
Learning Target: :I can determine two or more
central ideas of a text and analyze their development over the course of the
text, including how they interact and build on one another to provide a complex
analysis;
Do Now – Choose one
1. What is
idealized love? Think about the term “ideal”. How might ideal love and
relationship connect with ideas of the American Dream?
2. Paraphrase
the following quote "Her voice is full of money," he said suddenly.
That was it. I'd never understood before. It was full of money—that was the inexhaustible charm that rose and fell in it, the jingle of it, the cymbals' song of it. What does the speaker reveal about his interpretation of the American Dream?
That was it. I'd never understood before. It was full of money—that was the inexhaustible charm that rose and fell in it, the jingle of it, the cymbals' song of it. What does the speaker reveal about his interpretation of the American Dream?
3. What
does the image reveal about ideal love?
1What point of view is the book told from? How does the author
describe Nick on the very first page of the book, and what purpose might this
description serve for the reader? What is the impact of Nick telling the
story in flashback?
Nick says right away that he’s
“inclined to reserve all judgments…..
2. Identify the tone of the text on
Pages 5-7 “ I lived at West Egg” Identify words, phrases, or quotations that
stand out. What do West Egg and East Egg reveal about social classification?
3.Read Pages 17-19. Describe the relationship between
Tom and Daisy and its correspondence to the concept of idealized love? What would Tom’s definition
of The American Dream be?
Exit
Assignment: What
is the impact of the setting of The Great Gatsby? Evaluate the meaning
of East Egg, West Egg, and the Valley of Ashes based on Fitzgerald’s language
choices, tone, and the characters he introduces or emphasizes in each location
Text: The
Great Gatsby F.Scott Fitzgerald lesson 2
Learning Target: :I can determine two or more
central ideas of a text and analyze their development over the course of the
text, including how they interact and build on one another to provide a complex
analysis;
Do Now – Choose one
1. What is
the valley of ashes, and what does it represent? What does the setting reveal
about its inhabitants?
2. "And
I hope she'll be a fool — that's the best thing a girl can be in this world, a beautiful
little fool." Paraphrase the quote. Why might Daisy reveal this? What can
we infer about women in society
OPTIC
1. What is
Mondello’s Argument in the article “Hollywood Dreams Of Wealth, Youth And Beauty”. How does Mondello appeal to his
audience to convince them of his purpose?
2. . Compare
Hollywood’s American Dream to Cullen’s definition of American Dream. Why
is Hollywood’s American Dream so appealing? Is it attainable?
3. 3 Evaluate evidence in The Great Gatsby
(Chapters 1&2) that supports or contradicts Mondello’s argument about
the American dream in “Hollywood Dreams of Wealth, Youth, and Beauty.”
4. How Does Mondello define the American Dream? Do you agree or disagree with his interpretation?
4. How Does Mondello define the American Dream? Do you agree or disagree with his interpretation?
Exit
Assignment: Does Hollywood’s American dream appeal to any
specific characters in the Great Gatsby? Why?
Lesson 3
Text: The
Great Gatsby F.Scott Fitzgerald &
Why the Americans are so Restless in the Midst of their Prosperity
Learning Target: :I can determine two or more
central ideas of a text and analyze their development over the course of the
text, including how they interact and build on one another to provide a complex
analysis;
Do Now – Choose one
1. How
might Gatsby’s parties portray aspects of Cullen’s American Dream?
2. "So
I thought you ought to know something about me. I didn’t want you to think I
was just some nobody. I usually drift here and there..”(pg 74). Paraphrase the quote. Why might
Gatsby communicate his status with social status to Nick?
OPTIC
1. What is Tocqueville’s
Argument in the article “Why the Americans are so Restless in the Midst
of their Prosperity”. Use evidence to support your claim.
2. Find Evidence in The Great
Gatsby that
supports or contradicts Tocqueville’s argument based on Chapter 4. (Think about
Meyer Wolfsheim, Gatsby in relation to Tocqueville’s argument)
3 Analyze how
Tocqueville uses gratifications and inequality over the course of
the text. What is the effect of their repetition?
4. Circle
words or phrases that reveal Tocqueville’s attitude toward the American desire
for wealth. What is Tocqueville’s tone? What meaning and purpose does
Tocqueville’s tone reveal?
Exit
Assignment:
Does
Fitzgerald portray his characters as Tocqueville described? Then answer the
following question in writing: How does Tocqueville define the American Dream?
Do you agree or disagree with his interpretation?
Lesson 4
Lesson 4
Text: The
Great Gatsby F.Scott Fitzgerald
Learning Target: :I can determine two or more
central ideas of a text and analyze their development over the course of the
text, including how they interact and build on one another to provide a complex
analysis;
Do Now – Choose one
1What does Wolfsheim’s social status reveal about upward mobility?
2. "We both looked at grass- there was a sharp line where my
ragged lawn ended and the expanse of his began...” (Page 92). Paraphrase the quote. How does this show a social distinction
between Nick and Gatsby?
3. OPTIC
1. Reread pages 97-100. How does Fitzgerald
use the idea of time in this Chapter? What is the purpose of mentioning
past encounters between Gatsby & Daisy?
2Read pages 102-103 . “My house looks well doesn't it?” Describe Gatsby’s
shift in personality. How does his view of the American Dream affect his
attitude/ interactions in chapter 5?
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3
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Exit Slip: Create two questions about Chapter 5 using DOK levels to Questioning the text and have your partner answer it
11th grade standards for the American Dream Unit
RL.11-12.1. Cite strong and thorough
textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.2. Determine two or more
themes or central ideas of a text and analyze their development over the course
of the text, including how they interact and build on one another to produce a
complex account; provide an objective summary of the text.
RL.11-12.4. Determine the meaning of
words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning
and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
W.11-12.1. Write arguments to
support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
W.11-12.6. Use technology, including
the Internet, to produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new arguments or
information.
W.11-12.9. Draw evidence from
literary or informational texts to support analysis, reflection, and research.
SL.11-12.4. Present information,
findings, and supporting evidence, conveying a clear and distinct perspective,
such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal
tasks.
SL.11-12.5. Make strategic use of
digital media (e.g., textual, graphical, audio, visual, and interactive
elements)
Theses standards will be addressed
by creating informal and formal assessments
RL.11-12.1. Cite strong and thorough
textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.2. Determine two or more
themes or central ideas of a text and analyze their development over the course
of the text, including how they interact and build on one another to produce a
complex account; provide an objective summary of the text.
RL.11-12.4. Determine the meaning of
words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning
and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as
other authors.)
W.11-12.1. Write arguments to
support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
W.11-12.6. Use technology, including
the Internet, to produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new arguments or
information.
W.11-12.9. Draw evidence from
literary or informational texts to support analysis, reflection, and research.
SL.11-12.4. Present information,
findings, and supporting evidence, conveying a clear and distinct perspective,
such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal
tasks.
SL.11-12.5. Make strategic use of
digital media (e.g., textual, graphical, audio, visual, and interactive
elements)
Theses standards will be addressed
by creating informal and formal assessments
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