The Great Gatsby, Final Test

When finished with test:

• Silent reading time (Into the Wild handed out. Reading schedule here.)
• Vocabulary extra credit
  

Silent Reading, 20 min

Historical Research Essay

• Turn in topic note card with 4 causes/effects and your historical "moment."
• IMC Research time.
• Find (and print) five credible, scholarly sources.
  

Silent Reading, 20 min

The Great Gatsby

• Chapter Experts 7-9 presentations
• Review for test on Tuesday!
• Topics to review:

1. Themes: wealth & status; materialism; truth/lies; the decline of the American Dream.
2. Consider Nick as a narrator. Is he reliable? Is he biased?
3. Symbols and Motifs: East vs. West Egg; Midwest/West vs. East; green light; the eyes of T.J. Eckleberg; ash heaps; weather; etc.
4. Consider the time period in which this book is set (1920s)--look back at the information from your background wikis. What impact does this have on the novel? What is Fitzgerald's purpose in presenting this society in the way he does?
   

Writing Prompt: Write about a pair of shoes.

Historical Research Essay.

• Assignment and timeline on wiki here. Scroll to the bottom of the page.
  
• IMC for research time.
  

Silent Reading, 20 min

The Great Gatsby
Chapter Experts 4-6 Presentations

Writing Prompt: If you had any super power, what would it be? Why?

The Great Gatsby Chapter Experts

• Chapters 1-3 are presenting today.
• All class members are graded on their participation in each presentation (their own and discussion in others' presentations)

Ernest Hemingway

• "Big Two-Hearted River"--will hand out another day--ran out of time.
  

Silent Reading, 20 min

Ernest Hemingway

• Read "Indian Camp" (handout in class)
• Answer these questions:

1. What characteristics of the Hemingway hero does Nick exhibit in this story?
2. This story, which obviously takes place years before "The End of Something," features Nick--the same main character. Do we learn information here that explains more of his behavior in that story?
3. Iceberg Theory: What information in "Indian Camp" is 'under water'? What does Hemingway leave out?

The Great Gatsby

• Work time for Chapter Experts presentations. (See assignment and groups here)
• There will only be about 5 minutes at the beginning of class for preparation on Tuesday. Remember that all assigned groups will present, even if some group members are missing.
  

OMAM Essay Due--beginning of hour

Silent Reading, 20 min.

William Faulkner (Gothic fiction, chronology)

• "A Rose for Emily"--p. 720
• Literary connection: "The Feather Pillow"--p. 733

1. Create a timeline for the events of "A Rose for Emily."
2. What features of Gothic fiction does this story show?
3. Compare/Contrast the gothic features of Faulkner and Quiroga.
   

Writing Prompt: Write about something you want but cannot have.

Ernest Hemingway

• Hemingway Hero and Iceberg Theory powerpoint
• "Soldier's Home"--p. 685.

1. How is Krebs an example of a Hemingway Hero? What characteristics does he display?
2. Look at the conversation Krebs has with his sister on pp. 689-690. What mood does this show Krebs is in?
3. Look at the conversation Krebs has with his mother on p. 690. What conflicts does this conversation show?
4. Iceberg Theory: What parts of "Soldier's Home" are under water? What does Hemingway leave out?

• "The End of Something"--handout

1. How is Nick an example of a Hemingway Hero? What characteristics does he display?
2. Iceberg Theory: What parts of "The End of Something" are under water? What does Hemingway leave out? (hand in six questions)
   

The Great Gatsby

Background Scavenger Hunt.

• Complete assignment in partners or groups of three.
• Copy and paste or link answers to your page on msjohnsonwiki.pbworks.com.
  

Assigned: Chapter Experts presentation.

If finished early, either:

1. Work on OMAM essay (due Friday)
2. Silent Reading (The Great Gatsby)
   

Of Mice and Men film (finish)

Review OMAM Literary Analysis essay (assignment here--due Friday)

Hand out The Great Gatsby. Introduce Chapter Experts and Background Scavenger Hunt.

Writing Prompt: Of Mice and Men is #6 on the American Library Association's list of the 100 most often challenged books. Other books (Harry Potter, Goosebumps, To Kill a Mockingbird, A Wrinkle in Time, Where's Waldo?) that students have commonly read also appear on the list. Why do you think some of these books have been so often challenged? (For complete list, click here.)

Silent Reading, 20 min.

Of Mice and Men film (1992) as background for lit. analysis essay.

Completed essay due Friday, Dec. 11 at beginning of class.

Final Test, Of Mice and Men

First part of test: multiple choice and matching. No books or notes.
Second part of test: short answer and essay. Open book and notes. Page numbers and specific quotes required in answers. (50 points)

Silent Reading following test

Begin Of Mice and Men film (1992) if time.

Writing Prompt: see below

This inscription is often associated with John Steinbeck's novel, Of Mice and Men:
"No man is an island, entire of itself; every man is a piece of the continent, a part of the main."
--John Donne, Devotions XVII
How does this quote relate to the novel?

Of Mice and Men, test review

• With the group at your table, write answers to these questions. These will be your notes for the test, so include page numbers where possible to help you in constructing essays.

1. Locate three passages or scenes that best describe Lennie. What do these show about him?
2. Locate three passages or scenes that best describe George. What do these show about him?
3. Theme: Loneliness is a key theme in this novel--locate three passages where you see this.
4. Theme: The American Dream is a key theme in this novel--locate three passages where you see this. What message is Steinbeck sending about the dream?
   
5. Theme: The Corrupting Power of Women is a key theme in this novel--locate three passages where you see this.
6. Theme: Discrimination is a key theme in this novel--locate three passages where you see this.
7. Theme: Friendship is a key theme in this novel--locate three passages where you see this.
8. Theme: Alienation is a key theme in this novel--locate three passages where you see this.
9. Why did George make the final decision he did? What options did he have?
10. Who or what is to blame for the events at the end of the novel?
11. The novel's title comes from Robert Burns' poem, "To a Mouse": "The best laid schemes o' Mice an' Men/Gang aft agley,/An' lea'e us nought but grief an' pain,/For Promis'd Joy!" [The best-laid plans of Mice and Men often go awry (or wrong) and leave us nothing but grief and pain instead of the promised joy.] Explain how the title was appropriate for the novel.
12. Nicknames or shortened versions of names are used in the novel. Why do you think Steinbeck used this technique and how does it relate to the larger theme of alienation?
13. Who is the hero in this novel? Who is the villain? Why do you think so?
14. How is foreshadowing used in the novel? Give at least two examples.
15. Do you feel more sympathetic towards Curley's wife after her conversation with Lennie? Why or why not?
16. The American Library Association keeps a list of the top 100 most often challenged or banned books. Of Mice and Men is number 6. Why do you think this is?

• Answers will be followed by a full-class discussion of the questions.
  

Silent Reading, 20 min

Of Mice and Men

• Background Research presentations in small groups.
• Peer evaluations of presenters and groups.
• Finish reading book by Thursday, Dec. 3. Final Test on Fri, Dec. 4.
  

Writing Prompt: Write about a time you got what you wanted.

Robert Frost (narrative poem, blank verse)

• Read "The Death of the Hired Man"--p. 805
• Answer these questions:

1. Look at lines 103-110. What do these tell you about the setting of the poem? What do they tell you about Mary's character?
2. Does Warren or Mary change throughout the poem? Where do you see that change (give specific lines)?
3. What is the theme of the poem?

Of Mice and Men

• Literary Analysis Essay, assignment given. Click here for instructions. Essay due at the beginning of class on Friday, December 11.
• Background Research project: work time on presentations and posters. Presentations will be given Wednesday in small groups.

Of Mice and Men Background Research

Groups of 5-6 students research a background topic on Of Mice and Men and create posters to present to the class on Wednesday, Dec. 2.

Assignment is available on class wiki site here.

Today is the only day for research time in the IMC. There will be time to put posters together in class Tuesday.

Writing Prompt: "It's my belief we're all crazy."

Harlem Renaissance Poetry, continued.

• Listen to Langston Hughes poetry from the book: "The Weary Blues," "Harlem," & "The Negro Speaks of Rivers." (pp. 825-833)
• Harlem Renaissance poetry often includes issues or topics unique to African Americans in the 1920s. Sample topics to look for:

1. Racism
2. African American culture (jazz music, traditional African American religious hymns, Biblical stories, famous African Americans)
3. African American history, especially slavery
4. City life

• Read another poem from the Harlem Renaissance (by Arna Bontemps, Countee Cullen, Langston Hughes, James Weldon Johnson, Claude McKay, or Jean Toomer).

1. Write your poem on construction paper.
2. Find and label examples of these poetic techniques: alliteration, rhyme scheme, repetition, symbolism, onomatopoeia, slant rhyme, internal rhyme, imagery, assonance, consonance, or any others you see. You may not have examples of all of these in your poem.
3. Explain (on the back) where your poet includes typical Harlem Renaissance characteristics. (Hang up on back wall)

• Read Lucille Clifton's poem on p. 835. How do Hughes and Clifton both associate rvers with human life? (hand in on notecard)
  

Silent Reading, 20 min

Introduce Modernism, pp. 630-643.

• discuss various examples of Modernism
• complete goldenrod sheet

Harlem Renaissance

• Countee Cullen, "Tableau" & "Incident"--p. 819, 821
• Answer these questions:

1. ("Tableau") Identify three metaphors in this poem.
2. ("Tableau") Why does this friendship evoke such a dramatic response?
3. ("Incident") How is the emotional impact of this incident made clear in the poem?
4. ("Tableau" & "Incident") Are these two poems locked in their time period? Or do events of this kind still happen today? (Hand in)

Hand out Of Mice and Men, John Steinbeck (1937).

Book must be completely finished by Thursday, Dec. 3.
Final test will be Friday, Dec. 4.

Silent Reading, 20 min

Realism Quiz

• Open book, open note (golden rod sheet)
• Covers works of Stephen Crane & Paul Laurence Dunbar (both given on quiz)
• Additional support to be constructed with Frederick Douglass, Ambrose Bierce, Mark Twain, and Kate Chopin.

Finish Realist poetry (from 11/19)

Writing Prompt: If I could start my day in another way...

Finish Mark Twain (satire)

• Volunteers share Tall Tales from yesterday
• Read "The Lowest Animal"--p. 535
• Answer this question: What is Twain's goal with this satire? What change does he hope to achieve?

Kate Chopin--p. 594

• Read "The Story of an Hour"
• Answer: How does Chopin display the characteristics of Realism in this piece?
• What do the works of Frederick Douglass, Ambrose Bierce, Mark Twain, and Kate Chopin all have in common?

Realist Poetry.

• Consider the major ideas of the Realists and they ways they're exhibited by Douglass, Bierce, Twain, and Chopin.
  
• With a group of 2-3, write a poem that focuses on a major idea of Realism, one of the works we've read this week, or that is inspired by something we've read this week.
• Requirements: poem must be at least 12 lines long, no line can be monosyllabic, other poetic features are up to you (rhyme, stanza, etc).
• Write your poem on construction paper and add a visual element.
  

Silent Reading, 20 min

• Review characteristics of Realism--discuss places they're seen in Frederick Douglass, Ambrose Bierce, and Mark Twain.
• New terms: Vernacular, Satire (Twain is a satirist), and Comic Devices (including hyperbole, understatement, comic characters, situations, and comparisons).
• Read "The Celebrated Jumping Frog of Calaveras County," Mark Twain--p. 526
• Write "Tell the Tale," on p. 533.
  

Writing Prompt: Write about something you would do differently.

Ambrose Bierce (Point of View)--p. 488.

• Read "An Occurrence at Owl Creek Bridge," pp. 490-6.
• Answer questions 4, 6, & 8 on p. 497. (Hand in)
  
• With a partner, complete the writing activity Owl Creek Bridge: The Movie explained on p. 497. Then create a movie poster for your film highlighting the title, a catchy slogan, and one image to represent the story. (Hang on back wall)
  

Silent Reading, 20 min

Finish Realist Intro.

• Read introduction, pp. 448-461.
  
• Fill out goldenrod sheet for Realists and Naturalists with info from introduction.

Frederick Douglass (metaphor, theme, style)--p. 463.

• Read excerpt from Narrative of the Life of Frederick Douglass, pp. 465-9.
• Answer the following questions (to hand in):

1. At the end of the selection, Douglass distinguishes between being "a slave in form" and "a slave in fact." How does this distinction support the theme of this selection?
2. Explain the metaphor implied in the line: "[The battle with Mr. Covey] rekindled the few expiring embers of freedom." How is the metaphor related to the theme and the idea of rebirth?
3. Think about Douglass' purpose in writing this narrative. Consider Douglass' style, including his objectivity and restraint in describing painful incidents. How does Douglass win over an audience that might be uneasy at the idea of a black man's fighting a white man?

State Volleyball Tournament, day 2

Finish Scarlet Letter film (1979).

State Volleyball Tournament, day 1

View Scarlet Letter film (1979).

Silent Reading, book checkout in IMC.

Introduce Realists.

• View short video about Literary period and answer these questions:

1. What deprivations did African-Americans and Women share during this period?
2. What details in the video describe the work it took to begin to change this situation?
3. How do mental attitudes or mind-sets in a society create and sustain the deprivations aimed at some individuals or groups?
4. What do you think gave abolitionists and women's rights advocates the courage to oppose the prevailing thought of the time? What did they risk by doing so?

• View Literary & Political/Social Events timeline (pp. 444-5).
• Preview major Political and Social Milestones for Realist period (pp. 446-7).

Writing Prompt: see below

Consider the literary period we've just finished (Romantics) and the "big ideas" associated with this period. Choose one big idea with which you connect (agree or disagree). In a paragraph (at least 8 sentences) write about the big idea, the literary piece(s) in which you saw this idea, and why you connect with this concept or connect this idea to your life.

Paragraphs will be evaluated on Use of Detail, Coherence, Elaboration, Analysis, Personal Reflection, Connection to Literature, and Standard Writing Conventions.

Begin Scarlet Letter film (1979).