Chapter 5
1. Gatsby’s actions in preparing for Daisy’s arrival seem both flamboyant and absurd. What does he do? Why?
2. Discuss Gatsby’s actions once Daisy arrives. How do we know he is nervous? How does he try to impress her?
3. Toward the end of the chapter, Nick attempts to explain “the expression of bewilderment that had come back into Gatsby’s face.” What explanation does
Nick give? Why, in his opinion, is Daisy not at fault?
4. Describe Daisy’s reactions during the course of her meeting with Gatsby.
5. Has Nick been affected by the meeting between Gatsby and Daisy? In what way?
Chapter 6
6. What was Gatsby’s real name? Why and when had he changed it? 7. In what way was Dan Cody involved in Gatsby’s destiny? 8. Why does Tom attend Gatsby’s party? How does this scene reveal the contrast between Gatsby and Tom? 9. What is deeply ironic in Tom’s statement, “...I may be old-fashioned in my ideas, but women run around too much these days to suit me”? 10. Note the reactions of Tom and Daisy at different times during Gatsby’s part. Did they enjoy themselves? Explain. 11. What suspicions does Tom have about Gatsby? What does he vow to do? 12. What do Nick and Gatsby talk about after the party? 13. What is Gatsby expecting of Daisy that prompts Nick to warn him, “I wouldn’t ask too much of her... You can’t repeat the past”?
Chapter 7
1. Analyze Diasy’s attitude toward her child as evidenced in this chapter and in chapter 1. Is she a good mother? Explain why Gatsby looked “at the child with surprise.”
2. With whom does Tom talk on the telephone early in the chapter? About what? 3. What does Gatsby mean when he says that Daisy’s voice is “full of money”? Why does Fitzgerald put those words in Gatsby’s mouth and not Nick’s? 4. What arrangements are made regarding the passengers of each car on the trip to the city? Why? 5. What does Gatsby do that makes Nick want “to get up and slap him on the back”? Why does Nick feel this way? 6. Does Daisy know what love is? Whom does she really love? 7. Is there any significance in the fact that the day is Nick’s birthday? 8. At the end of Chapter 7 Nick observes Gatsby, Tom, and Daisy after the accident. What conclusions does he reach? 9. Explain the last paragraph of Chapter 7.
Chapter 8
10. What had prompted Gatsby to talk freely to Nick now, when he was unwilling to do so in the past? 11. What further information do we learn about Gatsby? 12. Explain Nick’s meaning when he balances Gatsby’s supposed “corruption” against his “incorruptible dream.” 13. How does Wilson view the “eyes of Doctor T.J. Eckleburg”? Does Wilson’s statement have a symbolic level for the novel as a whole? Explain. 14. Trace the movements of Gatsby and Wilson at the end of Chapter 8. What is Nick’s meaning when he says, “...the holocaust was complete”?
Chapter 9
1. What makes Nick assume responsibility for the funeral arrangements? Specify the things he did. 2. What version of the tragedy appeared in the newspapers? How would you account for the fact that this version went unchallenged and uncorrected? 3. How had Gatsby’s father learned of the tragedy? To what extent does the father know his son? 4. Discuss the significance of Gatsby’s boyhood program for self-improvement. 5. What is the irony of Gatsby’s funeral? 6. What is the significance of the scene including Jordan Baker? 7. What moral judgment does Nick make about Tom and Daisy? Discuss. 8. Explain the significance of the last page of the novel in relation to Gatsby’s dream and to the American Dream.
Sun Also Rises:
1. What is the description Jake gives of the town of Bayonne?
2. What is the condition of the countryside in the Basque country?
3. What is the procedure to cross the border from France into Spain?
4. What is one of the methods smugglers use to cross from France into Spain?
5. As Jake, Bill, and Cohen drive across the plain to Pamplona, what is their first view of the town?
6. What is the name of the hotel that Jake, Bill and Cohen stay at in Pamplona?
7. Jake says that the first meal in Spain is "always a shock". What does the meal consist of?
8. What do Bill and Cohn make a bet over while eating at the Hotel Montoya?
9. Where does Jake go after he leaves the archivist's office?
10. How is Robert Cohn feeling while he and Jake wait for Brett's train to arrive?
11. How does Jake feel about Robert Cohn after Brett does not show up on the train?
12. What do Jake, Bill and Cohn decide to do after Jake receives the telegram from Brett says she and Mike stopped in San Sebastian for the night?
Short Answer Questions - Book 2, Chapter 11
1. Why do all the passengers sit on top of the bus before it leaves for Baguete?
2. What did a Basque offer to Jake and Bill as they waited in the heat for the bus to leave for Burguete?
3. What did it mean when the Basque said "Arriba" to Bill and Jake?
4. What part of the countryside did Jake's bus travel after stopping at the posada to drop off packages?
5. Why did the bus have to pull over to the side of the road as it climbed into the hills?
6. While on the bus, Bill and Jake have a conversation with an old man who says that he lived in America forty years ago. Why did he return to Spain?
7. How are the houses in Burguete arranged?
8. What is the weather like when Jake and Bill arrive in Burguete?
9. What is the cost for room and board at Jake's hotel in Burguete?
10. What type of artwork is hanging from the walls in Jake's hotel?
11. What meal is served to Jake and Bill their first night in the hotel?
12. How do Jake and Bill stay warm after they finish their evening meal?
Short Answer Questions - Book 2, Chapter 12
1. What does Bill tell Jake he should be the minute he gets up in the morning?
2. Bill lectures Jake about being an expatriate. What does he say has ruined Jake?
3. What does Bill reveal to Jake after they finish bantering about Henry's bicycle?
4. Did Jake and Bill have any luck fishing after their long hike into the valley of the Rio de la Fabrica?
5. Bill and Jake sit down to eat lunch after fishing and have an amusing conversation about the different men they went to college with. Which men do they mention?
6. What advice does Bill give Jake about dreaming after they wake up from their afternoon nap?
Short Answer Questions - Book 2, Chapter 13 1. Why are Jake and Bill annoyed by the telegram from Cohn that says he will be arriving Thursday?
2. What gifts does Wilson-Harris give to Jake and Bill when they leave for Pamplona?
3. What is an aficionado?
4. What is it called when the bulls are let into the corral with the steers?
5. How does Mike compare Cohn to a steer?
6. How does dinner with Brett, Mike, Cohn, and Bill remind Jake of dinners during the war?
Short Answer Questions - Book 2, Chapter 14 1. What is Jake's philosophy that everything that is good has to be paid for?
2. What is morality, according to Jake?
3. Why were workmen putting up gate-posts that shut off the side streets in Pamplona?
4. What will the spectators do on the morning of the first day of the bull fights?
5. What is the term used for the hour after dinner when the pretty girls, officers from the garrison, and the fashionable people walk in the square of Pamplona and the cafes fill up?
6. What is the mood of Jake, Brett, and Cohn on the day before the fiesta?
Short Answer Questions - Book 2, Chapter 15 1. What is the name of the religious festival celebrated on July 6?
2. How long does the fiesta last?
3. What is Cohn's response when Bill suggests that he not look at the horses when the bull gores them?
4. What is the name of the bull fighter that Montoya introduces to Jake and Bill?
5. What types of emotion do Jake and his friends feel after the bull fight is over?
6. How does Pedro Romero's bull fighting invoke emotion in the crowd?
Short Answer Questions - Book 2, Chapter 16
1. What does the bull fight critic say about Pedro Romero's performance in the ring when Jake is having a drink with them?
2. What is Cohn's reaction when Mike starts toward him from around the table to start a fight over Brett?
3. What does Brett say about Cohn after she tells him that she and Jake want to be alone?
4. What is the reason Brett tells Jake she is a goner?
5. What fortune does Brett give to Pedro Romero when she reads his palm?
6. When Romero says that he kills his friends, to whom is he referring?
Short Answer Questions - Book 2, Chapter 17 1. Why does Cohn start a fight with Jake at the Cafe Suizo and knock him out?
2. When Jake returns to his room after his fight with Cohn, Bill tells him that Cohn wants to see him. What does Cohn want from Jake?
3. What is the name of the man who was gored through the back and killed during the bull run?
4. What does Robert Cohn do when he finds Brett and Pedro Romero in bed together?
5. What does Mike say to Brett after Cohn beats Pedro Romero?
6. Where did Brett's husband, Ashley, make her sleep?
Short Answer Questions - Book 2, Chapter 18 1. What item does Pedro Romero give to his sword-handler to bring to Brett who is sitting in the stands?
2. Bill mentions that Romero's face looks badly bruised. What is Brett's reply?
3. How do the spectators react when they feel they are cheated by Belmonte's bull fight?
4. What keepsake does Romero hand to Brett after he kills the last bull?
5. What does the crowd do to Romero after the bullfights are over?
6. How does Jake feel after the fiesta and the bull fighting?
Short Answer Questions - Book 3, Chapter 19 1. How does Jake describe France when staying in Bayonne after the fiesta?
2. Where does Jake travel to after his stay in Bayonne?
3. What is in the telegram that Brett sends to Jake while he is in San Sebastian?
4. Jake finds Brett at the Hotel Montana in Spain. What news does she have for him?
5. According to Brett, who are the only people who are polite anymore?
6. The story ends with Brett and Jake riding in a taxi. What is their biggest regret?
Over all
1. Bill tells Jake that "Sex explains it all" (121). To what extent is Bill's statement true of the novel The Sun Also Rises? In what ways are Brett, Jake and Cohn alike? (See 101, 146-148, 163-64, 166, 179, 186-88, 194-99.)
2. Do you find Lady Brett Ashley to be a sympathetic character? Do you think she is a positive female role model? In what ways is her treatment of her male friends justified or unjustified? What do you Jake means when he says "the woman pays and pays and pays" (152)?
3. Read closely and analyze one of the longer passages in which Hemingway describes bulls or bullfighting. What sort of language does Hemingway use? Does the passage have symbolic possibilities? If the bullfighting passages do not advance the plot, how do they function to develop themes and motifs?
4. Analyze the novel in the context of World War I. How does the experience of war shape the characters and their behavior? Examine the differences between the veterans, like Jake and Bill, and the nonveterans, like Cohn and Romero.
5. Discuss the problem of communication in the novel. Why is it so difficult for the characters to speak frankly and honestly? In what circumstances is it possible for them to speak openly? Are there any characters who say exactly what is on their mind? If so, how are these characters similar to each other?
6. How does Hemingway show that Jake is insecure about his masculinity? Move beyond an explanation of physicality to include spirituality, intellectual curiosity, and creativity.
7. What issues shaped characters’ thinking during the novel? How do these issues reflect the issues that Americans of the time were experiencing?
8. What technological innovations influenced the way people perceived society and the individual’s place within it?
9. Drinking; sex; idle talk loaded with cleverness, irony, and pity; attacking Cohn --- a scapegoat; seeking out the noise of crowds and ‘sophisticated’ scenarios… These become the modus operandi of a generation that is truly lost. How is the novel representative of the Jazz Age and the age of the ‘Lost Generation?’
10. WWI did impact profoundly upon every sector of the Western world. How did American literature respond to the societal transformations of the post–World War I period? Analyze the novel in the context of World War I.
11. How does the experience of war shape the characters and their behavior? Examine the differences between the veterans, like Jake and Bill, and the non-veterans, like Cohn.
12. Describe how Hemingway uses major symbols include Jake’s wound (his impotence) and water (river, bathing, and the sea) to create deeper meanings?
May 2nd
1. Housekeeping: videos, grades, end of the year :(
2. Lit. Circles ch 6
Ryan's groups
Chapter 6
6. What was Gatsby’s real name? Why and when had he changed it? 7. In what way was Dan Cody involved in Gatsby’s destiny? 8. Why does Tom attend Gatsby’s party? How does this scene reveal the contrast between Gatsby and Tom? 9. What is deeply ironic in Tom’s statement, “...I may be old-fashioned in my ideas, but women run around too much these days to suit me”? 10. Note the reactions of Tom and Daisy at different times during Gatsby’s part. Did they enjoy themselves? Explain. 11. What suspicions does Tom have about Gatsby? What does he vow to do? 12. What do Nick and Gatsby talk about after the party? 13. What is Gatsby expecting of Daisy that prompts Nick to warn him, “I wouldn’t ask too much of her... You can’t repeat the past”?
3. Poetry Workshop:
Take the set of poems and pick one poem to to do a Poetry Map for:
Create an illustration of your poem's main idea, you must have all of the following parts incorporated together to make a whole.
Title/ author
2 direct quotes (correct internal citations)
1 main image
2 symbols
2 phrases (this is like a paraphrase, your own words about the poem)
Then write a poem in the style of your poet that you have for today. :)
April 24:
1. Poetry Celebration:
Housekeeping: How did the study videos go?
Poetry Reciting :
Alex son “Introduction to Poetry” by Billy Collins
Milton Yoon “Only One of My Deaths” by Dean Young
Ellen Kim “After Us” by Connie Wanek
Ryan Kim “The Bell” by Richard Jones
Sally Chung “Before She Died” by Karen Chase
Annette Hong “In the Well” by Andrew Hudgins
Lit. Circles
Gatsby Chapter 4
1. The introductory section of Chapter 4 gives a long roster of those who attended Gatsby’s parties. How do they behave toward their host? Why, then, do they accept his hospitality?
2. Describe Gatsby’ s car.
3. Discuss the details that Gatsby shares with Nick about his past.
4. Does Nick believe Gatsby’s story? Why or why not?
5. Who is Meyer Wolfsheim? What seems to be his connection with Gatsby?
6. Jordan Baker tells Nick about Daisy, Gatsby, and Tom. Summarize the story.
7. Explain the epigraph on the title page of the novel (“it’s the quote”). What does it reveal about Gatsby and his love for Daisy?
8. Do we know why Gatsby has so many parties? Why did he buy the house? Explain.
9. When Gatsby spoke to Jordan in his library in Chapter 3, he had devised a plan involving Nick. What was it? Why did he not ask Nick directly?
Sun 7 and 8
1. Comment on some implications of the word "blind" in the text.
2. Do you think Jake prays for the right things in Pamplona?
3. What do you think is so "nice" and so "awful" about Robert Cohn?
4. Why do you think Cohn is verbally abused so often in the novel? Is it because he is Jewish?
5. Bill tells Jake that "Sex explains it all.” To what extent is Bill's statement true of the novel The Sun Also Rises? In what ways are Brett, Jake and Cohn alike?
6. Do you find Lady Brett Ashley to be a sympathetic character? Do you think she is a positive female role model? In what ways is her treatment of her male friends justified or unjustified? What do you Jake means when he says "the woman pays and pays and pays" ?
Day 6: (This Tuesday)
chapter 5 Gatsby
1. Gatsby’s actions in preparing for Daisy’s arrival seem both flamboyant and absurd. What does he do? Why?
2. Discuss Gatsby’s actions once Daisy arrives. How do we know he is nervous? How does he try to impress her?
3. Toward the end of the chapter, Nick attempts to explain “the expression of bewilderment that had come back into Gatsby’s face.” What explanation does
Nick give? Why, in his opinion, is Daisy not at fault?
4. Describe Daisy’s reactions during the course of her meeting with Gatsby.
5. Has Nick been affected by the meeting between Gatsby and Daisy? In what way?
Sun 9
1. Why do you think Mike attacks Cohn but not Jake, whom Brett actually loves? Why do you think Cohn accepts so much abuse? Why does he finally lash out?
2. Do you find Lady Brett Ashley to be a sympathetic character? Do you think she is a positive female role model? In what ways is her treatment of her male friends justified or unjustified? What do you Jake means when he says "the woman pays and pays and pays" ?
Independent Writing:
Poetry Reciting :
Alex son “Introduction to Poetry” by Billy Collins
Milton Yoon “Only One of My Deaths” by Dean Young
Ellen Kim “After Us” by Connie Wanek
Ryan Kim “The Bell” by Richard Jones
Sally Chung “Before She Died” by Karen Chase
Annette Hong “In the Well” by Andrew Hudgins
Lit. Circles
Gatsby Chapter 4
1. The introductory section of Chapter 4 gives a long roster of those who attended Gatsby’s parties. How do they behave toward their host? Why, then, do they accept his hospitality?
2. Describe Gatsby’ s car.
3. Discuss the details that Gatsby shares with Nick about his past.
4. Does Nick believe Gatsby’s story? Why or why not?
5. Who is Meyer Wolfsheim? What seems to be his connection with Gatsby?
6. Jordan Baker tells Nick about Daisy, Gatsby, and Tom. Summarize the story.
7. Explain the epigraph on the title page of the novel (“it’s the quote”). What does it reveal about Gatsby and his love for Daisy?
8. Do we know why Gatsby has so many parties? Why did he buy the house? Explain.
9. When Gatsby spoke to Jordan in his library in Chapter 3, he had devised a plan involving Nick. What was it? Why did he not ask Nick directly?
Sun 7 and 8
1. Comment on some implications of the word "blind" in the text.
2. Do you think Jake prays for the right things in Pamplona?
3. What do you think is so "nice" and so "awful" about Robert Cohn?
4. Why do you think Cohn is verbally abused so often in the novel? Is it because he is Jewish?
5. Bill tells Jake that "Sex explains it all.” To what extent is Bill's statement true of the novel The Sun Also Rises? In what ways are Brett, Jake and Cohn alike?
6. Do you find Lady Brett Ashley to be a sympathetic character? Do you think she is a positive female role model? In what ways is her treatment of her male friends justified or unjustified? What do you Jake means when he says "the woman pays and pays and pays" ?
Day 6: (This Tuesday)
chapter 5 Gatsby
1. Gatsby’s actions in preparing for Daisy’s arrival seem both flamboyant and absurd. What does he do? Why?
2. Discuss Gatsby’s actions once Daisy arrives. How do we know he is nervous? How does he try to impress her?
3. Toward the end of the chapter, Nick attempts to explain “the expression of bewilderment that had come back into Gatsby’s face.” What explanation does
Nick give? Why, in his opinion, is Daisy not at fault?
4. Describe Daisy’s reactions during the course of her meeting with Gatsby.
5. Has Nick been affected by the meeting between Gatsby and Daisy? In what way?
Sun 9
1. Why do you think Mike attacks Cohn but not Jake, whom Brett actually loves? Why do you think Cohn accepts so much abuse? Why does he finally lash out?
2. Do you find Lady Brett Ashley to be a sympathetic character? Do you think she is a positive female role model? In what ways is her treatment of her male friends justified or unjustified? What do you Jake means when he says "the woman pays and pays and pays" ?
Independent Writing:
Make it New
Modernist Nursery Rhymes
· You may do this on your own or with a partner.· Choose 1 nursery rhyme from the list below or another one you know very well.
· Rewrite the nursery rhyme to create an original piece of poetry. It does not have to rhyme.
· Your poem should be about the same basic topic as the original.
· Your poem should keep a modernist feel, including a sense of isolation, alienation, etc. Try to incorporate at least 2 of the elements of modern poetry from your list into your poem.
· Please label the elements you use so they’re easy for me to find. Your rewrite can be on the poem itself or on another piece of paper.
Options: It’s Raining, It’s Pouring; Little Jack Horner; Little Miss Muffet; Peter, Peter, Pumpkin Eater; Hey, Diddle, Diddle; Humpty Dumpty; Hickory Dickory Dock; Georgie Porgie; Baa Baa Black Sheep; Eeny Meeny Miney Moe; Itsy Bitsy Spider; 3 Blind Mice
Traditional
|
Modern
|
| Twinkle, twinkle little star, How I wonder what you are, Up above the world so high, Like a diamond in the sky. Twinkle, twinkle little star, How I wonder what you are. | Glittering particle of light I question Soaring above the earth Gem of the heavens Shining small glimmer I inquire. Glittering particle Shining Light in the sky Questions, Earth’s eagle Soaring Gem of sky Shining glimmer I inquire |
Study of ee. Cummings: (Packet)
As a class we will read and annotate the poems and look for purpose.
Class Work for April 20
1. Poetry Celebration:
Alex son “Introduction to Poetry” by Billy Collins
Milton Yoon “Only One of My Deaths” by Dean Young
Ellen Kim “After Us” by Connie Wanek
2. Literary Circles:
Chapter 3 guide for Ryan and Ellen
1.Pay attention to Nick's judgments. What do they reveal about his character that he does this (especially in relation to his opening comments)?
2.Describe Gatsby the first time Nick sees him.
3.What rumors have been told about Gatsby? Why does Fitzgerald reveal rumors rather than fact?
4.What does Nick think of Gatsby after meeting him?
5.How is Gatsby different from his guests?
6.Why does Nick choose to share his thoughts and feelings with Jordan?
7.Nick thinks he's one of the few honest people he knows, why? Do you think he is honest?
Directions: Take this graphic organizer and list each character's positive traits and their negative traits.
2. Shared Reading: (Handouts)
3. Guided Reading: "The Life of Walter Mitty"
4. Reading Workshop: "Hemmingway groups" Video or Jing it.
Class Work for April 18
1. IW: Using Stream of Consciousness describe your way to school today and the day so far.
2. Shared Reading: (Handouts)
3. Guided Reading: "The Life of Walter Mitty"
4. Reading Workshop: "Hemmingway groups"
5. Lit. Circles.
Class Work for April 16
I. Share: poems
II. Poetry Workshop: Modernist Poem
Read the poem with a group of 3 and annotate the poem. Looking at what you annotate explain how the literary elements are used and help show the ideas of Modernism. Then you will jigsaw with other groups to share your ideas and to build upon your initial idea.
III. Guided Reading: in your groups you will create a jing explaining how your short story fits with the elements of modernism. You need to teach the idea of Modernism using your story.
IV. Literary Cirlces: New leader
Creating a Lit. Circle Plan
Better Lit. Leaders:
1. Questions that focus
2. Creative Graphic Organizer focusing on the important idea, motif, symbol
3. Focusing on one Literary Element and explaining it's use in that chapter
4. Explain how modern plays a part in your chapter
April: 18, 20, 24
Jing Videos Due April 20th
Class Work for April 12:
Finish Guided Reading:
Pick a theme or idea of a symbol to study throughout the book. Then pick 2
poems, 2 songs, 2 paintings and 2 news articles that correlate with that idea. Create a chart comparing everything. Synthesis that idea into a thesis. Write a paragraph explaining your idea and comparing it to your book.
Literary Circles:
First day of group lead.
Continuing with 2nd day of group lead
Poetry Workshop:
Read the Poem:
How Poetry Comes to Me by Gary Snyder
It comes blundering over the
Boulders at night, it stays
Frightened outside the
Range of my campfire
I go to meet it at the
Edge of the light
Then write a poem entitled:
How Poetry Comes to Me: Inspired by Gary Snyder.
Group Reading: Continue reading lit. circle book.
Class Work for April 10:
Independent Writing:
What is a theme, symbol, idea, that you have encountered in your reading. What is the significance of it? What is the author’s purpose of using it?
Guided Reading:
Pick a theme or idea of a symbol to study throughout the book. Then pick 2
poems, 2 songs, 2 paintings and 2 news articles that correlate with that idea. Create a chart comparing everything. Synthesis that idea into a thesis. Write a paragraph explaining your idea and comparing it to your book.
Literary Circles:
First day of group lead.
Poetry Workshop:
Read the Poem:
How Poetry Comes to Me by Gary Snyder
It comes blundering over the
Boulders at night, it stays
Frightened outside the
Range of my campfire
I go to meet it at the
Edge of the light
Then write a poem entitled:
How Poetry Comes to Me: Inspired by Gary Snyder.
Group Reading: Continue reading lit. circle book.
class work April 2:
housekeeping: poetry month
I. peer editing:
Questions you need to answer at the bottom of their paper
A. What is their thesis?
1. Is it strong?
2. Does all of the information fit with the thesis?
3. Does the information given all reflect back to the thesis?
B. Are there strong details?
1. Are the details developed well?
C. Is there a strong organization?
D. Is there a strong flow?
E. Are the sentences concise?
F. Correct any MLA issues.
G. Download and fill out the rubric for them: http://sophomoreresearchpaper.weebly.com/important-documents.html
H. Write what they need to do to improve.
II. self refection:
After you have looked at the comments and corrections from your peer editor please open up a jing and answer the following questions:
A. What is your thesis? Make sure you show me on your paper.
B. What are your main ideas and how do they not only help to support the thesis, but also set up your paragraphs? Make sure you show me on your paper.
C. What do you need to focus on in to correct your paper? Make sure you show me on your paper.
III. literary circles
The Great Gatsby:
1. Explain what Fitzgerald achieved by using Nick’s point of view to tell Gatsby’s story?
2. What do we learn about Nick Carraway in the introductory section of the novel?
3. In discussing East Egg and West Egg, Nick states: “To the wingless a more arresting phenomenon is their dissimilarity in every particular except shape
and size.” Indicate what the “dissimilarities” might be.
4. Compare the homes of Nick, Gatsby, and the Buchanans. How does each home reflect the personality of its owner?
5. Fitzgerald’s description of Tom, Daisy, and Jordan creates not only an impression of physical appearance, but also contains added information. What do
you learn about their history and interests, and from their gestures and mannerisms?
6. When Nick leaves the Buchanan’s house, he is “confused and a little disgusted.” Why? What does this suggest about his values?
7. Though we do not meet Gatsby until Chapter 3, we hear references to him in the conversations of others. Note each reference. What impressions do you get?
8. Make a list of the characters and discuss their characterizations.
The Sun Also Rises
- How does the character of Jake Barnes assist him in narrating objectively?
- The Sun also Rises is an epistolary novel. What is the significance of the various letters and telegrams that appear throughout the book?
- Why does the book begin by introducing Robert Cohn?
- Brett tells Jake multiple times that she is miserable. Why does she do this and what does this tell us about her character?
- Before the book begins, a quote from Gertrude Stein is printed. “You are all but a lost generation.” What does this mean, and why is it a part of the novel?
- How does Hemingway’s style contribute to the story?
- Why is Cohn’s nickname for Brett “Circe”?
- Compare and contrast Brett’s relationship with Jake to Cohn’s relationship with Frances.
- Explain how Romero is a foil of Jacob.
- One of Hemingway’s ideas for a title of this novel was “ The Lost Generation”. What is the ‘lost generation’?
- Make a list of the characters and discuss their characterizations.
IV. poetry workshop: Work on Poetry Project
Class Work done March 20th
House Keeping:
Research Paper
Peer Editing
Lit. Circles.
Poetry Workshop:
In groups create a movie that shows the depth of the minority author, but also celebrates poetry. This should be no longer than 5 mins. and show a full understanding the poet's style, but also should be creative.
Mini: Annotated Bibliography
Writing Workshop: Annotated Bibliography
Class work done on August 23rd:
Independent Reading:
Based upon the description Miller has provided of Salem in 1692, what is your opinion about the town? What are some positives and negatives about life there? Would you want to live there? Why or why not?
Introduction: Teacher will show a short movie trailer to the Crucible and review play information.
The Crucible-Arthur Miller
Published in 1953 (Cold War)
Examines Salem Witch Trials (1692)
How a Play is Structured
•Stage Directions (What the set looks like, When & Where the play takes place, Where characters should be, How characters should move/feel/speak)
•Dialogue: What characters should say
Shared Reading:
1.Read pages 12- 25 as a class, sharing the responsibility of reading. Being making annotations as we go along.
2.Questions for discussion:
1.Why does a conflict exist between Reverend Parris and his niece Abigail?
2.Why does Parris exhibit uneasiness at the beginning of Act 1?
3.What actions did the girls (including Abigail) perform prior to the start of the play?
4.Why does Parris send for Reverend Hale?
5.What clue(s) about Putnam’s character do we gain in the story about Minister Burroughs?
6.Why did Ann Putnam send Ruth to Tituba?
7.Explain the relationship between Abigail Williams and John Proctor.
Guided Reading: Act Character Guide
Guided Writing: Project (20 minutes)
1. Go over the texts that you found for your project
a. You should have 3 texts (1 I gave you, 1 suggested text, and another you researched and found)
b. All of you should read all three
2. Designate what you will work on during the next class with the laptops
3. Designate which text you will teach to the class and what excerpt you be using and having the students read.
4. Begin annotating documents
Class work done on August 19th:
Independent Writing: Examine the elements in a Native American poem and create a poem in the same style. Think about what the themes are and the elements that are used in this genre.
Share:
Students will share their writings
Guided Reading: “Mayflower Compact”
1.Read completely.
2.Reread and annotate.
3.Think: What was the purpose of creating this document? Why is this document significant in U.S. History?
Pre-Reading: Anticipation Guide
Daily Writing: Salem
Based upon the description Miller has provided of Salem in 1692, what is your opinion about the town? What are some positives and negatives about life there? Would you want to live there? Why or why not?
Shared Reading:
The Crucible—Arthur Miller
1.Read pages 12- 25as a class, sharing the responsibility of reading. At page 172, we’ll pause to annotate and we’ll switch readers.Use your bookmark.
2.Questions for discussion:
1.Why does a conflict exist between Reverend Parris and his niece Abigail?
2.Why does Parris exhibit uneasiness at the beginning of Act 1?
3.What actions did the girls (including Abigail) perform prior to the start of the play?
4.Why does Parris send for Reverend Hale?
5.What clue(s) about Putnam’s character do we gain in the story about Minister Burroughs?
6.Why did Ann Putnam send Ruth to Tituba?
7.Explain the relationship between Abigail Williams and John Proctor.
The Crucible Anticipation Guide
Carefully read and consider each of the following statements. Then mark whether you agree or disagree with each statement.
Agree
|
Disagree
|
Statement
|
1. Age does not matter in a relationship between a man and a woman.
| ||
2. “All is fair in love and war.”
| ||
3. Adultery is acceptable in today’s society.
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4. It is okay to lie or cheat as long as you don’t get caught.
| ||
5. Withholding the truth is the same thing as telling a lie.
| ||
6. There are times in life when you should lie.
| ||
7. Gossiping is a harmless but fun way to pass time.
| ||
8. If the majority of people believe a statement is true, then it must be true.
| ||
9. In the American judicial system, the accused is innocent until proven guilty.
| ||
10. I am willing to accept the consequences of my actions.
| ||
11. Going to church helps to make you a good person.
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12. Most people have certain fundamental beliefs that they are not willing to compromise.
| ||
13. If you commit a sin, you are a bad person.
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14. You can always rely on religious leaders to do what is right.
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15. People are motivated by greed and jealousy.
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16. If a woman is not a good wife, her husband has every right to cheat on her.
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17. If a man cheats on his wife, he should never be forgiven.
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18. People are often motivated by love and forgiveness.
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19. If you try hard enough, you can be perfect.
| ||
20. A life lived as a hypocrite is not worth living.
|
Now choose one of the above statements with which you strongly agree or disagree. Explain your feelings about this statement in a brief paragraph that you write in the space below.
Class work done on August 17th:
Museum Walk:
—Take a notebook and post-its and walk around the gallery of literary element art.
1.With your notebook write down any terms you do not know very well or do not understand.
2.With the post-its write at least one comment that is positive and one comment that can help the students improve their understanding or presentation.
Socratic seminar: Powerpoint
Shared Reading:
1. As a class Students will read: “Song of the Sky Loom,” “Hunting Song” “Dinni-E Sin”
2. —Scholars of Native American song have proposed that repetition creates a regular rhythm for dancing, reinforces important ideas, makes a song easier to remember, gives power to a song, and has a hypnotic effect of the consciousness. In groups Study the use of repetition in the poems and fill out the chart with examples from the poems.
Independent Writing : Examine the elements in a Native American poem and create a poem in the same style. Think about what the themes are and the elements that are used in this genre.
Talk Aloud: Explain homework and project
Class work done on August 12th:
Socratic Seminar: Students will answer the questions on the PowerPoint and use their notes.
Talk Aloud: Then students will discuss if their notes helped them and how they could improve their notes. Teacher will check homework
Mini Lesson: teacher will show powerpoint about annotations
Guided Reading:
1. As a class, students will annotate “The Turtle and the Hare” and then in small groups students will annotate “Two Brothers”
2. Students will be given two literary elements and asked to create a poster to illustrate it.
Literary Terms
In order to discuss literature, readers need to develop a specific vocabulary. To assist this process, each individual will create a poster to act as a reference for the entire class. This poster must include the term, an accurate definition, an example of the literary element and a graphic representation. The term needs to be prominently displayed and the definition must be student-generated (not just copied from the text). The graphic should help to explain the term in a memorable way. The poster should be attractive and in color.
1. anti-hero
2. allusion
3. analogy
4. antithesis
5. colloquialism
6. diction
7. ethos
8. euphemism
9. fallacies
10. hyperbole
11. irony
12. logos
13. mood
14. paradox
15. parallelism
16. pathos
17. rhetorical questions
18. satire
19. stream of
consciousness
20. syntax
21. tone
22. understatement
REQUIREMENT
|
POSSIBLE
|
RECEIVED
|
Literary term prominently displayed on poster.
|
5
| |
Definition given is complete, accurate, and student generated.
|
10
| |
Graphic is relevant and memorable.
|
10
| |
Entire poster is carefully planned and organized.
|
5
| |
TOTAL
|
30
|
Level 1
| The Hare and the Tortoise by Aesop
The Hare was once boasting of his speed before the other animals. "I have never yet been beaten," said he, "when I put forth my full speed. I challenge any one here to race with me."
The Tortoise said quietly, "I accept your challenge."
"That is a good joke," said the Hare; "I could dance round you all the way."
"Keep your boasting till you've beaten," answered the Tortoise. "Shall we race?"
"Plodding wins the race.”
| Level 2
|
Level 1
| The Hare and the Tortoise by Aesop
The Hare was once boasting of his speed before the other animals. "I have never yet been beaten," said he, "when I put forth my full speed. I challenge any one here to race with me."
The Tortoise said quietly, "I accept your challenge."
"That is a good joke," said the Hare; "I could dance round you all the way."
"Keep your boasting till you've beaten," answered the Tortoise. "Shall we race?"
"Plodding wins the race.”
| Level 2
|
Level 1
|
THE TWO BROTHERS
Two brothers set out on a journey together. At noon they lay down in a forest to rest. When they woke up they saw a stone lying next to them. There was something written on the stone, and they tried to make out what it was.Leo Tolstoy "Whoever find this stone," they read, "let him go straight into the forest at sunrise. In the forest a river will appear; let him swim across the river to the other side. There he will find a she-bear and her cubs. Let him take the cubs from her and run up the mountain with them, without once looking back. On the top of the mountain he will see a house, and in that house he will find happiness." When they had read what was written on the stone, the younger brother said: "Let us go together. We can swim across the river, carry off the bear cubs, take them to the house on the mountain, and together find happiness. "I am not going into the forest after bear cubs," said the elder brother, "and I advise you not to go. In the first place, no one can know whether what is written on this stone is the truth --perhaps it was written in jest. It is even possible that we have not read it correctly. In the second place, even if what is written here is the truth -- suppose we go into the forest and night comes, and we cannot find the river. We shall be lost. And if we do find the river, how are we going to swim across it? It may be broad and swift. In the third place, even if we swim across the river, do you think it is an easy thing to take her cubs away from the she-bear? She will seize us, and, instead of finding happiness, we shall perish, and all for nothing. In the fourth place, even if we succeeded in carrying off the bear cubs, we could not run up a mountain without stopping to rest. And, most important of all, the stone does not tell us what kind of happiness we should find in that house. It may be that the happiness awaiting us there is not at all the sort of happiness we would want." "In my opinion," said the younger brother, "you are wrong. What is written on the stone could not have been put there without reason. And it is all perfectly clear. In the first place, no harm will come to us if we try. In the second place, if we do not go, someone else will read the inscription on the stone and find happiness, and we shall have lost it all. In the third place, if you do not make an effort and try hard, nothing in the world will succeed. In the fourth place, I should not want it thought that I was afraid of anything." The elder brother answered him by saying, "The proverb says: 'In seeking great happiness small pleasures may be lost.’ And also: ‘A bird in the hand is worth two in the bush.’" The younger brother replied, "I have heard: ‘He who is afraid of the leaves must not go into the forest.’ And also: ‘Beneath a stone no water flows. The younger brother set off, and the elder remained behind. No sooner had the younger brother gone into the forest, than he found the river, swam across it, and there on the other side was the she-bear, fast asleep. He took her cubs, and ran up the mountain without looking back. When he reached the top of the mountain the people came out to meet him with a carriage to take him into the city, where they made him their king. He ruled for five years. In the sixth year, another king, who was stronger than he, waged war against him. The city was conquered, and he was driven out. Again the younger brother became a wanderer, and he arrived one day at the house of the elder brother. The elder brother was living in a village and had grown neither rich nor poor. The two brothers rejoiced at seeing each other, and at once began telling of all that had happened to them. "You see, said the elder brother, "I was right. Here I have lived quietly and well, while you, though you may have been a king, have seen a great deal of trouble," "I do not regret having gone into the forest and up the mountain,’ replied the younger brother. "I may have nothing now, but I shall always have something to remember, while you have no memories at all." |
Level 2
|
THE TWO BROTHERS
Leo Tolstoy
Two brothers set out on a journey together. At noon they lay down in a forest to rest. When they woke up they saw a stone lying next to them. There was something written on the stone, and they tried to make out what it was.Leo Tolstoy
"Whoever find this stone," they read, "let him go straight into the forest at sunrise. In the forest a river will appear; let him swim across the river to the other side. There he will find a she-bear and her cubs. Let him take the cubs from her and run up the mountain with them, without once looking back. On the top of the mountain he will see a house, and in that house he will find happiness."
When they had read what was written on the stone, the younger brother said:
"Let us go together. We can swim across the river, carry off the bear cubs, take them to the house on the mountain, and together find happiness.
"I am not going into the forest after bear cubs," said the elder brother, "and I advise you not to go. In the first place, no one can know whether what is written on this stone is the truth --perhaps it was written in jest. It is even possible that we have not read it correctly. In the second place, even if what is written here is the truth -- suppose we go into the forest and night comes, and we cannot find the river. We shall be lost. And if we do find the river, how are we going to swim across it? It may be broad and swift. In the third place, even if we swim across the river, do you think it is an easy thing to take her cubs away from the she-bear? She will seize us, and, instead of finding happiness, we shall perish, and all for nothing. In the fourth place, even if we succeeded in carrying off the bear cubs, we could not run up a mountain without stopping to rest. And, most important of all, the stone does not tell us what kind of happiness we should find in that house. It may be that the happiness awaiting us there is not at all the sort of happiness we would want."
"In my opinion," said the younger brother, "you are wrong. What is written on the stone could not have been put there without reason. And it is all perfectly clear. In the first place, no harm will come to us if we try. In the second place, if we do not go, someone else will read the inscription on the stone and find happiness, and we shall have lost it all. In the third place, if you do not make an effort and try hard, nothing in the world will succeed. In the fourth place, I should not want it thought that I was afraid of anything."
The elder brother answered him by saying, "The proverb says: 'In seeking great happiness small pleasures may be lost.’ And also: ‘A bird in the hand is worth two in the bush.’"
The younger brother replied, "I have heard: ‘He who is afraid of the leaves must not go into the forest.’ And also: ‘Beneath a stone no water flows.
The younger brother set off, and the elder remained behind.
No sooner had the younger brother gone into the forest, than he found the river, swam across it, and there on the other side was the she-bear, fast asleep. He took her cubs, and ran up the mountain without looking back. When he reached the top of the mountain the people came out to meet him with a carriage to take him into the city, where they made him their king.
He ruled for five years. In the sixth year, another king, who was stronger than he, waged war against him. The city was conquered, and he was driven out.
Again the younger brother became a wanderer, and he arrived one day at the house of the elder brother. The elder brother was living in a village and had grown neither rich nor poor. The two brothers rejoiced at seeing each other, and at once began telling of all that had happened to them.
"You see, said the elder brother, "I was right. Here I have lived quietly and well, while you, though you may have been a king, have seen a great deal of trouble,"
"I do not regret having gone into the forest and up the mountain,’ replied the younger brother. "I may have nothing now, but I shall always have something to remember, while you have no memories at all."
Annotations
Annotating is one tool to use to actively read a text. You will get plenty of practice with annotating throughout the year. To be successful with your annotations, keep these pointers in mind:
· Your teachers want to see good annotations that show proof of reading, comprehension, and critical thinking.
· There isn’t a magic number of annotations you should have. Your teachers would rather see fewer annotations that are good than lots of annotations that aren’t so good.
· Annotations are for you as a reader and learner, not for your teacher. Annotate what you need to, not what you think will make your teacher happy.
Annotations are for you as a reader and learner, not for your teacher. Annotate what you need to, not what you think will make your teacher happy.
· Generally, you should have more level II than level I annotations.
· Try out different ways of annotating to find out what works for you. Some students like to write on Post-its, while others would rather write directly on the page. Some students like to color code their annotations. Some students like to type their annotations and have a page at the end of each chapter/section of the book.
· Be sure to keep up with your reading and annotations. If you fall behind, it is very hard to catch up.
· Read and annotate at the same time. Reading something once and then reading it again to annotate it is usually a waste of time.
Annotating Rubric
9/10– The annotations are consistently thorough and demonstrate active critical reading of the novel. The reader uses the annotations flexibly for a variety of purposes (i.e. questioning, clarifying, evaluating/critiquing, responding).
7/8 – The annotations mostly demonstrate active critical reading but not with the same consistency or depth as the “A” annotations. The reader uses the annotations flexibly for a variety of purposes (i.e. questioning, clarifying, evaluating/critiquing, responding), but perhaps without the same range as the “A” annotations.
5/6 – The annotations are adequate, though inconsistent or lacking in depth and functional variety. The reader may use the annotations primarily for only one or two purposes, such as asking questions or responding with interjections.
3/4 – The annotations are inadequate, but the reader has made some attempt to acknowledge the requirements of the assignment.
1/2 – The annotations are incomplete.
Tapping Prior Knowledge
• I already know that…
• This reminds me of...
• This relates to...
|
Making Connections
• This reminds me of...
• I experienced this once when...
• I can relate to this because...
|
Forming Interpretations
• What this means to me is...
• I think this represents...
• The idea I’m getting is...
| |
Questioning
• I wonder why...
• What if...
• How come...
|
Reflecting and Relating
• So, the big idea is...
• A conclusion I’m drawing is...
• This is relevant to my life because...
|
Monitoring
• I got lost here because…
• I need to reread the part where...
• I know I’m on the right track because...
| |
Predicting
• I’ll bet that...
• I think...
• If…, then...
|
Adopting an Alignment
• The character I most identify with is...
• I really got into the story when...
• I can relate to this author because...
|
Revising Meaning
• At first I thought…, but now I...
• My latest thought about this is...
• I’m getting a different picture here because...
| |
Visualizing
• I can picture...
• In my mind I see...
• If this book were made into a movie…
|
Evaluating
• I like/don’t like…because...
• This could be more effective if...
• The most important message is...
|
Analyzing the Author’s Craft
• A golden line for me is...
• This word/phrase stands out for me because...
• I like how the author uses (blank) to show...
| |
Patterns and Tone
• I notice that…keeps happening.
•The author’s attitude seems to be…
|
Theme
•The main point the author is making is…
•The message the author is trying to convey is…
| ||
Class work done on August 10th:
summer assignment with each other.
2. Shared Reading: Students will read the poem “Legal Alien” by Pat Mora as a class.
3. Socratic Seminar: Students will answer Socratic seminar questions on Power Point for "Legal Alien."
4. Guided Writing: In groups students will create a T-chart comparing and contrasting their life with “Legal Alien” and Dreams from my Father by Obama.
5. Independent Writing: 25 minute writing time—How is your life like the poem OR How does the poem connect to the book? 2 paragraphs: What is the most significant similarity and why? What is the most significant difference and why?
6. Closing: Define the year-long question—What does it mean to be an American?
Class work done on August 8th:
1. Introduction to class and syllabus
