Tuesday, October 10, 2017

American Literature

10 October 2017

http://www.planbookedu.com/s/JVEHF

  

Objective: To compose an objective summary stating the key points of Chapters 1-3 of The Great Gatsby without adding personal opinions or feelings.(STANDARD RL.2)

Success Criteria: Students will show mastery by writing a one page summary of the main events of Chapters 1-3 and comparing summaries with a table partner.

  

Agenda:

1. Notebook – 10 min
2. Grammar Quiz #6 (OPEN NOTES) – 10 min
3. Go over the answers to Huck Finn Final Test – 10 min
4. Discuss Chapter 3 of The Great Gatsby – 15 min
5. Read aloud half of Chapter 4 – 25 min
6. Student work time – 20 min

·        Brainstorm, plan, draft, type Creative Piece Part II

·        Continue reading Gatsby

·        Continue reading Choice Novel #2

Assessment: Pair share Chapter 1-3 summaries

Homework: Finish The Great Gatsby Chapter 4

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AP English Literature and Composition

10 October 2017

http://www.planbookedu.com/s/R8BKS

Vocabulary Word-of-the-Day: sodden (adj): soaked with liquid or moisture; saturated; bloated

“She had come back from the sodden and the bloated; the sudden dead, their eyes flung wide open in judgement” (Hurston 1). 

Student Learning Objective: To note the bildungsroman characteristics of the main character in the first two chapters. (STANDARD RL.1, RL.2, RL.5)

Success Criteria: Students will show mastery by listing three bildungsroman traits noticeable in Janie Crawford in the first three chapters.

  

Agenda:

1. Go over answers to LF Test – 10 min
2. Complete LF Data Sheet – 10 min
3. Notebook: a poem – 10 min
4. Bildungsroman Notes/Frame Story review – 10 min
5. Read poem “Janie Crawford” by Alice Walker – 10 min
6. Listen to audio of chapter 1 – 10 min
7. Continue reading novel Chapters 1-3 – 30 min

Assessment: Discussion of Janie as a bildungsroman character.

Homework: Chapters 1-3, p. 1-25