Considerations During This Unit: Can America achieve equal rights? Why are there and “haves” “have nots”? Background Information: Fitzgerald, The Roaring 20’s, and The Great Gatsby, social class, economic class, (15 minutes) economic mobility. Discussion of American in response to “the Dream” criticism of it. (25 minutes) (: (Time magazine) 2 11/19 A Discuss Homework: Journal Entry about Read “Winter The Great Gatsby 11/20 B pages 1-30 and complete Dreams” Explain your responses to the main characters in Dialectical Journal entry “Winter and what happens to them at the end. Dreams” What dreams are involved in this story, what happens to those dreams, and why? What do you think the author is trying to say about the in this story? “American Dream” Intro/Historical Context (15 min) Background readings, videos Essential Stylistic Question: How does an author use diction choices and imagery to develop the tone and mood of a passage? Direct Instruction: Tone, mood, diction and imagery Application: Distribute copies of & explain The Great Gatsby homework: Emphasize that annotations are crucial to participation in final Socratic Seminar. 3 11/26 A Discuss Homework: Intro/Historical Context (15 min) Read The Great Gatsby 11/27 B pages 31-60 and complete Dialectical Journal entry 4 11/28 A Review Homework: Read The Great Gatsby 11/29 B Make chart paper posters labeled pages 61-90 and complete “Tone,” “Diction,” and Dialectical Journal entry “Mood,” “Characterization,” “Symbolism,” Have students list examples from their “Imagery.” annotations. (15 minutes) Journal: What do we know about Gatsby so far? What predictions can you make about him? What do we know
Considerations During This Unit: Can America achieve equal rights? Why are there “haves” and “have nots”? Background Information: Fitzgerald, The Roaring 20’s, and The Great Gatsby, social class, economic class, economic mobility. (15 minutes) Discussion of “the American Dream” in response to criticism of it. (25 minutes) (: (Time magazine) 2 11/19 A 11/20 B Discuss Homework: Journal Entry about “Winter Dreams” Explain your responses to the main characters in “Winter Dreams” and what happens to them at the end. What dreams are involved in this story, what happens to those dreams, and why? What do you think the author is trying to say about the “American Dream” in this story? Intro/Historical Context (15 min) Background readings, videos Essential Stylistic Question: How does an author use diction choices and imagery to develop the tone and mood of a passage? Direct Instruction: Tone, mood, diction and imagery Application: Distribute copies of The Great Gatsby & explain homework: Emphasize that annotations are crucial to participation in final Socratic Seminar. Read The Great Gatsby pages 1-30 and complete Dialectical Journal entry 3 11/26 A 11/27 B Discuss Homework: Intro/Historical Context (15 min) Read The Great Gatsby pages 31-60 and complete Dialectical Journal entry 4 11/28 A 11/29 B Review Homework: Make chart paper posters labeled “Tone,” “Diction,” “Mood,” “Characterization,” “Symbolism,” and “Imagery.” Have students list examples from their annotations. (15 minutes) Journal: What do we know about Gatsby so far? What predictions can you make about him? What do we know Read The Great Gatsby pages 61-90 and complete Dialectical Journal entry
13-14%20HS%20Honors%20English%20Resource%20Guide.docx