Wednesday

THE GREAT GATSBY

Learning Goal: Demonstrate knowledge of early-twentieth century foundational works of American Literature by relating a text to the historical time period and discussing the distinct features of Modernism found in the text.

 
Essential Questions: What is Modern?  Can ideals survive Catastrophe?  How can people honor their Heritage?  What drives Human Behavior?

Texts: "The Love Song Of J. Afred Prufrock", poetry by Langston Hughes, "How it feels to be Colored Me", "Chicago", "The Death of the Hired Man", "A Worn Path", The Great Gatsby and "Hills Like White Elephants"

 

Tomorrow: Read the overview of "The Harlem Renaissance and Modernism" and outline the effects of WWI, the Jazz Age, and the Great Depression on writers of the time.

 

The Great Gatsby 

 

The Themes:
1.This novel is filled with multiple themes but the predominate one focuses on the death of the American Dream. This can be explained by how Gatsby came to get his fortune. Through his dealings with organized crime he didn't adhere to the American Dream guidelines. Nick also suggests this with the manner in which he talks about all the rich characters in the story. The immoral people have all the money. Of course looking over all this like the eyes of God are those of Dr. T.J. Eckleburg on the billboard.
 

2.The second theme that needs to be acknowledged is the thought of repeating the past. Gatsby's whole being since going off to war is devoted to getting back together with Daisy and have things be the way they were before he left. That's why Gatsby got a house like the one Daisy used to live in right across the bay from where she lives. He expresses this desire by reaching towards the green light on her porch early in the book. The last paragraph, So we beat on, boats against the current, born back ceaselessly into the past reinforces this theme.
 

3.Fitzgerald was in his twenty's when he wrote this novel and since he went to Princeton he was considered a spokesman for his generation. He wrote about the third theme which is the immorality that was besieging the 1920's. Organized crime ran rampant, people were partying all the time, and affairs were common play. The last of which Fitzgerald portrays well in this novel.
 

4.The eyes of T. J. Eckleburg convey a fourth theme in this novel. George Wilson compares them to the eyes of God looking over the valley of Ashes. The unmoving eyes on the billboard look down on the Valley of Ashes and see all the immorality and garbage of the times. By the end of the novel you will realize that this symbolizes that God is dead. 

 THE JAZZ AGE:  THE ROARING TWENTIES

A brief backdrop to Fitzgerald’s the GREAT GATSBY

 

A time-line for discussion

Radio came into America in 1916 as independent stations in cities like Chicago and New York began broadcasting to small audiences.  During WWI the United States government took control of most radio stations for military use.

 

1917—The New Orleans Jazz Band recorded “Livery Stable Blues”.  It helped make jazz popular and introduced the record player to American society.  In a few years record players where like television sets—everyone had to have one.  The first records were under 3 minutes in time length.

 

1918 Nov. 11 1918 END OF WWI.  WWI brought disillusionment.  It seemed to most that technology had failed and brought massive graves.  People renew their vigor in leading alternative life styles—fast paced full of hedonism and living for the day instead of the future.

 

Jan 16 1920  the 18^th Amendment brought on the Prohibition.  The Prohibition lasted 13 years and introduced into America speakeasies, Organized Crime and bootlegging.  It was an era of fast money.

 

Thus began, as Fitzgerald said, “The most expensive orgy in history.”

 

1920 also introduced the 1^st commercial radio station.  By 1922 their were 670 commercial stations in the country.

 

Oct. 28 1929 The stock market crashed and the Jazz Age came to a close.

 

THE GREAT GATSBY was published in 1925 and the story takes place in the early 20s right after the close of WWI.

 

The novel is primarily about the failure of the American Dream.

'Resume'

Razors pain you; 
Rivers are damp; 
Acids stain you; 
And drugs cause cramp; 
Guns aren't lawful; 
Nooses give; 
Gas smells awful; 
You might as well live. 

Dorothy Parker

Observation

If I don't drive around the park,
I'm pretty sure to make my mark.
If I'm in bed each night by ten,
I may get back my looks again,
If I abstain from fun and such,
I'll probably amount to much,
But I shall stay the way I am,
Because I do not give a damn.

Dorothy Parker

 

SYMBOL: An image that represents a larger idea.  Usually a symbol is tied in with one of the themes of the novel

 

Some symbols

 

Valley of Ashes—represents spiritual death.  It is tied in with the Death of the American Game (or the death of Gatsby’s American Dream).  With the failure of the American Dream comes a spiritless wandering.  It also represents the spiritual wasteland that most people felt after WWI.  Technology, the great survivor of society, had failed and had become the great destroyer. 

 

The Eyes of Doctor T. J. Eckleburg—represents the lost of religion.  Ties in with the Valley of Ashes as it is a spiritless ghost that looks over the wasteland.  It also represents the failure of technology.  Because of WWI people feel the need to live for the moment. 

 

TIME—watch out for the mention of time.  Nick the narrator is very conscious of time and the passing of time.  Mark your book every time Nick mentions time, or time passing, or sees a watch, a clock, etc.  People are living for the moment, everyone except Gatsby. 

The Green Light at the end of the dock—this represents Gatsby dream: Daisy, and how close he has come to fulfilling it.

 Also - RUMORS.

Students reading The Great Gatsby will learn about social issues of America during the Roaring Twenties and the failure of the American Dream. In the novel we will look at characters and characterization, and see how they prove to be harsh, lively, compelling and most of all—human.

OBJECTIVES:

At the end of the unit students will be able to

1) Define character development, irony, metaphor, personification, subplot, atmosphere and allusion and symbol
2) List all the characters that appear in the novel and describe their physical appearance, motivations, social class.
3) List various allusions and foreshadows and discuss what they mean in relation to plot.
4) List the various types of conflict that occur throughout the novel and discuss who the conflicts are between.
5) Keep a journal that outlines each chapter by listing setting (if applicable), characters, conflicts, and summaries.
6) List three themes and in a paragraph or more discuss how these themes work in the novel.
7) In an essay of a page or more discuss how Fitzgerald uses particular images or characters as symbols and discuss how these symbols reflect larger themes or ideas in the novel.
8) Outline the character development (inward change) of various characters (to be mentioned later).
9) List and outline four subplots in either novel.
10) List and outline the central plot.
11) In a paragraph or more discuss how social class or social problems fit in the novel and relate them to conflict and theme.
12) Pick out two or three examples of similes and/or metaphors and in a paragraph discuss how they are used.
13) Given a quotation identify the speaker.
14) Write various journal entries from different characters’ points of view, which demonstrates an understanding of the character and the character’s attitude towards life.

 

THE GREAT GATSBY STUDY QUESTIONS 

 

Chapter I

1. How does Nick describe himself at the beginning of the book?
2. Why has Nick come to the East?
3. How does Nick describe Tom Buchanan?
4. Who is Jordan Baker? What does Nick find appealing about her?
5. How does Daisy react to the phone calls from Tom’s woman in New York?? 6. What is Gatsby doing when Nick first sees him?
7. Notice how many times Fitzgerald uses the words hope, or dream. Why does he do this?
8. Nick starts the novel by relaying his father's advice "Whenever you feel like criticizing anyone, just remember that all the people in this world haven't had the advantages that you've had." Does he reserve judgment in the novel?
9. Pay attention to time. What is the day and year during the first scene at Daisy's house?
10. Describe Nick. What facts do you know about him, and what do you infer about him? What kind of a narrator do you think he will be?
11. What image does the author use to describe Jordan Baker? What does it mean? 12. How does Nick react to Jordan?
13. What does Tom's behavior reveal about his character?
 
Chapter II
1. How does Nick meet Tom’s mistress?
2. How does Myrtle react to Tom’s arrival?
3. Describe George Wilson. How does he react to Tom’s arrival?
4. How does Myrtle behave as the party progresses?
5. Why, according to Catherine, has Tom not left Daisy to marry Myrtle?

6. Why did Tom break Myrtle’s nose? How is this consistent with the author’s description of him in Chapter I? Judging by his treatment of Myrtle and his wife Daisy, what seems to be Tom’s attitude toward women?
7. Describe the "valley of ashes." What does it look like and what does it represent? 8. Describe Mr. Wilson and Myrtle. Do they seem to fit into the setting?
9. What more have you learned about Nick in this chapter? Is he similar or different than the people he spends his time with? 

 
Chapter III
1. Why does Gatsby throw huge, expensive parties for people he does not even know? 2. Describe the two ways in which Nick differs from the other guests at the party?
3. What does the owl-eyed man find extraordinary about the books in Gatsby’s library? 4. Why does the owl-eyed man describe Gatsby as a real Belasco?
5. What is the significance of the owl eyed man?
6. What does the reaction of the drivers of the wrecked automobile suggest about the values of Gatsby’s guests?
7. What does Nick learn about Jordan after he’s spent some time with her? 8. What is the significance of Jordan’s lies?
9. Pay attention to Nick's judgments. Whtado they reveal about his character that he does this (especially in relation to his opening comments)?
10. Describe Gatsby the first time Nick sees him.
11. What rumors have been told about Gatsby? Why does Fitzgerald reveal rumors rather than fact? 12. What does Nick think of Gatsby after meeting him?
13. How is Gatsby different from his guests?
14. Why does Nick choose to share his thoughts and feelings with Jordan?
15. Nick thinks he's one of the few honest people he knows, why? Do you thikn he is honest?

 

 

1)    Wan

2)    Prodigality

3)    Feigned

4)    Languidly

5)    Colossal

6)    Complacency

7)    Levity

8)    Extemporizing

9)    Supercilious

10) Infinitesimal

11) Fractiousness

12) Incredulously

13) Contemptuously

14) Incurably

15) Cardinal

16) Pasquinade 

 

Tuesday

 Today, I will hand back your quizzes and discuss any issues with the questions. Then we will continue to flow the 2019 National Debate on RESOLVED: "The United States Federal Government Should Enforce Anti-Trust Regulations on Technology Giants." 

Good Luck!

Monday

 Today we are going to take a short quiz on the objectives of this unit and then discuss flowing a debate.

We will start to flow a debate (we won't finish in one day) and you will decide who wins the debate based on your flow. Good luck!

Thursday

 Today we will finish the debate and discuss who won before looking at the results.

I will also give you some time to work on your essays. 

You should be working on a works cited page if you do not have one.

Wednesday

 Today we are going to continue to look at the debate we started yesterday. First we should recap what went on in the constructive speeches and then look at the rebuttals (or 2nd speeches).

Tuesday

 Today we are going to talk further about debates and look at the opening speeches in a debate.

Please make sure you know ethos, pathos, logos, the rhetorical triangle, types of evidence, for a possible quiz. 

Monday

Today we are going to go over the objectives for the unit and discuss debates. I will also give you some time to work on your essays. 

Objectives (smaller chunks of overall goal) and suggested time periods

OBJECTIVES:  By the end of this unit students will be able to

1)    Define the following terms: Logos, Ethos, Pathos, Thesis Statement, Order of Development, Conclusion, Transition, Audience, Hook, Purpose, Evidence

2)    List the six traits of writing and the six steps in the writing process.

3)    Properly outline the constructive for a debate and rebut opponents points/arguments

4)    Participate in Spar and Forum debate

5)    Watch a national debate and evaluate and explain who won by keeping a flow chart of arguments and rebuttals

6)    Choose a topic about a controversial issues and take one side of argument

7)    List the Do’s and Don’ts of persuasive argument

8)    Write a clear and precise thesis statement with an order of development

9)    Properly cite sources both in-text and on a works cited page

10) Find evidence from a variety of different sources including Print Sources, Internet Sources, Media Sources, and Personal Sources

11) Use the Internet to properly to conduct research 

12) Create at least 10 Bibliography citations and 10 research entries

13) Use research notes to cite passages from sources

14) Use evidence to back up your position

15) Use your order of development as an organizational tool

16) Use transitions to connect points of argument

17) Use Standard Edited American English

18) Use Proper College Composition Format

19) Use the six steps of the writing process to draft and revise a paper

20) Write three drafts of a persuasive essay using at least three sources of evidence

21) Present the final draft of your essay as an oration to class

 

ASSIGNMENTS: Participate in a Debate Tournament, Watch a National High School Debate and keep a flow chart, create 10 MLA citations and source cards, write a persuasive speech and deliver it as an oration. 

	4	3	2	Not Evident
Thesis Statement, Ideas, Defining your argument	Ideas are fresh and original.  Thesis is narrow and manageable. Order of development clear and precise and helps development one clear main idea.  Hook and thesis connect.   Clear important details for support	Ideas are clear but might be overused.  Topic/ Thesis is fairly board.  Order of develop may ramble and may not back up thesis.  Hook is present but may not connect with thesis.  Support is attempted but not quite fulfilled with specifics.	Paper lacks a central idea or purpose.  Ideas are not developed or seem to go in several directions.  Information is limited or unclear.  Details are missing.	Not Evident
Organization	Original title. Transitions connect main ideas. Effective opening and ending.  Easy to follow.  Important ideas stand out.  Clear beginning, middle and end.  Details fit where placed.	Appropriate title.  Transitions connect sentence to sentence but not necessary idea to idea.  Good beginning.  Attempted ending.  Logical sequencing.  Key ideas are beginning to surface.  Readable.	Paper is hard to follow because transitions are weak or absent.  There is no clear beginning or ending.  Ideas may not fit together or ramble.  Paragraph structure might not be evident.	Not Evident
Voice	Point of view is evident Clear sense of audience Enthusiastic about topic.  Says more than is expected.  Words elicit both ideas and emotions.  Work is engaging and persuades	Personal treatment of standard topic.  Perspective becomes evident.  Some sense of audience.  Conveys ideas to reader.  The writer likes the topic, but is not passionate about it.  Writing persuades in some places	Paper is lifeless, mechanic, stilted.  Predictable treatment of topic.  Energy lacking.  Audience could be anyone.  Writer is indifferent to the topic.  Does not persuade at all.	Not evident
Word Choice	Precise, fresh, original words.  Vivid images.  Avoids repetitions, clichés, and vagueness.  Use of figurative language.  Everyday words are used well.	Uses favorite words correctly.  Experiments with new words.  Attempts to use descriptive words to create images.	Ordinary and recognizable words.  Language is generic or cliché.  Uses repetitions or relies on slang.  Overuse of “to be” verbs.	Not Evident
Sentence Fluency	Consistent use of sentence variety.  Sentence structure is correct and creative.  Varied beginnings, varied structures, and varied lengths.  Natural flow and rhythm.  Writing is not wordy. Rhetorical strategies such as parallelism used effectively.	Sentences are usually correct, but some may not flow smoothly.  Simple and compound sentences are present.  Varied beginning.  Sections have rhythm and flow.  Writing could be cut to avoid wordiness. Rhetorical strategies such as parallelism attempted.	Sentences are choppy, incomplete, rambling or awkward.  Meanings are not always clear.  Words are strung together.  Sentences could be extremely wordy.	Not Evident
Mechanics	There may be occasional errors in mechanics (spelling, fragments, run-ons, punctuation, capitalization, usage, etc.).  However, it is hard to find errors.	Errors in writing mechanics are noticeable but do not impair readability.	Numerous errors in usage, grammar, spelling, capitalization, and/or punctuation distract reader and impair readability.	Not Evident
Uses of Persuasive Tools/Evidence Expert Testimony Personal Connection Statistics, Facts, and Logic Counter Argument (Counter claims) Audience Self-Interest	Essay cites at least two experts in a field related to the topic.  Evidence is relevant to thesis.  Analysis makes clear how the evidence connects to the thesis.  (Ethos and Logos) Student uses personal experience to connect to the topic (ethos).  Experience is relevant and analyzed in relation to the topic. Student uses statistics, facts, and logical argumentation in essay.  The evidence is relevant to the thesis.  Analysis makes clear how the evidence connects and defends the thesis. (Logos) Student has at least two counter arguments that refutes or contends an argument of the opposition, or concedes a point.  The counterarguments are relevant, analyzed and connect evidence with thesis. (Logos and Ethos) Student uses HARMS and BENEFITS of adopting his/her position to influence audience self-interest (Pathos).  The harms/benefits are relevant and reinforce the thesis.	Essay cites at least two experts.  Evidence is relevant to thesis.  The analysis makes some connections between evidence and thesis. Student uses personal experience relevant to the topic.  Experience offers some insight into the topic and position of the writer. Student uses statistics and/or facts and/or logical argumentation in the essay.  The evidence is relevant to the thesis.  The analysis makes some connections between evidence and thesis. Student has at least one counter argument that refutes or concedes an argument of the opposition.  The counterargument is relevant, and analyze. Student uses HARMS or BENEFITS of adopting his/her or her position to influence audience self-interest.  The harm or benefit is relevant and might connect to the thesis.	Essay cites at least one expert.  Evidence might not be relevant to thesis.  No analysis or no connection made between evidence and thesis Student attempts to use personal connection.  Connection may not be relevant to the topic. Student attempts to use statistics and/or facts.  Evidence may not be relevant to thesis or the analysis is confusing or oversimplified. Student attempts a counter argument.  The counter argument might not be relevant to the thesis or the analysis might be confusing or oversimplified. Student attempts to use HARMS or BENEFITS to influence audience.  The harm or benefit might not be relevant or the analysis might be confusing or oversimplified. .	Not Evident Not Evident Not Evident Not Evident Not Evident
References and Sources	More than five sources.  All sources of information are noted in correct in-text citation (MLA format) and correct Works Cited page.	Three to five sources. Some sources of information are noted incorrectly or not in MLA format.  Minor problems with Works Cited page.	Less than three sources.  Most information noted incorrectly.  MLA format completely missing.  Many problems with Works Cited page.	Not Evident

 

 

Friday

 We will discuss briefly how to write and work cited page. Please turn in your 1st drafts by the end of class today.

Thursday

 Today we are going to discuss in-text citations and continue with writing essays. Please remember that a draft of your essay is due by the end of school tomorrow.

MLA

1) Last Name/First Name of Author
2) Title of article or title of webpage
3) Title of book or website
4) Place of publication
5) Publisher
6) Date of publication
7) Page number
8) Source of publication (example: Web, Print, DVD, etc)
9) (Internet) Date of access.

Work Cited

Diyanni, Robert. One Hundred Great Essays. 4^th ed. New York: Pearson. Print.

Dylan, Bob. Perf., “Forever young”. Planet Waves. Asylum Records 1974. CD.

Fielding, Kent. “DDF Performance Showcase 2008” Online video clip. YouTube. YouTube, 14 Nov. 2014. Web. 30 Apr. 2015.

Kennedy, M. David and Lizabeth Cohen. The American Pageant. 15^th ed. Boston: Wadsworth, 2013. Print.

Lee, Harper. To Kill a Mockingbird. New York: Harper Collins Publishers, 1993.

Print.

Lippman, Walter. The Cold War. Primary Sources Workshops in American History. Learner.org, n.d. Web. 28 April 2015.

Roosevelt, Franklin. Day of Infamy. 7 Dec. 1941. Radio clip.

Star Wars. Disney.com, n.d. Web.28 April 2015.

X, Malcolm. The Ballot or the Bullet, 1964. Social Justice Speeches. Web. 28 April 2015.

 

Wednesday

 Today we are going to take a vocabulary quiz and then continue to work on persuasive essays. Please note that I will be jumping on and off your essay during class.

Tuesday

 Today we will look at another NSDA oration and then discuss the ending of "A Modest Proposal".

You need to do questions 1, 3, 4 and 5 at the end of the section "A Modest Proposal".

Finally, you will have time to work on your essays. 1st drafts are due on Friday.

This week we will also discuss MLA format. 

Monday

 Today we are going to look at "A Modest Proposal" and discuss the types of appeals and evidence that appears in it. We will also be looking a national oration and looking at structure and types of evidence.

https://www.neshaminy.org/cms/lib6/PA01000466/Centricity/Domain/380/a%20modest%20proposal.pdf

Thursday

 I do want to spend 10-15 minutes and have you work on vocabulary. We will have a vocabulary quiz next week. We will then continue with researching and writing persuasive essays.

 

Vocabulary Words  

1) Affix

2) Commence

3) Tolerable

4) Shrivel

5) Providence

6) Ingot

7) Oracle

8) Infernal

9) Speculate

10) Hogshead

11) Vial

12) Pivot

13) Careened

14) Gaudy

15) Raspy

16) Notion

17) Dismal

18) Victuals

19) Thrash

 

Persuasion

 

Intro:

*Immediately engage reader (attention getter)

·       get the reader “in the ballpark”

          *Establish context (topic of essay)

·       usually 2-3 sentences narrowing down to the point of the paper

·       cite your source with title and author (if using one source)

          *Strong & complete thesis statement

Body:

*Begin paragraphs with a clear, concise topic sentence

·       *Use concrete details (CD)

·       these include facts or quotes

·       cite sources when necessary (simplified: such as author’s last name & pg #)

·       *Create insightful commentary to support concrete details (2-3 comments per CD)

·       shoot for at least 2 CD per paragraph (+ commentary)

        

                    

Conclusion:
       *Transition into summary of key points

*Restate thesis (say it another way!)

*Refer back to the attention getter and tie things up

       *Answer “So what?”

·       Leave reader feeling persuaded or at least challenged

·       This personal comment can include a universal observation
(a prediction), a call to action (a recommendation) or a scare
(a veiled threat)

Suggested sentence starter for commentary:

        “This shows that…” (eventually teach kids to eliminate it)

        “This proves that…”

“This demonstrates that…”

Suggested sentence starters for conclusion:

        “We need to…”

        “It’s our responsibility to …”

        “It’s important to…”

        “In order to______, we must…”

        “It would be to our benefit to…”

Encourage:
        Incorporate transitions           
        Use high-level vocab

Vary sentence patterns          
Create a strong “voice”

 

MLA: 

MLA FORMAT.https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_powerpoint_presentation.html