Unit 1: Do We Find or Create Our True Selves?

Unit 1: Do We Find or Create Our True Selves?

Academic Terminology In your reading journal, write down the following academic vocabulary words and predict their meaning: Explicit Implicit Inference Analysis On a new page in your reading journal, describe your thoughts about the artwork on the cover of The Great Gatsby. Include predictions about the contents of the novel.

Academic Terminology Explicit: fully and clearly expressed
Implicit: not plainly expressed Inference: logical assumption based on observed facts and one’s own knowledge and experience Implications and inferences are two sides of the same coin; the text implies, the reader infers The tone of the text implied sarcasm. I inferred sarcasm from the tone of the text. Analysis: detailed examination of the elements or structure of something, typically as a basis for discussion or interpretation.

Academic Terminology Explicit evidence Implications/Inferences
What the text says Implications/Inferences Hints in the text + previous knowledge Analysis Detailed break down

He put down $10. 00 at the window. The woman behind the window gave $4
He put down $10.00 at the window. The woman behind the window gave $4.00. The person next to him gave him $3.00, but he gave it back to her. So when they went inside, she bought him a large bag of popcorn. Explicit Evidence Implications/Inferences Analyze what is going on in this text. He put down $10, he got back $4 He paid $6 A man and woman are going to the movies together, presumably on a date. Tickets are $3 each, and the man pays for both. The woman attempts to pay for herself, but he is being a gentleman and refuses. To thank him, she buys the popcorn. The person tried to give him $3, but he gave it back The price was $3 per person and she tried to pay for her own. She bought him popcorn. She bought him popcorn as a way to pay him back. They sell popcorn at the movies.

The Great Gatsby Predictions
On a separate sheet of paper, draw the following organizer (use the whole page): Explicit Evidence Implications/Inferences Analyze the trailers to predict the contents of the novel.

Use the two left columns of the graphic organizer to take notes while watching The Great Gatsby trailers. Use those notes to write an analysis predicting what the novel might be about. Trailer One Trailer Two Trailer Three

Explicit Evidence: What the text says/shows Implications/Inferences: what the text hints at/what I logically guess Analyze the trailers to predict the contents of the novel. “New York, 1922; the tempo of the city had changed sharply.” The characters are wearing fancy clothes, throwing crazy parties, and driving fast cars, so they are probably wealthy. “Mr. Gatsby doesn’t exist.” Everyone says Gatsby’s name questioningly, so his identity is a mystery.

Analyze the trailers to predict the contents of the novel. Include explicit and implicit evidence to support your prediction.

Warm Up Compare the following sets of words: Implicit and Explicit/Implicit and Inference

Create the triangle; within the boxes, define the vocab words
Create the triangle; within the boxes, define the vocab words. Next to the arrows, explain how the two words its connecting are related. Explicit Implicit Inference

Warm Up F. Scott Fitzgerald named his classic novel The Great Gatsby. This title EXPLICITLY called Gatsby great. What might you INFER from the trailers is so great about him?

Getting to Know You Explicitly and Implicitly
Label one side “Explicit”: Write out ten true things about yourself. Label the other side “Implicit”: Draw five pictures that could help someone infer these same facts about you. MAKE IT COLORFUL

Model Implicit Explicit
I earned my Master’s Degrees at the University of Louisville. I am a University of Kentucky sports fan.

Warm Up In your reading journal, answer the following question: How has the time and place you live in shaped who you are?

History Mystery How does the setting of the 1920’s develop the characters, conflict, and plot in The Great Gatsby? Divide the clues evenly between the members of your group. Review the clues one at a time. As you review, begin sorting them into categories.

Create Organizer in Reading Journal
Category Summarize Evidence Inferences about novel

Create Organizer in Reading Journal
Category Summarize Evidence (all 20 pieces) Inferences about novel War The war ended in 1918 Gatsby was in war People were looking to get away from horrors of war…through alcohol and parties The war was bloody and horrible Supposed to be better after war, but wasn’t

Imagine how your life would be different if you lived in the 1920’s.
Quick Write: Choose 2, write the question` Must be a full paragraph Must refer to two SPECIFIC pieces of evidence Discuss the cause and effect relationship between two aspects of the 1920’s. (For instance, war and looser lifestyles, prohibition and crime, the stock market and new money.) Predict which aspect of the 1920’s most affects the plot of The Great Gatsby. Imagine how your life would be different if you lived in the 1920’s. Analyze the similarities between the 1920’s and today.

Vocab Warm Up Begin a vocabulary log in your reading journal and copy down the following. Leave room to add later notes. Privy (adj): sharing in a secret Supercilious (adj) : acting as though one is better than others Cynical (adj) : distrustful of humanity Contemptuous (adj) : showing disrespect or scorn Hauteur (noun) : snobby pride

Vocab Warm Up Look for each of the below words as you read the first two chapters of The Great Gatsby. When you find the word, write the sentence in your journal with the definition. Each word will relate to a certain character in the novel. Take a minute to draw emoticons to represent what type of person these words might describe.

Close Reading – Model A close reading is a careful and thorough reading of a small, challenging piece of text. Follow along as I begin to read the first section of The Great Gatsby. Make a list describing the thought processes and annotations being demonstrated.

Close Reading Steps Chunk the text into sections and focus on one small piece at a time, rereading as much as needed. Note important details: these could be directed by a teacher or, in general, specifics about characters, setting, plot, theme, purpose, author’s style, mood, etc. EXPLICIT Underline/highlight/copy down important details or quotes Look up unknown words Summarize each section in the margins or your notebook IMPLICIT In the margins or in your notebook, comment on INFERENCES you make about implied details Write down questions you still have Add up these details to form an ANALYSIS and make meaning of the text.

Close Reading in Reading Journal
Continue reading the first chapter of Gatsby Start at ““It was a matter of chance…” (pg. 4) End at “”Why they came to East Egg I don’t know…” (pg. 6) Conduct a close reading, focusing on the settings of West Egg and East Egg: who lives there? How are they alike and different? Reread multiple times Note explicit details/quotes Make notes on inferences

On your map, label who lives where and describe the settings of West Egg and East Egg using your close reading notes.

Characterization Characterization: the process by which the author reveals the personality of a character. Two types of characterization: Direct (EXPLICIT): the text explicitly tells something about the character’s personality Indirect (IMPLICIT): the text implicitly shows something about the character’s personality

Indirect Characterization
Speech: What does the character talk about? How does the character speak? Nick uses big ideals wordy language, showing how educated and philosophical he is. Thoughts/Emotions: What is revealed through the character’s private thoughts? How does the character feel about things? Nick constantly thinks about his accomplishments and how others don’t have advantages that he does, making him seem pretentious. Effect on Others: How does the character cause others to react? How does he/she interact with them? People tell Nick their secrets, so he must seem trustworthy. Actions: What does the character do? How does the character behave? Nick moves to work in the bond business, so he must want to get rich. Looks: What does the character look like? How does the character dress? Nick looks like his great-uncle who started the hardware business, implying that he might be just as successful as well.

Reading Log: Characterization Read from page _____ to page _____
Direct or Indirect? Nick Carraway Thinks often about his background and how others don’t have his advantages– pretentious? Indirect (Thoughts) “My family have been prominent, well-to-do people in this middle-western city for three generations.” Direct

Characterization: FakeBook Profiles
Facebook uses direct and indirect characterization to reveal yourself and your friends. What would be direct characterization on Facebook? What would be indirect characterization on Facebook?

Characterization: FakeBook Profiles
Create a FakeBook profile that shows direct and indirect characterization for chapters 1-2. The information, friends, and likes section will represent explicit information the narrator has given you about himself or another character. The profile picture, advertizements, comments, and wall posts will represent indirect characterization you inferred from the story.

Context Clues EXPLICIT: Check a dictionary
IMPLICIT: Check for context clues - often near an unknown word, there will be other descriptive words, synonyms, antonyms, or examples that allow a reader to infer the meaning!

Context Clues Definitions/Descriptions Synonyms Antonyms Examples
People had to buy their alcohol from bootleggers. Even government officials sought out people who would smuggle them liquor. Synonyms Nick went into the bond business. Nearly everyone in the 1920’s wanted a piece of the stock market. Antonyms Houses on West Egg were very pretentious, while the homes on East Egg were more simple and elegant. Examples The 1920’s saw many changes in culture, such as bobbed haircuts and jazz music.

Privy (adj): knowing a secret “secret griefs of unknown men”
“most of the confidences were unsought” “intimate revelations”

Context Clues In the middle circle of each word map is a difficult word from the first chapter. Find the word, write clues for the word in the boxes around it, then infer a meaning and write it with the word in the circle. Find two additional examples from the first chapter on your own. Look the words up in the dictionary to confirm your inferences.

Supercilious (adj) : acting as though one is better than others

Cynical (adj) : distrustful of humanity

Warm Up Using as many academic and contextual vocab words as possible, summarize the first chapter of The Great Gatsby.

Create the chart in your journal:
Question Novel Film (Include possible purpose of changes) How is the story itself introduced? How is the historical context of the 1920’s integrated into the story? How are characters developed?

Texting The author wrote… The scene shows… An example is…
The text explicitly stated… I can infer from… The text implied… The film explicitly showed… The film implied…

Extended Response Question
On a clean sheet of paper to turn in, answer one of the below in a fully developed paragraph. Your answer should include at least two examples of “texting”. If the two are different, discuss the possible purpose of the director’s changes. Describe and compare how each text introduces the story. Analyze and compare how each text integrates the historical context of the 1920’s. Explain and compare how each text develops characters.

Warm Up What is meant by the term “setting” when reading a literary text? Setting refers to the TIME (the when), PLACE (the where), and CONTEXT (the what) of a story. In some stories, the setting is just a backdrop for the action. In others, it creates characters and becomes one itself. It can also function as a symbol and take on a larger meaning than itself. RL Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Independent Reading: Chapter 2
Continue your independent reading with Chapter 2. Extend your character chart to include the most important new characters: George and Myrtle Wilson. Be sure to note direct and indirect characterization concerning all the aspects of STEAL: speech, thoughts, effects on others, actions, and looks.

Close Reading: The Valley of Ashes
Conduct a close reading of the opening of Chapter 2 about the Valley of Ashes:. Explicit: Briefly summarize each paragraph in the left margin. Look up unknown words and write the definitions in the top margin. Highlight or underline important or striking details about this place. Implicit: In the right margin, infer why the author might have included the details you highlight or underline. Write any questions you still have in the bottom margin.

About half way between West Egg and New York the motor-road hastily joins the railroad and runs beside it for a quarter of a mile, so as to shrink away from a certain desolate area of land. This is a valley of ashes--a fantastic farm where ashes grow like wheat into ridges and hills and grotesque gardens where ashes take the forms of houses and chimneys and rising smoke and finally, with a transcendent effort, of men who move dimly and already crumbling through the powdery air. Occasionally a line of grey cars crawls along an invisible track, gives out a ghastly creak and comes to rest, and immediately the ash-grey men swarm up with leaden spades and stir up an impenetrable cloud which screens their obscure operations from your sight. But above the grey land and the spasms of bleak dust which drift endlessly over it, you perceive, after a moment, the eyes of Doctor T. J. Eckleburg. The eyes of Doctor T. J. Eckleburg are blue and gigantic--their retinas are one yard high. They look out of no face but, instead, from a pair of enormous yellow spectacles which pass over a nonexistent nose. Evidently some wild wag of an oculist set them there to fatten his practice in the borough of Queens, and then sank down himself into eternal blindness or forgot them and moved away. But his eyes, dimmed a little by many paintless days under sun and rain, brood on over the solemn dumping ground.

Graduated Questions Use your close reading and drawing to answer one of the following questions in a fully developed paragraph that uses “texting” evidence: LEVEL ONE: How are the places and people of the Valley of Ashes different than Long Island Sound? LEVEL TWO: How does the author connect setting and character in this story? LEVEL THREE: How does this passage relate to the historical context of the 1920’s? What might the Valley of Ashes symbolize?

Visualizing the Valley
Use your close reading to draw a picture of the Valley of Ashes on the back of your paper. Fold your paper in half twice so that you have four equal squares, or quadrants. Each quadrant of your Valley of Ashes should have a clear connection to textual evidence. Identify the textual evidence with post it notes containing the quotes your details are based on.

Add the Valley of Ashes to the map; identify who lives there and give a brief description of this setting.

Continue your independent reading with Chapter 2. Do not worry about minor characters like the McKees and Myrtle’s sister Catherine. But do continue the major characters; the end of this chapter has important info on Nick, Tom, and Myrtle. Be sure to note direct and indirect characterization concerning all the aspects of STEAL: speech, thoughts, effects on others, actions, and looks.

VOCAB QUIZ TOMORROW: know the word, its definition, and an example sentence
Explicit Implicit Inference Analysis Characterization Privy Supercilious Contemptuous Cynical Hauteur

Summarizing Literary Texts
What should be included in an effective summary? RL Provide an objective summary of the text.

To summarize is to give a brief statement of the main ideas of something. In school, summarizing is important for checking understanding and deciding the importance and order of details. In the real world summaries include progress reports for supervisors, explaining services to a customer, reporting news events, explaining a project proposal, describing a patient’s condition.

Summarizing summary # Ineffective summary Effective summary 1 2 3 4 5

There are five sample summaries, each with a fatal flaw. As your group receives a new summary, take three minutes to read and analyze individually. Then take three minutes to discuss the fatal flaw of the summary with you group. On your chart, describe the fatal flaw in the “Ineffective summary” column. Make an inference about how an “Effective summary” would correct this flaw and complete that column.

Sample summary #1 The Great Gatsby begins with the narrator discussing advice from his father: don’t judge others. He goes on to explain that this attitude causes others to trust him implicitly, and so he gained many friends and learned many secrets in college. The narrator claims his reservations about judging others hit its limit in whatever occurred in his relationship with a man named Gatsby. He describes Gatsby as a hopeless romantic. The narrator identifies himself as a Carraway and gives his family history; his great-uncle started a hardware business in the Midwest. The narrator looks like this great uncle, but himself decides to go East to enter the bond business after being in the Great War. His family aren’t incredibly enthusiastic about the decision, but they are financially supportive. He was supposed to have a roommate and a dog, but the roommate was called away and the dog ran away. The house did still have an Old Dodge and a Finnish cook. He feels hopeful about his new life in the bond business and finally feels at home when he is able to give someone else directions.

Sample summary #1, continued
Mr. Carraway describes his new home of Long Island South: it is composed of two land masses known as East Egg and West Egg. East Egg is the home of people made wealthy through important families, while West Egg is the home of the newly rich. His cousin, Daisy, and her husband, Tom, live at East Egg. Tom had been an important football player in college (he attended Yale with Nick) and has never quite gotten over his celebrity from those days. The couple had lived in Chicago and in France and would probably move again soon as a result of Tom’s restlessness. When Nick first sees Tom again he is wearing riding clothes; he has gotten older since college but is still very arrogant; his harsh voice reminds Nick that people in college didn’t like him. When they walk into the house together, the curtains blow around just like the flowing dresses of the two girls in the room. One is Nick’s cousin Daisy, the other is Jordan Baker, a female golfer who intimidates and entices Nick.

Sample summary #1, continued
Daisy inquires if she is missed in Chicago and mentions that Nick should see her two-year old child. Nick mentions living at West Egg and Jordan asks if he knows Gatsby. Before anyone can react, the entire group is called to dinner. The group makes plans, tells gossipy stories, and banters casually until Tom breaks off into a racist rant. Daisy is teasing him about it when he is called away to the telephone. When Daisy also excuses herself, Jordan reveals that Tom is having an affair with a woman in New York. After dinner, Nick and Daisy walk outside and she confesses how unhappy she is. She claims she is happy her child is a girl and will also be a beautiful, little fool. Once they are back inside, Jordan goes to bed, and the couple claim they will try to hook Nick and Jordan up. When Nick goes home, he observes his neighbor out on the dock. Nick starts to call out to him when he realizes how strange Gatsby is acting: stretching his arms out toward a mysterious green light.

Sample summary #2 He moves to learn stocks and rents a house near a mysterious, newly rich man. These places are very important. He goes out to visit his cousin and her husband and a friend of his cousin’s. His cousin’s husband is very profound and reading books about racism. He also learns that he is cheating on her. She is very sad and cynical about life. They try to set him up with the new girl. When he goes home he notices the neighbor reaching towards something.

Sample summary #3 Tom is having an affair with a woman in New York, which upsets Daisy. She is cynical about life in general. Nick observes Gatsby outside reaching towards a green light on the other side of the bay. Nick moves to New York to try and get rich in the stock market in the summer of 1922, renting a house in West Egg. West Egg and East Egg are both located on Long Island, but the former is for the newly-rich while the later is for people with family wealth. Nick was educated at Yale with his cousin’s husband, Tom. Daisy’s best friend , Jordan Baker, is staying with the Buchanans who are trying to set her up with Nick.

Sample summary #4 Nick Carraway is a young man who moves to New York because the Midwest is too dull after the war. I think he uses way too many words and is very boring. He gets a place on West Egg, a place for people who all made their money illegally. Across the bay is East Egg, full of snobby people who got their money through their family, not through hard work. Nick lives next door to Gatsby who is a hottie. Nick’s cousin Daisy and her husband, Tom, live in a giant mansion on East Egg. Tom is a jerk. He is a player and mean to everyone. Daisy is a flirt and doesn’t really care about anyone, even her daughter. She wants to set up Nick with her friend, Jordan Baker. They are clearly a match made in Heaven.

Sample summary #5 Nick Carraway, a young man from Harvard, moves to Boston in the summer of 1922 to learn about bootlegging. He rents a house in the West Egg district of Long Island, a wealthy but unfashionable area populated by the new rich, a group who have made their fortunes too and who are prone to flashy displays of wealth. Nick’s next-door neighbors are his cousin Daisy and her husband, Tom Buchanan. A mysterious man named Jay Gatsby lives in a gigantic Gothic mansion across the bay in East Egg. Nick goes to dinner one evening with the Buchanans. Daisy and Tom introduce Nick to Miss Jordan Beckett, a ballerina. Nick also learns a bit about Daisy and Tom’s marriage: Jordan tells him that Tom has a lover who lives on the Jersey Shore.

Warm Up Write a summary for the last movie or television show that you saw.

Independent Reading: Chapter 2-3
Continue your independent reading and character chart for Chapter 3. Note direct and indirect characterization concerning all the aspects of STEAL: speech, thoughts, effects on others, actions, and looks. Take as many notes as possible about Mr. Gatsby; make sure your notes are clear which ones are rumors and which ones are truth.

Summarizing summary # Ineffective summary Effective summary 1 2 3 4 5

An ineffective summary will An effective summary will
Summarizing summary # An ineffective summary will An effective summary will 1 Include every single detail Include important details/events 2 Order events randomly Order events sequentially 3 Not identify characters and settings Clearly identify characters and settings 4 Be opinionated or biased Be objective 5 Be inaccurate Be accurate

Write a summary for Chapter 2 of The Great Gatsby on the back of your summary notes. If you have not yet finished Chapter 2, write a summary for Chapter 1. Evaluate your own summary using your list of characteristics for an effective summary; for each of the 5 categories, circle whether your summary is effective or ineffective.

Vocabulary Quiz: The Great Gatsby 1-2
Take out a sheet of paper and number 1 – 10 You will need room for the word, the definition, and an example sentence using the word.

Vocabulary Quiz: The Great Gatsby 1-2
Word Definition Example Sentence Explicit Implicit Inference Analysis Characterization Privy Supercilious Contemptuous Cynical Hauteur

Warm Up 5th Period: Sit in groups of 3
Compare direct and indirect characterization. RL Analyze the impact of the author’s choices regarding how to develop characters.

Independent Reading: Chapter 2-3

Analyzing Characterization
Sometimes it can be both: “She was wearing a short, red dress.” Directly, we know what she looks like. Indirectly, we could infer she is sassy. Sometimes it can be direct, but false. Examples? Always think about HOW and WHY an AUTHOR uses certain kinds of characterization. Do they use mostly direct or indirect characterization? Do they use more description or dialogue? Can you always trust what the characters or narrator think and say?

Expert Groups: Nick, Tom, Daisy, or Myrtle Create STEAL wheel for your group’s major character Inside for TEXTUAL EVIDENCE: what does the author actually say? Outside for INFERENCES based on evidence: what does that make me think?

Jigsaw Groups: Compare and share INFERENCES about characters. How does the author, F. Scott Fitzgerald, create characters? Does he use mostly direct or indirect characterization? Why do you think he uses that one?

Analyzing Characterization Quick Write (using TEXTING)
Compare two characters. Explain which character you most identify with and why. Write a new scene for a character that isn’t in the book based on what you know about him/her. Fitzgerald’s use of characterization is a tool to develop the novel’s major themes. Based on what you know so far, predict the theme of the novel and support your prediction.

Contextual Vocab The Great Gatsby 3-5
Vocab Word Context Inferred Meaning Actual Meaning Nobility p. 44 Condescend Skepticism p. 45 Punctilious p. 64 Incredulity p. 66

Vocab Word Context Inferred Meaning Actual Meaning
Nobility (n.) Instead of rambling this party had preserved a dignified homogeneity, and assumed to itself the function of representing the staid nobility of the countryside--East Egg condescending to West Egg, and carefully on guard against its spectroscopic gayety. Group of people with high social or political class. Condescend (v.) To lower yourself and be equal to others Skepticism (n.) Taking our skepticism for granted, he rushed to the bookcases and returned with Volume One of the "Stoddard Lectures." "See!" he cried triumphantly. "It's a bona fide piece of printed matter. An attitude of disbelief Punctilious (adj.) This quality was continually breaking through his punctilious manner in the shape of restlessness. Strictly formal Incredulity (n.) My incredulity was submerged in fascination now; it was like skimming hastily through a dozen magazines. Inability to believe

Supporting Details – Question Analysis
ACT CRS: SD Locate important details in uncomplicated passages. Make simple inferences about how details are used in passages. Supporting details develop the main idea. Tips for supporting detail questions: Look for key words in question Refer back to passage Predict the answer

Write down the textual evidence that supports the correct answer. Write down the textual evidence that negates each incorrect answer.

The best answer is A. Evidence for this choice is EXPLICITLY stated in lines 4-6: "young, gifted, and black, which was how Abshu saw every child milling around that dark street." The best answer is NOT B because details throughout the passage IMPLY that Abshu wanted to raise the children's expectations and "broaden the horizons" (lines 3-4); he did not want to tone down expectations. The best answer is NOT C. The passage does EXPLICITLY mention that Abshu "was always challenged by a new set of boys who showed up at the center" (lines 80-81), but there is no evidence anywhere in the passage to suggest that the boys who challenged him were more likely to succeed than others. The best answer is NOT D because there is no evidence in the passage to support the idea that the group of children at the center were more important than the individuals.

Group Presentations Each group will present one of the questions, reviewing the support for both correct and incorrect answers. Group grades will be based on: Use of academic vocabulary (explicit, implicit, analysis, inference) Participation of every member Correct and thorough question analysis Clear explanation of thought processes

Warm Up What are the tips for answering supporting detail questions?
Look for key words in question Predict the answer Refer back to passage ACT CRS: SD Locate important details in uncomplicated passages. Make simple inferences about how details are used in passages.

Supporting Detail – Question Analysis
Summarize chapter 3. Before “reading”, underline key words and phrases that you should look for while “reading” the film Next to each question, predict the answer.

Supporting Detail – Question Analysis
Write your correct answer. Defend your answer by EXPLICITLY explaining the evidence from the text. Model # 1 & 2. Quiz grade for # 3 & 4 10 points each for answering correctly 10 points for each answer choice with evidence

Supporting Details - summary
Use your supporting detail questions, and other details from the “reading” of the film, to write a summary of chapter four. Remember that a summary should: Be objective Be accurate Include only important details Order events and ideas sequentially Clearly identify characters and settings

What is the American Dream?
Warm Up TAKE OUT A CLEAN SHEET OF PAPER FOR THIS WARM UP and write the question at the top. What is the American Dream?

Independent Reading Journal Questions
Chapter 5: How does Gatsby change when he finally encounters Daisy? How does Daisy change when she finally encounters Gatsby? Explain the meaning of the green light. Describe your reaction to Nick’s decision to reintroduce Daisy and Gatsby. Did he do the “right” thing? Chapter 6: How does Gatsby embody the American Dream? How does Dan Cody affect Gatsby’s life? Why doesn’t Daisy enjoy the party? Why is being with Daisy so important to Gatsby?

Close Reading: The American Dream
Explicit: Circle unknown words and find their meaning. Underline important quotes that relate to or might answer the questions. Implicit: In the empty spaces, make inferences to answer the questions with the quotes you have underlined. Questions: What is the promise that New York holds? What is the purpose of the hearse? What is the purpose of the limousine?

American Dream Quotes With your groups, take turns reading aloud and discussing the various quotes about the American Dream. Paraphrase THREE quotes (and their authors) that stick out to you on your Warm Up paper. What are the different Dreamers? What are the different Dreams? What do they all have in common?

American Dream Quotes Read the background essay and answer the questions based on the quotes and the article. How has the American Dream changed throughout history? How is the American Dream achieved? What makes this dream uniquely American?

Defining the American Dream
Write a new definition for the American Dream using your quotes and ideas from today’s lesson. Based on this definition, brainstorm about what is your American Dream. What do you want to achieve in this life? What do you want to see this country achieve? What are the obstacles you will need to overcome and that you are able to overcome because you live in America?

Warm Up Choose a character and discuss how the setting of the novel affects and/or shapes the character. They live in the 1920’s They live in East Egg/West Egg/Valley of Ashes They were born with or without money They were born in the South or the Midwest They currently live in 1920’s near New York They live during the Prohibition, after the Great War, during the Stock Market boom, during the Jazz Age

Chapter 5: How does Gatsby change when he finally encounters Daisy? How does Daisy change when she finally encounters Gatsby? Explain the meaning of the green light. Describe your reaction to Nick’s decision to reintroduce Daisy and Gatsby. Did he do the “right” thing? Chapter 6: How does Gatsby embody the American Dream? How does Dan Cody affect Gatsby’s life? Why doesn’t Daisy enjoy the party? Why is being with Daisy so important to Gatsby?

Academic Vocabulary NARRATIVE: develops real or imagined experiences, events, or characters using techniques such as dialogue, description, reflection, plot lines, sensory language, etc. Personal essay: a short work of autobiographical nonfiction written with the elements of a narrative

Narrative Writing Task
Setting Character On the back, brainstorm the different setting you have experienced: Time: 21st century Place: your home, your schools, your city, your country Atmosphere: social climate of the country Reflect on how each of those settings contributed to your personality. Religion/values Technology interests Interests Hobbies Relationships

Growing up in a family that told stories made me appreciate narratives and develop my own imagination. Growing up in a poor family made me appreciate what I have and work hard in school to get scholarships for college. Growing up in a religious home has instilled me with certain values. Going to U of L helped me meet my (fingers crossed) future husband. Living in Louisville allows me to teach at an inner city school and participate in culture.

Review the rubric. Each group will be assigned a section of the rubric. Discuss the meaning of the section and paraphrase the section in your own words. Groups share out so everyone has an understanding of the expectations.

Warm Up What is the purpose of the opening paragraph in a piece of writing? W a: Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Academic Vocabulary PURPOSE: the reason for writing that flows into your controlling idea or thesis. AUDIENCE: the people who will read or hear what you have written POINT OF VIEW: The perspective from which a story is told; first person – I, third person – he, she, they

Chapter 6: How does Gatsby embody the American Dream? How does Dan Cody affect Gatsby’s life? Why doesn’t Daisy enjoy the party? Why is being with Daisy so important to Gatsby? Chapter 7:

Narrative Opening Opening paragraphs should: Engage the audience
Orient the audience Establish the point of view Introduce the purpose statement/controlling idea/thesis

Narrative Opening: Model
Once upon a time, a little girl lived in a swamp. The time was late in the 20th century and the swamp was Gainesville, Florida. The time included the growth of the World Wide Web and personal cell phone usage; the swamp included mosquitoes and Gator football. But these aspects of the girl’s setting didn’t shape her character nearly as much as her more immediate setting: her home life. I was that girl, and the atmosphere of storytelling in my family’s house in the swamp developed my appreciation for and understanding of literature. Draw the icon near each sentence that does one of the following: Engage the audience Orient the audience Introduce the purpose (thesis) Establishes the point of view

Narrative Opening: Engage and Orient the Audience
AUDIENCE: the people who will read or hear what you have written Engage the audience: the “hook” Avoid cliché introductions like questions, quotes, and shocking statements Make audience feel emotion Include interesting descriptions Use mystery or suspense Activate audience background knowledge Orient the audience Clearly set up what you are talking about Make your purpose clear with purpose statement/thesis

Narrative Opening: Engage and Orient the Audience
In the summer of 1977, I saw “Star Wars” twenty-one times, mostly by myself. I was thirteen—that kid alone in the ticket line, slipping past ushers who’d begun to recognize me, impatient to get to my favorite seat. All twenty-one viewings took place at the Loews Astor Plaza at Forty-fourth Street, just off Times Square in New York. The Astor Plaza was a low, deep-stretched hall with a massive screen and state-of-the-art sound, newly enough renovated to be free of the soda-rotted carpet that was a feature of New York theatres in those days. I associated the theatre with the Death Star; getting into it always felt like an accomplishment. The movie theatre helped me realize sometimes it was okay, sometimes it was even better, to be alone.

Narrative Opening: Establishing Point of View
POINT OF VIEW: The perspective from which a story is told; first person – “I”, third person – “he”, “she”, “they” What are the strengths of each point of view? Which point of view is The Great Gatsby told from? How would Gatsby be different if it was told from third person point of view? In a personal narrative, what should the point of view be? Why?

Narrative Opening: Introducing the Purpose Statement
The PURPOSE is the reason for writing that flows into your controlling idea or thesis. The purpose is bigger than “to inform”, “to argue”, or “to entertain”; it drives the writing. Focus your own brainstorm into a single purpose statement/controlling idea/thesis for your essay. Example of your SETTING shaped/affected/developed/created part of your CHARACTER. Growing up in a home that valued stories developed my passion for and understanding of literature.

Narrative Opening Whenever you write an opening paragraph, begin with the purpose statement and then work backwards. Decide what the audience needs to know before you introduce your purpose statement. Find an interesting way into your topic, something that will interest the reader and/or access their own background knowledge about the ideas in the paper.

Warm Up The Great Gatsby is framed as a flashback; Nick is in present day telling a story that happened years before. Explain why the author might have chosen to begin after all the events of the story have happened. SEQUENCE: A particular order in which related events or moments are arranged to follow each other. W c: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

Chapter 6: How does Gatsby embody the American Dream? How does Dan Cody affect Gatsby’s life? Why doesn’t Daisy enjoy the party? Why is being with Daisy so important to Gatsby? Chapter 7:

Sequence Techniques What are some different types of sequence, or order of events, that could be used in a narrative? Chronological order: 1, 2, 3 Flashback: 3, 1, 2 Reverse Chronological: 3, 2, 1 What are the advantages or purpose of each? Chronological: growth, resolution, makes sense Flashback: mystery, suspense Reverse Chronological: the beginning is actually the most interesting; keep the audience in the dark; rarely used, potentially confusing

Sequence Examples Read each story aloud in your group and identify the sequence. Explain the effect and/or purpose of each type of sequence. Which do you prefer? Why?

Sequence Example #1 Katie is hanging from the side of a building while her sister Mollie stomps on her fingers. Katie asks what she's done to deserve this, making Mollie even more furious. Mollie is playing with her blocks when Katie stomps through, destroying the work Mollie has spent an hour creating. Mollie is about to ask out Billy when Katie hits Mollie with a soccer ball. Billy laughs and Mollie runs away. Mollie is in an interview for her dream job when she starts to feel sick; she realizes her sister switched lunches, giving Mollie a peanut butter sandwich, despite knowing that Mollie is allergic to peanuts. Mollie is about to audition for a tightrope-walking act that will be on television when Katie shows up and cuts in front of her in line for the audition. A gust of wind pushes Katie off the highwire; Katie manages to grab on to the edge of the building, but is hanging by her fingers, calling for help, when Mollie stomps on her fingers. Mollie ends up getting arrested for attempted murder, and Katie gets a job hosting a television show about jealous brothers and sisters.

Sequence Example #2 Mollie is playing with her blocks when Katie stomps through, destroying the work Mollie has spent an hour creating. Mollie is about to ask out Billy when Katie hits Mollie with a soccer ball. Billy laughs and Mollie runs away. Mollie is in an interview for her dream job when she starts to feel sick; she realizes her sister switched lunches, giving Mollie a peanut butter sandwich, despite knowing that Mollie is allergic to peanuts. Mollie is about to audition for a tightrope-walking act that will be on television when Katie shows up and cuts in front of her in line for the audition. A gust of wind pushes Katie off the highwire; Katie manages to grab on to the edge of the building, but is hanging by her fingers, calling for help, when Mollie stomps on her fingers. Mollie ends up getting arrested for attempted murder, and Katie gets a job hosting a television show about jealous brothers and sisters.

Sequence Example #3 Mollie ends up getting arrested for attempted murder, and Katie gets a job hosting a television show about jealous brothers and sisters. Katie is hanging from the side of a building while her sister Mollie stomps on her fingers. Katie asks what she's done to deserve this, making Mollie even more furious. Mollie is about to audition for a tightrope-walking act that will be on television when Katie shows up and cuts in front of her in line for the audition. A gust of wind pushes Katie off the highwire; Katie manages to grab on to the edge of the building, but is hanging by her fingers, calling for help, when Mollie stomps on her fingers. Mollie is in an interview for her dream job when she starts to feel sick; she realizes her sister switched lunches, giving Mollie a peanut butter sandwich, despite knowing that Mollie is allergic to peanuts. Mollie is about to ask out Billy when Katie hits Mollie with a soccer ball. Billy laughs and Mollie runs away. Mollie is playing with her blocks when Katie stomps through, destroying the work Mollie has spent an hour creating. In the womb, Mollie is getting ready to be born when her twin sister, Katie, sticks her butt in Mollie’s face.

Sequence Examples Flashback: Telling this story using non-chronological order makes Mollie seem like the villain at the beginning; the flashback then reveals Mollie is actually the victim (who also has terrible luck and/or judgment). This changes the reader's expectation of what will happen after the first scene, and makes the ending that much less fair for Mollie. Chronological order: By telling the story in chronological order, it is a little shorter, but there is no "twist" involved. Reverse-Chronological order: By telling the story in reverse-chronological order, the audience can get a different perspective on things. It combines some of the twist of the flashback version, but also makes it easy to see how these events ran from one to the next, building to the conclusion (which is really the beginning).

Sequence Transitions To help keep your audience on track, select effective transitions for the first sentence of each new paragraph AND OTHER PLACES WHERE YOUR NARRATIVE TRANSITIONS. Move beyond “to begin with”, “secondly”, “in conclusion”; look for or create more mature options.

Sequence Transitions Use transitions when, well, you transition:
Between times or moments Between locations or settings Between characters (POV shifts) Between scenes Between moods, tones, emotional shifts, or significant changes of pace

Sequence Transitions A month later After the confrontation After dinner Afterwards As the moon came out As the rain stopped At the same time At one o'clock At school the next day At the appointment At the summer solstice By noon By the time that For three days In the morning In the second year It took two weeks to Later that afternoon Meanwhile On the way to On the first day of school That night The next meeting The next morning The next week Two weeks later Weeks passed When dinner was over When it was time for the date When the moon came up When the police arrived When the rain stopped When they got back When they saw the place When we reached the location

Model Analysis Analyze the model essay and identify the sequence.
Complete a sample prewrite based on the model essay.

Warm Up What is an anecdote (not antidote)?
An anecdote is a short and amusing story Your personal essay about how a setting shaped your character should contain short, amusing anecdotes, snippets of your memory to help the reader visualize the setting and your character W c: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

Contextual Words Academic Words Privy (adj.) p. 1 Sharing a secret Explicit (adj.) Fully and clearly expressed Supercilious (adj.) p. 7 Acting better than others Implicit (adj.) Not clearly expressed Contemptuous (adj.) p. 11 Showing disrespect or scorn Inference (n.) Educated guess based on text and background knowledge Cynical (adj.) p. 16 Distrustful of humanity Analysis (n.) Detailed breakdown to study elements or structure Hauteur (n.) p. 30 Snobby pride Characterization (n.) The way an author develops a character’s personality Nobility (n.) p. 44 Group of people in a high social class Narrative (n.) Story that develops real or imagined experiences with a variety of techniques, such as dialogue, description, reflection, etc. Condescend (v.) To lower yourself to be equal to others Purpose (n.) Reason for writing that drives controlling idea/thesis Skepticism (n.) p. 45 An attitude of disbelief Audience (n.) the people who will read or hear what you have written, requiring the text to be written with their background knowledge in mind Punctilious (adj.) p. 64 Strictly formal Point of View (n.) The perspective from which a story is told; first person – “I”, third person – “he”, “she”, “they” Incredulity (n.) p. 66 Inability to believe Sequence (n.) A particular order in which related events or moments are arranged to follow each other.

Chapter 6: How does Gatsby embody the American Dream? How does Dan Cody affect Gatsby’s life? Why doesn’t Daisy enjoy the party? Why is being with Daisy so important to Gatsby? Chapter 7: This chapter contains the climax. As you read, list the major happenings. In your reading journal, note the major events as they build on each other. FOR EXAMPLE: Because its so HOT, they all decide to go to town.

Prewrite: DUE TOMORROW
Complete your own prewrite for the narrative task. Begin with the thesis statement: what aspect of your setting and character will you be discussing? Identify three anecdotes you can discuss separately or three parts of one story you can explore to show how setting shaped your character. Think of anecdotes in your setting that carry meaning or could be described vividly and interestingly. If you finish your prewrite, draft your opening paragraph using the notes from earlier this week.

Prewrite: DUE TOMORROW
Outside -> Hunting : three stories about being outside as a kid 21st Century -> Technology: three different types of technology OR three different memories Home with sports -> athletic: three memories with sports, three different sports No permanent home -> lonely; describe three of the setting and feelings of leaving Home with music -> musician; describe three musical memories or experiences with three types of music

Narrative Opening Whenever you write an opening paragraph, begin with the purpose statement and then work backwards. Decide what the audience needs to know before you introduce your purpose statement; give an immediate snapshot of the setting and your life. Find an interesting way into your topic, something that will interest the reader and/or access their background knowledge.

Warm Up Study your vocab words for the quiz.
PREWRITE DUE TODAY: place on your desk. Hook Thesis Anecdote topics Details

Chapter 6: How does Gatsby embody the American Dream? How does Dan Cody affect Gatsby’s life? Why doesn’t Daisy enjoy the party? Why is being with Daisy so important to Gatsby? Chapter 7: This chapter contains the climax. As you read, list the major happenings. When you finish the chapter, analyze the cause and effect relationship of the events and how they lead to the climax. FOR EXAMPLE: Because it’s so HOT, they all decide to go to town.

Vocab Quiz

ACT: Generalizations and Conclusions
Another type of question on the Reading ACT are generalization and conclusion questions. Unlike Supporting Detail questions, where the evidence is EXPLICITLY stated in the text, Generalization and Conclusion questions require you to make inferences about people, ideas, etc. INFERENCES are your educated guesses based on IMPLICIT evidence in the text. IMPLIED EVIDENCE+ BACKGROUND KNOWLEDGE = INFERENCE/G&C

ACT: Generalizations and Conclusions
# My Answer Implied Evidence from the text My Inferences 1 2 3 4

Warm Up What are the techniques of narrative writing?
W b: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Narrative Technique: Pacing
Pacing is the manipulation of time in a narrative. Pace your narrative by balancing events with description; don’t go too fast or too slow. “Scene vs. Summary”: For each topic, you must decide will it have a full scene or a summary? Use transitions along with pacing to help orient the reader and keep them on track. Play with pace by increasing or decreasing action, description, dialogue, reflection, and sentence structure. (Review next slide.)

To speed up pace: Include a lot of action. Avoid having much (if any at all) description and deep thinking. Have the narration be close-up. If it was a film, the camera would be focused on the action, on the people - rather than having a panoramic vista. Have short snappy sentences. Cut adverbs and adjectives to an absolute minimum. Use stronger nouns and verbs. Dialogue should be abrupt and to the point. You won’t have your characters saying hello or commenting on the weather. To slow down pace : You don’t need as much, or any action. This is the time for reflection and description. Have a wide viewpoint - like a camera panning back. Think of the film Lord Of The Rings - the camera often panned back to show them riding or walking in their environment. You can have longer sentences, even more flowery ones. You can use adverbs and adjectives. Dialogue can be more relaxed. It should still always have a point to it - in novels characters don’t talk for the sake of it.

NARRATIVE TRANSITIONS A month later After the fight After dinner Afterwards At the same time At one o'clock At school At the summer solstice By noon By the time that For three days In the morning In the second year It took two weeks Later that afternoon Meanwhile On the way to On the first day That night The next morning The next week Two weeks later Weeks passed When dinner was over When it rained When they got back

Identify the pace of two different models: fast or slow? Explain how you know. Record examples of transitions from the model essay.

Narrative Technique: Dialogue
When using dialogue, make sure it is brief and purposeful to help your reader not only see, but hear. Use dialogue tags to identify the person and tone of spoken words. Avoid boring dialogue tags like he said and she asked; instead try she giggled, he interrupted, they pleaded. If the tag comes after the dialogue, add punctuation (comma, question mark, exclamation mark) inside the quotes. “I don’t know what to do about the lack of food in this kitchen,” my aunt moaned. If the tag comes before the dialogue, put a comma before the quotation marks. He yelled, “I will not be going to church today!”

DIALOGUE TAGS acknowledged hinted roared admitted hissed sang agreed howled screamed answered inquired screeched argued interrupted shouted asked laughed sighed barked lied snarled begged mumbled sobbed bellowed muttered threatened blustered nagged wailed bragged pleaded warned complained promised whimpered confessed questioned whined cried remembered whispered demanded replied wondered denied requested yelled giggled retorted

Read the models to find examples of interesting dialogue (AND TAGS) and record them. Be careful to be exact about punctuation and underline the dialogue tags.

Narrative Technique: Description
SHOW don’t TELL Your audience has not lived your life, so you have to describe it thoroughly to allow them to visualize. Don’t just use interesting adjectives, but also interesting NOUNS and VERBS.

DESCRIPTION EXAMPLE – George Orwell, “Shooting an Elephant” When I pulled the trigger I did not hear the bang or feel the kick–one never does when a shot goes home–but I heard the devilish roar of glee that went up from the crowd. In that instant, in too short a time, one would have thought, even for the bullet to get there, a mysterious, terrible change had come over the elephant. He neither stirred nor fell, but every line of his body had altered. He looked suddenly stricken, shrunken, immensely old, as though the frightful impact of the bullet had paralysed him without knocking him down. At last, after what seemed a long time–it might have been five seconds, I dare say–he sagged flabbily to his knees. His mouth slobbered. An enormous senility seemed to have settled upon him. One could have imagined him thousands of years old. I fired again into the same spot. At the second shot he did not collapse but climbed with desperate slowness to his feet and stood weakly upright, with legs sagging and head drooping. I fired a third time. That was the shot that did for him. You could see the agony of it jolt his whole body and knock the last remnant of strength from his legs. But in falling he seemed for a moment to rise, for as his hind legs collapsed beneath him he seemed to tower upward like a huge rock toppling, his trunk reaching skyward like a tree. He trumpeted, for the first and only time. And then down he came, his belly towards me, with a crash that seemed to shake the ground even where I lay.

Record examples of interesting description from the model essays.

Narrative Technique: Reflection
Stories are not just to entertain, but to reflect on your own life and to help others reflect on life. Answer the question that every reader asks: SO WHAT? People would not normally pay attention to someone just trying to teach them about life, but by telling a story you gain their interest and attention so you can then share the reflection. Clincher sentences: each body paragraph should sum up at the end with a reflective statement that ties back to the purpose statement and gives the anecdote meaning.

Narrative Technique: Reflection
Examine the model essays and record examples of reflection and clincher sentences.

Narrative Technique Exit Slip: Describe and explain which narrative technique appeals to you the most.

Warm Up: Contextual Vocab
Malice (n.) p. 148 The desire to do evil Melancholy (adj.) p. 152 A feeling of sadness Surmise (v.) p. 164 Believing something is true without evidence Complacent (adj.) p. 176 Satisfaction with one’s own success; conceited Transitory (adj.) p. 180 Not permanent

Drafting Double space for revision and editing later.
As you write, be conscious of your use of Pacing Dialogue Description Reflection

Warm Up: Academic Vocabulary
Technique (n.) A way of writing to purposefully achieve an artistic effect Sentence Structure (n.) The arrangement of words in a sentence; good writers use a variety Precise Words (n.) Using language that is vivid and descriptive, not vague and informal Reflective Conclusion (n.) Wrapping up a story by tying in larger lessons and offering insight about life Theme (n.) The universal message in a piece of writing

Reflective Conclusion
RESTATE the purpose: say your thesis statement in a different way with different words. REFLECT on what you learned and how it applies to yourself or your readers Reflective conclusions move from the SPECIFIC to the GENERAL; from the isolated anecdotes to the larger picture: your future or how the story is really about everyone.

General – topic appeals to readers Specific – Thesis, purpose of paper
General – topic applies to readers or self

Reflective Conclusions
What have you learned and how does it apply to your future? What have you learned and how could it apply to others?

For each conclusion, Identify the purpose/thesis: what is the statement that summarizes the essay? Identify the reflection: what statements show how this essay applies to the larger world?

Perhaps this is no twist ending, but that little girl from the swamp is now living happily ever after teaching others about reading. Just as all the characters I have read and loved were transformed by the worlds they inhabited (I’m looking at you, Wendy and Alice), so I was transformed by the literary environment I grew up in. The books and stories available in my home allowed me to cultivate not only an enduring passion for literature, but also the skills to understand the volumes I read. I know that every child does not have access to such a storybook beginning. As a teacher, I hope to create a text rich setting in my own classroom, and I hope this setting will shape students into lifelong readers.

I hate arriving late for movies now, and would never watch one in the broken fashion I used to, although I suspect that I learned something about the construction of narratives from the habit. But I still go to the movies alone, all the time. It’s as near as I come in my life to any reverent or worshipful or meditational practice. As a solitary moviegoer, I can take a break to go to the bathroom and return to another part of the theatre and watch from a different seat—a thrill that has not diminished. After my mother and I saw “Star Wars” that day, I decided to stay and watch it a second time, and she left me there and took the subway home alone. I see now that this was a kind of rehearsal. I was saying, in effect, Come and see my future, Mom. Enact with me your parting from it. Here’s the world of cinema and stories I'm using to survive your going—now go. How generous of her to play in this masquerade, if she knew.

Still, in spite of it all, the workers persevere and triumph. They deserve so much more than a day of backyard barbecues, a few hollow speeches and parades. One day our society will grow wise enough to truly respect and celebrate its workers. I want to live long enough to see it. It is my dream. After all, I have lived long enough to see men and women go from mules to microchips in the cold eyes of the bosses.

Drafting Complete the reflective conclusion section of your prewrite.
Double space for revision and editing later. As you write, be conscious of your use of Pacing Dialogue Description Reflection

Warm Up What is a close reading? What is its purpose?
RI : Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Close Reading: Reading Diagnostic Assessment
Before you read, predict the content of the passage based on scan and title. As you read, summarize each paragraph and state its purpose. If you don’t understand, RE-READ, multiple times if necessary. As you read, use context clues and inferences to find the meaning of unknown words. After you read, use your ongoing summary to find the author’s main idea or purpose: what does everything in the passage add up to?

ACT Practice Questions
Main Ideas and Author’s Approach Identify or infer the main idea or purpose of a passage; understand the approach taken by an author or narrator (point of view, evidence, etc.) Question stems refer to big ideas Repeated questions focus on same idea: “life fully lived” appears in questions #5 and #9 Don’t focus on one specific part of passage, but overall

Supporting Details Locate details; understand the purpose of details Refer to specific parts of passage: “fourth paragraph”, “lines 12-15” Asks which answer is “supported by the passage”

Generalizations and Conclusions Draw generalizations and conclusions about people, ideas, and so on. Based on IMPLIED evidence in the text using a reader’s INFERENCES. Point of view questions Specific characters or ideas mentioned, “Abshu and the Masons” Mentions characterization, “Abshu could be characterized as:”

Read through the pre-assessment questions and determine the question categories. For each question category, write the sample question stems on your notes. After viewing Chapter 7 of The Great Gatsby, write one of each type of question; make sure your questions are based on evidence IN THIS SCENE. Explain the EVIDENCE that supports or disproves each answer choice. Trade with a partner and see if they can correctly determine the answer.

Reading Proficiency Assessment: 30 Minutes
Complete the Student Analysis Sheet (for me); “My Answer” column only Complete the bubble sheet (for the district) When you finish: Check your answers by completing “Evidence” column Work on rough draft – DUE MONDAY!

Warm Up What is meant by the term “relevant”? How might it relate to a writing piece? Take out your rough draft. ACT CRS: TD Identify the basic purpose or role of a specified phrase or sentence. Delete a clause or sentence because it is obviously irrelevant to the essay.

Relevant Info Write a summary for The Great Gatsby chapter 7, focusing on how events build on one another and spiral out of control. Include only relevant information. Starts on pg. 113 – Nick and Gatsby go to the Buchanans for lunch Ends on pg. 145 – Gatsby waiting outside after the accident

Relevant Info Gatsby and Nick are invited to lunch with the Buchanans and Jordan; Gatsby’s plan is for Daisy to admit her affair to her husband. The temperature is boiling, making tempers flare. When Daisy calls Gatsby cool, Tom realizes they are having an affair and abruptly insists on driving into the city. Gatsby and Tom switch cars to go to town, causing confusion over who was driving later in the chapter. When Tom stops for gas, Wilson tells him that Myrtle is cheating and they plan to move away. At the hotel, Tom asks Gatsby about his Oxford days and exposes his noble background as a fraud. Tom also calls Gatsby and Daisy on their affair; Gatsby claims Daisy has only ever loved him. Daisy wants to get back at Tom but can’t go as far as to say she never loved her husband. Tom continues to harass Gatsby about his illegal activities, causing Gatsby to lose his cool and look like he’d “killed a man”. Daisy is disturbed by what she sees and hears of Gatsby and she begs Tom to take her home. Tom insists she ride back with Gatsby in his own car; she drives in an attempt to calm her nerves. When Myrtle sees the yellow car, she believes Tom is still driving and runs out to flag him down, but Daisy runs her over instead. When they all get back to Long Island, Tom and Daisy plan a getaway together, while Gatsby waits outside.

Relevant Info Tom wants to make a garage out of a stable.
Daisy, Jordan, and Pammy are all wearing white dresses. Tom wishes he were out on the bay today. It cost $1.20 to fill up at Wilson’s garage. Tom suggests going to the movies. There is a wedding going on downstairs in the hotel. This information is not relevant in a summary that follows cause and effect events in chapter 7. What would the topic need to be for each point to be relevant?

Independent Reading Chapters 8 & 9: In your reading journal, describe the fate of each major character. Myrtle Wilson Gatsby Tom Daisy Jordan Nick

Relevant Info Relevant information is directly related to the topic; irrelevant information is NOT directly related to the topic. Relevant information: Transitions from one topic to another Introduces topic Describes topic Explains topic Develops examples of the topic Connects description and examples to topic Reflects on the topic All sentences in each paragraph must directly relate to the purpose to make them relevant.

Relevant Info Review each model paragraph.
For each sentence, determine whether it is relevant or irrelevant to the topic of the paragraph. If the sentence is irrelevant, identify it as so. If it is relevant, explain how the sentence develops the topic.

Relevant Info My earliest experiences with stories in the swamp involved family Bible time. But every night (let me be clear: EVERY night) my dad would call together my brother and I for a reading of The Bible in Pictures for Little Eyes. I was usually on the phone with my friends and my brother was usually in his room playing with toys. Each page contained a picture, a Bible story summed up in one paragraph, and a set of questions. The pictures more vividly portrayed the events than the words ever could and gave way to long discussions about ancient times and values. We also read Mother Goose and Brer Rabbit stories. The picture of baby Moses floating down the river in a basket captivated me; as a child myself, I couldn’t understand a mother letting her son drift away. When the King of Egypt’s daughter pulled him from the reeds, I felt such relief that he had been saved. Forget Disney, she was always my favorite princess. My second favorite princess was Ariel, the little mermaid. It was not until years later, maybe not until writing this very sentence, that I realized how much those Bible readings shaped my curiosity and my understanding about stories. I continue to approach texts with a set of questions; I want to know the people and their motives, and I long to see humanity saved in every piece of fiction I read.

Relevant Info Introduces topic of family Bible time
Describes when the reading occurred and what the book was IRRELEVANT: what we were doing wasn’t relevant to reading Describes the actual reading Describes the thinking the reading generated, already hinting at how it led to passion for literature IRRELEVANT: this story is all about Bible time, not other stories Develops example of the Bible reading Develops example of the Bible reading, connects emotionally IRRELEVANT: the topic has nothing to do with other princesses, only the Egyptian one Reflects on how these readings influenced character, relating to thesis Reflects on how these readings influence character even today

Relevant Info While Bible stories founded my first attempts at literary analysis, my dad’s semi-autobiographical stories of “Robert and Shag” developed my imagination. Working late night shifts as a correctional officer, he filled his time scripting and illustrating his own childhood adventures with his beloved shaggy dog and band of troublemaking friends. He also checked in prisoners to make sure they were sleeping and played his Nintendo GameBoy when he was bored. However, by the time the stories made it home, any actual resemblance to real life was debatable at best. Backwoods exploration was interrupted by a goofy cyclops. Camp sites were invaded by zombie frogs. While I never realized it at the time, his wild tales reworked my brain, making the magical seem not only possible but expected. I continue to look for wonder in my own life and in the tales I seek out to read. I have since read several other biographies, including ones about Walt Disney and Marie Antoinette.

Relevant Info Transitions from Bible reading and introduces topic of Dad’s stories Describes when the stories were developed and what they were about IRRELEVANT: what else Dad did at work isn’t related to the stories he told Explains that the stories were mostly based on the dad’s life, but that they were also highly imaginative. Develops a vivid example of the stories Develops another vivid example of the stories Reflects on how those stories developed imagination at the time Reflects on how those stories affect current reading IRRELEVANT: this paragraph is specific to my dad’s story, other biographies don’t matter

Relevant Info Besides the Bible and Dad’s spun stories, the books my mother made available grounded my literary development. Each week she took me to spend hours spent at the library : special times when adventure was found in hoping that each new book I considered could be my new favorite. The library was tucked in between the firehouse and the community college. Birthdays included trips to the bookstore; I found a bizarre pride in knowing these books would not have to be returned to the musty old library for other people to touch and mangle. There were three bookstores in the towns around us. (They were treasured possessions, and I own most of them to this day.) My mother personally introduced me to Brer Rabbit, the Boxcar Children, and Nancy Drew. My mother showed me the way to Neverland, Wonderland, and the secret garden. She was always a stay at home mom and only took a job at the community college when my brother and I graduated from high school. While she perhaps doesn’t realize it, the most thrilling gift I open each Christmas is the box of books she still gives me each year. Whether it is the complete Harry Potter series or random Japanese anime, I spend my holiday morning fanning pages and smelling the printed words that now belong solely to me. As a result, I continue to mature as a reader and thinker each year.

Relevant Info Transitions from Dad’s stories and introduces topic of mom’s role in reading development Describes how mom developed reading IRRELEVANT: where the library was has nothing to do with reading or character. IRRELEVANT: how many bookstores has nothing to do with reading or character. Develops how important books from mom are Gives examples of reading mom introduced IRRELEVANT: mom’s employment has nothing to do with reading or character. Describes how mom continued to develop reading Develops how important that reading still is Reflects on how this reading matured reading

Revision: Relevant Info
Number the sentences for your body paragraphs. Consider the purpose of each sentence: how does it relate to your topic? Cross out sentences that don’t relate to your purpose. Add any other relevant information your paper needs that: Transitions from one topic to another Introduces topic Describes topic Explains topic Develops examples of the topic Connects description and examples to topic Reflects on the topic

Warm Up Determine which sentence below is more interesting and explain your reasoning. I was really scared. I nearly jumped out of my green chucks; I screeched and crouched in terror. Take out your rough draft. W d: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Tomorrow – LAB Room #220 Bring prewrite and rough draft with revisions
Need some way to save paper: USB Google Drive, SkyDrive, iCloud, Dropbox Need to know your computer login Typed rough draft due Thursday Bring reading journal for grading THURSDAY: Daily warm ups Chapters 1-4: character chart Chapters 5-6: questions and answers Chapter 7: track cause and effect events Chapters 8-9: fate of each character

Revision: Narrative Techniques
When writing a narrative: show, don’t tell. I was really scared. I nearly jumped out of my green chucks; I screeched and crouched in terror. Revise for the following: Precise words: take out “was”, “am”, “is”, “really”, “a lot”, “good”, “great” Details: develop and describe characters, settings Sensory language: colors, sounds, textures, feelings

Revision: Relevant Info
For each narrative technique (20 minutes each): Take down the notes (top of odd page) Complete the chart (bottom of odd page) Find examples in The Great Gatsby (top of even page) Revise your draft (bottom of even page)

Narrative Technique: Precise Words
If your writing is not as clear, sharp, or fresh as it could be, a careful look at your word choice might help. Strong verbs Precise nouns Specific adjectives

Dull, Vague Words Lively, Precise Words The dog ran through the woods. The terrier bounded through the underbrush. I fell into the water. I tumbled into the churning foam. People yelled at the mayor. Irate citizens harangued the mayor. I walked to the store. I was sad.

Open The Great Gatsby and find two sentences that contain particularly good word choice. Write them down and explain why they pop out to you.

Review your draft and follow these steps for each body paragraph: Circle nouns or verbs that seem vague or weak. In the margin, replace each weak word with an interesting alternate. Underline phrases and sentences that are wordy. In the margin, find one or two punchy words that mean the same but express the idea more forcefully. Check to see if there are any sentences with no circling or underlining; challenge yourself to find more places to add vivid words to create a clearer picture or convey a stronger attitude.

Narrative Technique: Details
Effective details give the reader a more complete picture of your narrative: Develop setting Use transitions for time/place Describe setting Develop character Dialogue Describe people/self Develop events Describe examples Describe experiences

Little to No Detail Sufficient Detail I saw her reading a book. -> edit gives details of who was reading, where she was reading, and what she was reading One early morning, I sauntered into the living room to find my mom reading a thick book called Best Loved Poems to Read Again and Again. We had a disagreement. -> edit gives details of who was arguing, the tone of voice, and what the disagreement was “While you are living in this house, you will follow our rules,” my dad commanded. I weakly replied, “Then I suppose I should no longer live in this house.” The family played games after dinner. -> edit gives details about dinner and the game As the table was cleared, a Monopoly board replaced the serving dish of chicken. Plastic hotels, paper money, and small tokens replaced our plates and forks. We had classes together. It was our first date.

Open The Great Gatsby and find a sentence with details that develop the setting, a sentence with details that develop a character, and a sentence with details that develop the events. Write each one down and explain how it develops the setting, character, or event.

Review your draft and follow these steps for each body paragraph: Highlight details that already exist in your essay. In the margins, add RELEVANT details that develop the setting, characters, and events.

Narrative Technique: Sensory Language
Sensory language is simply precise words and details that appeal to human senses: Sight Sound Taste Smell Touch

Dull Language Sensory Language She made a cake. Her butter-yellow cake was shaped into three fluffy round layers; each one was golden brown around the edges. She made a glaze to go on the cake. The caramel topping bubbled and popped as it boiled. I could smell the cake and topping. The sweet scents of caramel and vanilla drifted through the house. I picked up one of the small cakes and ate it. The cake tasted very good.

Open The Great Gatsby and find two sentences that contain examples of sensory language. Write them down and explain how they appeal to the senses.

Review your draft and follow these steps for each body paragraph: Review the details you have already highlighted in your essay. In the extra spaces, add examples sensory language to develop these details.

Warm Up Explain what is wrong with this paragraph from a personal essay: I saw the door. It was locked. I wanted inside. I was nervous. I was curious. ACT CRS: SSF Determine the need for punctuation and conjunctions to avoid awkward-sounding sentence fragments and fused sentences. ODW: The writer consistently uses a variety of sentence lengths and structures.

Tomorrow Vocab Quiz tomorrow Reading Journal check tomorrow:
Covers all three sets of words (thirty words total) Reading Journal check tomorrow: Daily warm ups Chapters 1-4: character chart Chapters 5-6: questions and answers Chapter 7: track cause and effect events Chapters 8-9: fate of each character

Conventions: Sentence Structure
Sentence Type Description Examples Purpose Simple Complex Compound

Sentence Type Description Examples Function Simple also called an independent clause contains a subject and a verb and expresses a complete thought Complex Compound

Sentence Type Description Examples Function Simple also called an independent clause contains a subject and a verb and expresses a complete thought Nick and Jordan stopped seeing each other. Complex Compound

Sentence Type Description Examples Function Simple also called an independent clause contains a subject and a verb and expresses a complete thought Nick and Jordan stopped seeing each other. Clear, simple, punchy, to the point Speeds up the pace Complex Compound

Sentence Type Description Examples Function Simple also called an independent clause contains a subject and a verb and expresses a complete thought Nick and Jordan stopped seeing each other. Clear, simple, punchy, to the point Complex independent clause + dependent clauses Joined using words like because, since, after, although, when, that, which, who, where Compound

Sentence Type Description Examples Function Simple also called an independent clause contains a subject and a verb and expresses a complete thought Nick and Jordan stopped seeing each other. Clear, simple, punchy, to the point Complex independent clause + dependent clauses Joined using words like because, since, after, although, when, that, which, who, where The house where Nick lived was outside New York City. Compound

Sentence Type Description Examples Function Simple also called an independent clause contains a subject and a verb and expresses a complete thought Nick and Jordan stopped seeing each other. Clear, simple, punchy, to the point Complex independent clause + dependent clauses Joined using words like because, since, after, although, when, that, which, who, where The house where Nick lived was outside New York City. cause/effect, problem/solution, compare/contrast, sequence, location, time, details, description Compound

Sentence Type Description Examples Function Simple also called an independent clause contains a subject and a verb and expresses a complete thought Nick and Jordan stopped seeing each other. Clear, simple, punchy, to the point Complex independent clause + dependent clauses Joined using words like because, since, after, although, when, that, which, who, where The house where Nick lived was outside New York City. cause/effect, problem/solution, compare/contrast, sequence, location, time, details, description Compound independent clause + independent clause Joined by semicolon or comma and FANBOYS: for, and, nor, but, or, yet, so

Sentence Type Description Examples Function Simple also called an independent clause contains a subject and a verb and expresses a complete thought Nick and Jordan stopped seeing each other. Clear, simple, punchy, to the point Complex independent clause + dependent clauses Joined using words like because, since, after, although, when, that, which, who, where The house where Nick lived was outside New York City. cause/effect, problem/solution, compare/contrast, sequence, location, time, details, description Compound independent clause + independent clause Joined by semicolon or comma and FANBOYS: for, and, nor, but, or, yet, so Tom and Daisy were shallow people; Nick lost his faith in humanity.

Sentence Type Description Examples Function Simple also called an independent clause contains a subject and a verb and expresses a complete thought Nick and Jordan stopped seeing each other. Clear, simple, punchy, to the point Complex independent clause + dependent clauses Joined using words like because, since, after, although, when, that, which, who, where The house where Nick lived was outside New York City. cause/effect, problem/solution, compare/contrast, sequence, location, time, details, description Compound independent clause + independent clause Joined by semicolon or comma and FANBOYS: for, and, nor, but, or, yet, so Tom and Daisy were shallow people; Nick lost his faith in humanity. show relationship between two complete thoughts

Decide who is Player A and who is Player B. Player A has numbers 1-5 Player B has number 6-10 Number and label the following columns: # Sentence Type Joining phrase or punctuation Purpose 1 2 3 4

Working with a partner, take turns being the Player and the Coach. AS THE PLAYER: talk through each sample sentence to sentence type independent and dependent clauses joining punctuation and phrases purpose of the sentence type AS THE COACH: help the player by giving hints using notes and praise, but not giving away the answers

Tom and Daisy were shallow people; Nick lost his faith in humanity. Type: compound Clauses: Independent: “Tom and Daisy were” Independent: “Nick lost” Joining punctuation or phrase: semicolon Purpose: both discuss the attitudes of characters, particularly that Nick’s was a result of Tom and Daisy’s

In your personal essay, underline and LABEL examples of the three different types of sentences. If you can’t find an example of each, add or combine so the paper has a variety of sentences. At the end of the paper, write a statement telling me what type of sentence you use the most often in your writing.

Warm Up What is theme? How do you find it in a literary work?
RL Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Independent Reading Chapters 8 & 9: In your reading journal, describe the fate of each major character. Myrtle Wilson Gatsby Tom Daisy Jordan Nick Vocab Quiz Reading Journal check: Daily warm ups Chapters 1-4: character chart Chapters 5-6: questions and answers Chapter 7: track cause and effect events Chapters 8-9: fate of each character

Warm Up Write an objective summary of The Great Gatsby, including the
Major characters and settings Important plot events Conflict and resolution RL Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Plot Summary Characters: Settings: Conflict: Resolution: Symbols:

Plot Summary Characters: Gatsby, Tom & Daisy, Wilson & Myrtle, Nick
Settings: East Egg, West Egg, NYC, the Valley of Ashes Conflict: Gatsby wants Daisy, but she’s married to Tom. Resolution: Gatsby dies by paying for Tom’s sins and Daisy doesn’t even send a flower. Symbols: the green light, the eyes of Doctor T.J. Eckleburg, the weather

Theme Themes are the universal ideas in a literary work.
Theme is NOT a plot summary. In mature works, the theme is implied in the characters, settings, conflicts, and resolution. In mature works, there are multiple themes that interact and build on each other.

Theme “OFFICIAL” FITZGERALD THEMES: PERSONAL THEMES
Materialism and immorality corrupt the American Dream. The upper class is shallow and self-absorbed. PERSONAL THEMES You can’t repeat the past. Don’t give up on your dreams. Not every dream is worth chasing.

Theme: Materialism and immorality corrupt the American Dream.
Characters: Settings: Conflict: Resolution: Symbols:

Theme Twitter Feed: 10 tweets (140 characters) Tom@MidwestShakespeare
Tweets based on characters, events, etc. with “theme” hashtags Valley of Ashes = poor ppl are dirt under our feet. #shallownobility

Theme Theme Song: Verse and Chorus, 4 lines each
Choose a familiar tune to set your song to Chorus states and explains the theme; the TWO verses relate the plot elements that imply the theme or quotes that explicitly state it Roaring 20’s like: gold teeth, Grey Goose, strippin’ in the bathroom, bloodstains, ball gowns, trashin’ the hotel room. We don’t care. We drive Cadillacs everywhere. Cause we’ll always be royal, it’s a part of our blood The jazz and booze are all for us, even if the Dream is bust. Upper class are your rulers, you can call me Queen Bee And baby I’ll rule… With the dirt poor underfeet.

Theme Theme strip: 5 panels
Draw a series of comic strip panels that visualize plot elements that demonstrate the theme; the last panel should clearly state or show the theme

Theme Twitter Feed: 10 tweets (140 characters)
Tweets based on characters, events, etc. with “theme” hashtags Theme Song: Verse and Chorus, 4 lines each Choose a familiar tune to set your song to Chorus states and explains the theme; the TWO verses relate the plot elements that imply the theme or quotes that explicitly state it Theme strip: 5 panels Draw a series of comic strip panels that visualize plot elements that demonstrate the theme; the last panel should clearly state or show the theme

Theme: Quick Write Discuss how the two themes you worked on relate to and build on each other in the text. The two themes are identified are the corruption of the American Dream and _______________.

Close Reading Circle unknown words and write in meanings above
In the left margin, paraphrase confusing sentences and record inferences. In the right margin, summarize each section. In the bottom margin, analyze Fitzgerald’s message.

Unit 1: Do We Find or Create Our True Selves?

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Unit 1: Do We Find or Create Our True Selves?

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