PLEASE READ

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Wednesday, 10/6/10

11th Grade LA

• Today all rough drafts for the research paper were finished
• All rough drafts were turned in (with the work cited page) by the end of the period

AP Lang

• Students began the period by taking a medieval professions quiz, and they were assigned a profession.
• Writing Assignment for Canterbury Tales was assigned. Students have to write their own tale.
• Students then researched their profession and the time period for their tale.

Tuesday, 10/5/10

11th Grade LA

• Work on Rough Draft of Research Paper
• Rough Draft due on Wednesday by the end of class

AP Lang

• Test on Beowulf & Anglo-Saxons
• Study Guide due with test
• Introduction to Canterbury Tales, Chaucer, and Middle Ages

Wednesday, 9/22/10

11th Grade LA

• Research in the Library

AP Lang

• Presentations: Crusades and Black Plague

Tuesday, 9/21/10

11th Grade LA

• DGP
• Peer edit and discuss persuasive writing drafts
• Revise draft and turn in final draft tomorrow
• Assign research project (see handout)
• Students also picked topics for their research papers

AP Lang

• Discussed the GHSGWT
• Anglo Saxon Riddle Competition (see attached)

Monday, 9/20/10

Monday

11th Grade LA

• DGP
• Vocabulary Quiz #2 - assignment also due (see vocab unit 2)
• Note and discussion about persuasive essay content (see powerpoint)

AP Lang

• Background notes on Anglo-Saxons and Beowulf
• Assign Beowulf Boasts (see handout)
• Kennings Assignment (see handout)
• Bring books, starting tomorrow

Monday, 9/13/10

11th Grade Honors

• DGP
• Persuasive Writing #3
• "Crisis Number 1" Chart
• Declaration Due

AP Lang

• Orwell Questions Due
• Pass back notecards
• Continue taking notes on 3 essays
• Outline synthesis essay
• HW: Prepare questions for Socratic Seminar on Oedipus
• Synthesis Essay due on Monday, 9/20

Friday, 9/3/10

11th Grade Honors

• DGP #3-4 Due
• Background notes on the Rationalists (Unit 2)

AP Lang

• Annontated Bibs Due
• Vocabulary Quiz #4
• Oedipus

Thursday, 9/2/10

11th Grade Honors

• DGP
• Background on Persuasive Writing/Devices

AP Lang

• Oedipus

Unit 1 Reflection (11th grade only)

Answer the following questions for 5 pts. added to your Unit 1 Test grade.

During this unit we have read a selection from each of the following groups: Native American myths, slave narratives, explorer journals, and Puritan poems/sermons. Of these, which type of writing and which piece was your favorite? Why? Could you identify with the speaker, writer, or characters? Why, or why not?

To receive full credit you must respond to the question and also comment on someone else's response (make sure to address who you are commenting on). Make sure to follow directions on how to post a comment (located to the right on this page) to qualify.

DUE BY MONDAY AT MIDNIGHT - GOOD LUCK!

Wednesday, 9/1/10

11th Grade LA

• DGP
• Read "Sinners in the Hands of an Angry God"
• Review for Unit 1 Test
• Discuss how to access online textbook.
• HW: Study for test tomorrow and complete the test review

AP Lang

• Notes on Greek Theater
• Handout on Drama Terms (Quiz on Wednesday)
• HW: Review for 1984 reading quiz tomorrow

Tuesday, 8/31/10

11th Grade LA

• DGP
• Read "Huswifery" by Edward Taylor
• Read "To My Dear and Loving Husband" by Anne Bradstreet
• Answered questions on pgs. 101-102

AP Lang

• Took notes on MLA format
• Discussed Summary Theme Essay
• Read packet on what a summary theme involves when writing

Monday, 8/30/10

11th Grade LA

• DGP
• Finished Plymouth Plantation questions
• Groups created rules for their own Plymouth Plantation

AP Lang

• Presentations of 1984 Quote Project
• "Tagging the Text" for 1984

Friday, 8/27/10

11th Grade LA

• Vocab Quiz #1
• Handed in Vocab work after discussing
• Read Plymouth Plantation
• Answered questions at the end of the story

AP Lang

• Quote Project on 1984 (worked in groups 3rd period)
• 7th period - Discussion Questions
• HW: Finish Quote Project

Thursday, 8/26/10

11th Grade LA

• DGP
• Quiz on Native Americans/Explorers
• Background notes on the Puritans
• HW: Study for Vocab Quiz #1

AP Lang

• Quote Project for 1984 (worked in groups)

Wednesday, 8/25/10

11th Grade LA

• DGP #3
• Discuss questions for "Equiano"
• Read Christopher Columbus's "Voyage"
• Answer questions about "Voyage"
• Journal #5 - "Extreme Experience"

AP Lang

• Research for Annonated Bibs in Media Center

Tuesday, 8/24/10

11th Grade LA

• DGP #3
• Turn in finished "Myth" journal
• Read "Equiano", marking loaded words and looking for emotional appeal
• Discuss persuasive deivces
• Answer questions on pg. 44

AP Lang

• Discuss rubric essay competition results
• Assign Annotated Bibs for 1984
• Start quote project for 1984

Monday, 8/23/10

11th Grade LA

• DGP #3
• Peer edit your "Myth" journal
• Begin your re-write

AP Lang

• Discuss AP Rubric
• Rubric Competition

Friday, 8/20/10

11th Grade LA

• Turn in DGP #1-2
• Hand in Summer Reading Packet/notes
• Write Summer Reading In-class Essay

AP Lang

• Take Vocabulary Quiz #2
• Write Argument Essay - "The Case Against Coldplay"

Thursday, 8/19/10

11th Grade LA

• DGP
• Read "Earth on Turtle's Back" pg. 14
• Read "Grizzlies Walked Upright" pg. 19
• Read back info on Indian tribes
• Complete Study Guide on Native American Myths
• Journal #4: Create your own myth
• HW: Summer Reading packet due tomorrow, in-class essay tomorrow

AP Lang

• Finish Multiple Choice Practive Exam
• Go over correct answers
• Read "Case Against Coldplay"
• Discuss how the test is scored, and what is on the AP exam
• HW: study for vocab #2 quiz

Wednesday, 8/18/10

11th Grade LA

• Publishing Day - students shared their typed journal and received comments from their peers
• Picture Day

AP Lang

• Multiple Choice Practice AP Exam
• Picture Day

Tuesday, 8/17/10

11th Grade LA

• DGP #2
• Quiz on Theme, Tone, and Technique
• Publishing day was moved to Wednesday

AP Lang

• Quiz on Rhetorical Devices
• Anglo-Saxon projects assigned

Don't forget Picture Day tomorrow!!!

Monday, 8/16/10

11th Grade LA

• DGP #2
• Notes on Unit 1 - Native Americans, Puritans
• Unit 1 Study Guide
• HW: Study for Theme, Tone, Technique quiz tomorrow and type one journal from last week to share in class.

AP Lang

• Study Guide for Glass Menagerie due
• Socratic Seminar for Glass Menagerie
• HW: Study for quiz on rhetorical devices
  

Friday, 8/13/10

11th Grade American Lit

• DGP - Discussed the whole week's answers
• Summer Reading Lit Circles
• HW: packet and notes for summer reading is due next Friday

AP Lang

• Vocab Quiz #1
• Group questions on Glass Menagerie
• Group Presentations
• HW: Prepare 3 questions for Monday's Socratic seminar on Glass Menagerie, study guide doe on Monday, and email me your best journal of the week in a word document
  

Thursday, 8/12/10

11th Grade American Lit

• DGP - Label capitalization and punctuation
  
• Discussed tone and style. Went over examples from sample texts.
• Students had to complete 12 sample passages on their own.
  
• HW: Bring Summer Reading materials tomorrow

AP Lang

• Read piece on high school tribal life
• Discussed literary devices used
• Journal #4 - "What tribes exist at North Gwinnett?"
• HW: Bring Glass Menagerie study guide and book for tomorrow and study for vocab quiz
  

Wednesday, 8/11/10

11th Grade American Lit

• DGP - label clauses and sentence type
• Read "Memories of Dating" by Dave Barry
• Talk about theme, tone, and technique
• Journal #3 - "Memory"

AP Lang

• Discuss Rhetorical Devices
• Read two pieces by Leonard Pitts
• Discussed why the author used the rhetorical devices they did
• Journal #3 - "Why?"
  

Tuesday, 8/10/10

Great 2nd day! We are almost halfway through our first week!

Honors 11th Grade LA

• DGP - Label the sentence parts
• Collected student information sheets
• "Where I'm From" Icebreaker
• Read "Where I'm From" poem, discussed
• Wrote Journal #2 - "Where I'm From" poem and Origins story
• Received Vocab Unit #1, part 2

AP Lang

• Textbooks were checked out to all students
• Discussed rhetorical devices/strategies
• Read "Black Men and Public Spaces", discussed rhetorical devices used
• Wrote Journal #2 - "Stereotypes"

Monday, 8/9/10

Welcome to the first day of school! I enjoyed meeting all of you today, and I hope we all got off to a good start! Here is what we covered today:

11th Grade Honors

• DGP (remember to download and print the form and notes!) - Sentence #1 - edgar allan poe laments the loss of his wife virginia in his poem annabel lee
• Student Info Sheet - due back by Friday, 8/13
• Syllabus
• We read "My Name" and discussed the tone, theme, and technique of the piece.
• Journal #1 - Your Name Story
• Vocab Unit #1 was assigned and worksheets were given. Quiz and worksheets due on 8/27.

AP Lang

• Ice Breaker activity - "Find Someone Who..."
• Syllabus
• Vocabulary Units explained (remember to download and print the critical vocab list!) - quizzes on every Friday
• Journal #1 - Unique

Welcome!

I want to welcome back all students for the 2010-2011 school year! This is going to be an awesome year!

Let me begin by introducing you to my website. This is one of the most valuable tools you will need this year. Each day I post what we covered in each class, as well as post any assignments given.

To find assignments, handouts, notes, etc. click on your class up in the right hand corner. This will re-direct you to another page, organized by unit. Click on the unit we are currently studying and then browse by date for the assignment you need.

Also, on my website you will find a link to my email, calendar of due dates, and the link the the textbook online.

Please do not hesitate to email me with any questions you may have! I look forward to seeing everyone on Monday! :)

This week...4/26-30/10

Monday - We took the performance final exam in class. If you were absent, please make plans to take this exam ASAP! I also posted two review guides for the EOCT. Please download and review these on your own time, before the test!

Tuesday - Review for the Unit 6 Test

Wednesday - Unit 6 Test

Thursday - Intro to Raisin in the Sun, and we will begin reading the play

Friday - EOCT Review, Unit 10 Vocabulary Quiz & work due

Thursday - 4/15/10

Today we began the period by discussing the author Tim O'Brien and how his writing style fit into post modernism. We then read an except from his book, The Things They Carried. We then answered questions together as class, and then the students worked on their study guides independently.

Students were also given time in class to work on their essays or paragraphs for part one of the Ancestry Project, which is due tomorrow.

Wednesday - 4/14/10

Today we the Unit 6 Study Guides were given out, and the Ancestry project was assigned. The project is in three parts and has different due dates.

We also read the short story "Everyday Use" in the Reader's Companion. Students answered questions as we read, and the completed that section of the study guide.

Tuesday - 4/13/10

Welcome to Unit 6, Postmodernism! Today we began class by taking notes on the postmodern literary time period (located in the notes & handouts sections). After taking notes, students worked on completing the unit 6 study guide on background information.

Catcher in the Rye - Test Review

In order for you to receive the bonus points on this test, you will need to complete the following assignment:

Click on the "comments" button on the bottom of the post. Please look through the questions that have been posted, regarding Catcher in the Rye. First, you must post your own question (one that you have come up with) following the rules for posting. Next you will need to copy one of the questions that has been posted by someone else, and then supply an answer for that question.

Don't forget to include your student # and period to receive credit!

This week...

Monday - Your outside reading assignment is due. You only need to turn in the AP-style data sheet, no presentation. Also, you will need to read Ch. 22-24 in class, while answering your study guide questions. Before the class is over, everyone should have journals 1-8 completed.

Tuesday - Today we will be finishing the book in class. All study guide questions should be answered, and journal #9 completed. If we have time, we will begin our in-class review of the novel.

Wednesday - Quiz Day! You will be taking your third and final quiz over Catcher in the Rye. Your vocab unit 9 work is also due, and you will be taking your quiz over those words. At the end of the period, we will be reviewing parts of the novel in preparation of the test. HW: Catcher Review, directions will be posted here.

Thursday - Catcher in the Rye Test today, all study guide questions and journals due. Your Holden Character Project is also due today. We will have brief, informal presentations of the Holden projects after the test. Good luck!

Friday - Happy Spring Break!! Have fun and be safe!

GHSGT Testing this week...

While I have seen some of you everyday, some of you I have seen every other day, and some of you I haven't seen since last Friday. This is what we have been covering this week:

• Catcher in the Rye Quiz #1- If you have seen me, then you have taken a quiz on chapters 1-6, if you haven't seen me this week, you will be taking your quiz tomorrow.
• Catcher in the Rye Quiz #2 - EVERYONE will take this in class on Friday. It will be over Chapters 1-15.
• Reading...by the end of the week you should have through Ch. 18 read, questions answered, and journals written.

If you need to catch up on your reading at home, click here for a copy online. If you need another copy of the handouts or the notes from the powerpoint, please see the handouts page, and look under Catcher in the Rye.

I am around if you need me, and of course I am always available through email! Good luck on your testing!

Wednesday, 3.17.10

Today we offically finished up our unit on research and began Catcher in the Rye. Students took notes on JD Salinger and Catcher in the Rye, and then received all handouts for the unit, which include: calendar, project, study questions, and journal topics. Students then began reading Catcher in the Rye, Chapters 1-3.

Updated March Calendar

Click on the image to see in a larger window.

Monday-Thursday - 3.1-4.10

This week students will be working on their research papers in the lab. Each day the students are responsible for emailing their progress for the period to Mrs. Lusher for feedback. All outlines and annotated bibs should be completed by now, and the full rough draft is due by the end of the period on Monday.

Friday - 2.26.10

Today students worked in the computer lab to finish their outlines and annotated bibs for their research papers. They were due by the end of the period. Grade reports were also sent home today.

Thursday - 2.25.10

Today students are beginning to write their outlines and annotated bibs. Directions were given on how to complete each. There are templates in the handouts folder, under research project. Both of these are due tomorrow.

We will be in Lab 610 again tomorrow.

Wednesday - 2.24.10

Today we are in the Media Center, beginning the research process. Mr. Stewart did a brief presentation on where to find research for your projects, and how to access online databases.

Tomorrow we will be back in the computer lab, Room 610.

Tuesday - 2.23.10

We are in Lab 620 today. I began the period by passing back all four essays we have completed for SAT Writing practice. Also, students were given the instructions for their research paper.

SAT Writing - Students had to pick the best of their four rough drafts, and make corrections. Then they typed up that essay and submitted with their rough drafts.

Research Paper - Students looked through the online textbook and picked one author they would like to research. Students had to sign up for this author before leaving.

Remember, tomorrow we are in the Media Center for research!

Monday - 2.22.10

Test day! We began the period by turning in the test review for Unit 5, students then took the test. After the finished the test, they used the remainder of the period to complete SAT Writing Pratice #4.

Reminder - We will be in Lab 620 tomorrow!

Friday - 2.19.10

Wohoo! TGIF! :)

Today we began the period with a practice SAT timed writing. Students were given a practice topic and 25 minutes to write an essay. This was the third practice.

After the timed writing, students began to work on the Modernism test review. This is due on Monday.

Also, students should not forget to study for their test on Monday. Also, students should watch the videos on Prufrock below and answer the questions for an additional 10 points on their test.

"The Love Song of J. Alfred Prufrock"

I promised a video, and I have two for you. Neither are exactly what I was looking for, and if you find a better one online somewhere, please send me a link! And now...for an extra 10 points on your Modernism Test (on Monday!), watch both videos and leave a comment answering the following questions:

These videos are completely different - one creating images from the poem and one is a dramatic reading of the poem. Which one do you like better, and why? Which video helps you to clearly understand the poem? If you were to create a video for this dramatic monologue written by T.S Eliot, what would you incorporate? How would you get your understanding of the poem across?

Thursday - 2.18.10

Today we studied a modern poem, The Love Song of J. Alfred Prufrock by T.S. Eliot. We began the period by going over the author's life, and reading about his accomplishments on pg. 716 in the literature book.

The poem is located on pg. 718. We listened to a recording of poem, noting the rhyme and rhythm of the poem. Before we began I went over a few key notes:

• This poem is a dramatic monologue...think like a soliloquy in a play (maybe Hamlet which is referenced several times).
• This is not free verse - there is a rhyme, although irregular. There is also a refrain that is repeated throughout.
• Eliot uses concrete images at the beginning of the poem, and then moves to abstract ideas.
• Tons of classical references throughout...beginning with Dante's Inferno, demonstrating how he is a lost man in the modern world.

After we listened to the poem, we answered the book questions together. Then students were given a handout to dissect the poem and its literary devices. This handout will be finished for homework and turned in tomorrow.

Don't forget - if you did not watch the video and comment yesterday, make sure you do so tonight!

"A Worn Path"

For homework today you need to watch the following video and post a comment answering the following questions:

After reading this story in class today, how does the video add to your understanding? Would do something similar for someone else, like Phoenix did for her grandson? Why, or why not?

Wednesday - 2.17.10

Today we are starting the period by discussing "In Another Country" and "A Rose for Emily". Students will be turning in their questions over "A Rose for Emily". We will then read "A Worn Path" together. Tonight for homework, students should view the video on "A Worn Path" and answer the questions posted in a comment. Please follow the directions for leaving a comment to receive credit.

We have had a lot of work for the modernism unit, and the grades break down as follows:

• Benjamin Button - 20
• In Another Country - 10
• A Rose for Emily - 20
• A Worn Path - 10
• A Worn Path Video Comment - 10
• The Lovesong of J. Alfred Prufrock - 20
• Modernism Test Review - 10

Tuesday - 2.16.10

Today I was not at school due to illness, so the students had a substitute. They read "A Rose for Emily" together and answered questions about the story. We will discuss the story and turn in the questions when I return on Wednesday.

Monday - 2.15.10

Students finished up the questions for Benjamin Button today, and turned them in before leaving. We also read In Another Country by Earnest Hemingway in the Reader's Companion. Students answered the questions as we read.

Today students also selected their LA class for next year. If you were absent today, or have additional questions that were not asked in class, please see or email me.

Friday - 2.12.10

Today we began the period with Vocab Quiz #7. Students also handed in their work for this unit. After the quiz students completed the questions on Benjamin Button. We also began our discussion of how this piece ties in with Modernism. We will finish this discussion on Monday.

Thursday - 2.11.10

We finished reading Benjamin Button today, and students received questions to answer on the story. They will have time in class tomorrow to finish the questions.

Reminder - Vocab Quiz 7 tomorrow!

Wednesday - 2.10.10

We started Unit 5, Modernism today. We took notes on Modernism to begin the period. These were guided notes, and students received a handout with blanks in the notes for them to complete. Much of the notes on Modernism were review, as we already covered much of the background while reading Great Gatsby.

We also started reading a second piece by F. Scott Fitzgerald today - Benjamin Button. This is a short story written during the modernist time period. We will complete the story tomorrow.

Tuesday - 2.9.10

Today was the Unit 4 Realism Test! It lasted the entire period. If you were absent today, please make arrangements to make-up the test after school.

Monday - 2.8.10

We used today's class to review for the Unit 4 Realism test. Students spent the first half of the period going over a review sheet, using their textbooks and notes from the unit. The second half of the class we played some realism bingo. Students were given bingo cards with different realism terms, and then I called out the definitions and they had to figure out which word they the definition went with on their card.

Scrabble Tournament

On March 1st NEHS will be hosting a Scrabble Tournament to benefit Relay for Life and the NEHS Senior Scholarship. There will be a cash prize for the winner of the tournament. Click on the flyer below to view in a larger size!

Friday - 2.5.10

Today we finished the Dunbar and Douglass questions from yesterday and turned them in. We then talked about annotation, and students practice it with "Story of an Hour" by Kate Copin. The test was moved to Tuesday to give us Monday to review. The soldier journals will be scored while students take the Realism test.

Updated Calendar

Above is the updated calendar for February. Please make adjustments for the new dates. Click on the image to view larger.

Thursday - 2.4.10

Students began the period by writing their Soldier Journal #5. They then read the following excerpts in the literature book:

• Paul Laurence Dunbar (pg. 656)
• "We Wear the Mask" (pg. 660)
• Fredrick Douglass (pg. 494)
• "My Bondage and My Freedom" (pg. 497)
• "Douglass" pg. 659

Students answered questions over these selections, and then we disucssed the answers.

Wednesday - 2.3.10

Today we read started the period by going over the Gettysburg Address. After that students read The Outcasts of Poker Flat. We talked about how the piece represented regionalism. Students also wrote the Soldier Journal #4.

Tuesday - 2.2.10

Today students completed the second SAT practice timed writing. We also completed the 3rd Soldier Journal. We read together background on Abraham Lincoln and then read "The Gettysburg Address". Students completed questions on this in class.

Monday - 2.1.10

We began the period by watching a short 15 minute film on "The Occurence at Owl Creek Bridge". Students then completed Soldier Journal #3. Students then read "An Episode of War" and answered questions as they read.

Friday - 1.29.10

Today we began the period with an entry in the Soldier Journal. The topic:

Suddenly….
Gunshots are heard all around you….
Describe where you are at, who you are with, and what just happened to you.
How did your soldier survive the attack?
Did you have any injuries?

After the journal entry, we read "An Occurence at Owl Creek Bridge". As we read the story students should answer the guide questions. We also read a short bio on Ambrose Bierce, and answered questions about his life.

Thursday - 1.28.10

Today we read "To Build a Fire", which is an example of naturalism. While we read the short story, students answered questions on a handout.

Wednesday - 1.27.10

Unit 4 - Realism started today. We began by taking notes on the unit and short stories we will be reading. Notes are under Unit 4 Handouts.

We also begun our toy soldier journals today. Students received their own soldier, and created a profile for their soldier. Over the next few weeks students will be writing journal entries for their soldier.

The period ended with background/historical notes on the literary time period. Students used the book to complete this activity, and turned it in when they were done.

Tuesday - 1.26.10

We began the period today by going around and filling in all student emails into an excel spreadhseet. Students who filled in an email will now be receiving periodic reminders about tests and when assignments are due. If you did not give me your email today, please see me ASAP to fill in this information.

Outside Reading Assignment #1 was also assigned today. We discussed the purpose behind the assignment and when it is due. Students also received the data sheet that will need to be filled out.

SAT Writing notes were handed out, and discussed. We talked about the criteria of the SAT Writing and how to score the best possible score. Students then wrote one SAT Essay and turned it in.

3rd Period Advisement: Your course planning sheets were distributed and we discussed what was needed to graduate and what you currently have taken. Sheets were then collected, and we will be looking over your transcripts and these sheets again tomorrow.

Monday - 1.25.10

Today students handed in their Color Journal from the Great Gatsby. They also took the test over this unit. If you were absent, please make plans to take this test after school one day.

Vocab Unit 7 has also been posted. The quiz is on Friday, February 12th.

Friday - 1.22.10

Students handed in Vocabulary Unit 6 work today. We then took the Unit 6 Vocabulary quiz. After the quiz students began writing their Laws of Life essay. Most students did not finish their essay, and will be finishing them on Monday after their Great Gatsby Test. Please remember to study for your test and participate in the discussion (see videos below).

Great Gatsby Discussion

Please watch the following video and follow the directions to receive an extra 5 points on your Great Gatsby test.

Thursday - 1.21.10

Today we finished watching The Great Gatsby. We also discussed what needs to be reviewed for the test on Monday. Students were also reminded about the vocabulary test tomorrow. Please see yesterday's post for more information about what will be on the test. Students were also told that if they participated in the Great Gatsby discussion online they would get 5 extra points on their test. To further review, please watch the video below.

Wednesday - 1.20.10

Today students viewed the first half of the movie version of Great Gatsby. We also talked about elements of the movie that differ from the book.

Reminder for students: Vocab Unit 6 work is due on Friday, and your quiz will also be on Friday. Also, the Great Gatsby test is on Monday. Your color journal for the novel is also due on Monday.

Great Gatsby Test Review

1. Study the Great Gatsby vocabulary sheet given at the beginning of the unit.

2. Utilize the Great Gatsby online review game. (found on the handouts website - Ante Up)

3. Review the meaning behind your color journal (also get it ready to hand in on Monday!)

4. Review all the characters, their roles, and how they are related to one another.

5. Review your notes from the intro powerpoint on this unit. Pay special attention to info about the author and the literary time period - modernism. (ppt is on the handouts website)

6. Try to answer questions on the study guide that was given out. (this will not be collected for a grade)

Tuesday - 1.19.10

Today in class students handed in their Critical Analysis Essay. We then read Chapter 9 of Great Gatsby. After finishing the book, we began watching the film.

Chapter 9 Summary:
- Rumors fly about Gatsby and his death
- Only a few attend Gatsby’s funeral: Nick, Owl Eyes, a few servants, and Gatsby’s father
- Tom and Daisy move away
- Jordan and Nick break up
- Tom is the one who told Wilson that Gatsby owned the car-thus revenging Myrtle’s death
- Nick describes Tom and Daisy as “careless” people whose money is their safety net
- Nick thinks back about Gatsby’s American Dream
-Though we try to press forward to the future, we are always drawn back to the past

Chapter 9 Analysis - Marxism:
- Explore how the “large” dominates the “small”
- Tom tells Wilson that Gatsby owns the car (used Wilson like a pawn to revenge Myrtle’s death)
- The quest for the “American Dream”
- Tom and Daisy move away without consequence
- No matter how hard we try, the past always weighs us down

Friday - 1.15.10

We read chapters 7-8 today of The Great Gatsby. We will finish chapter 9 on Tuesday. Your critical analysis paper (on chapters 1-8 only) is due on Tuesday. This must be typed and handed in at the beginning of the period in order to receive full credit. Students will not be allowed to print their essays in class. You will be completing chapter 9's critical analysis in class at a later date. If you have questions about your essay please feel free to send them via email.

Chapter 7 Summary:
- Gatsby now determined to have Daisy. Tom knows of their feelings
- Gatsby, Daisy, Tom, Jordan, and Nick all drive to the city
- Nick rides with Jordan and Tom in Gatsby's car, and Gatsby and Daisy ride together in Tom's car. Nick, Jordan ,and Tom stop for gas at Wilson’s garage in Gatsby’s car
- Wilson reveals he knows of Myrtle’s affair and plans to move her West
- In the city, Tom and Gatsby have THE confrontation, Tom says the he has a history with Daisy that Gatsby could never imagine. Flippant Daisy admits she feels drawn more to Tom than Gatsby
- Tom sends Daisy and Gatsby alone back to the city without fear
- On his way back home, Tom passes by the scene of an automobile accident. Myrtle was hit and killed by a car, but the car sped away
- Wilson knows it was a yellow car that struck Myrtle. Tom fears Wilson will remember him driving Gatsby’s yellow car earlier that day
- Daisy was the actual driver of the car, not Gatsby. Gatsby will take the blame for her though.
- Nick watches Daisy and Tom reconcile

Chapter 7 Analysis - Formal:
- Ignore historical context, and explore the novel as an organic whole
- Cars and Drivers
- Myrtle was the victim
- Wilson and Tom’s suspicion of their wives’ affairs
- Daisy chooses to remain with Tom instead of Gatsby

Chapter 8 Summary:
- Gatsby explains to Nick his romantic history with Daisy
- The gardener wants to drain the pool but Gatsby wants to take a swim first. He has never used the pool
- Wilson finds a dog collar as proof of Myrtle’s affair.
- Wilson believes Dr. T.J Eckleberg’s eyes watches over all. (eyes of God) He comes to the conclusion that the person driving the car was Myrtle’s lover.
- Seeking revenge for his wife’s death, George shoots Gatsby while he is in the pool.
- George then kills himself
- Portrayal of the 1920s and the collapse of the American Dream

Chapter 8 Analysis - Formal:
- Ignore historical context, and explore the novel as an organic whole
- Wilson murders Gatsby
- Dog collar is found
- Gatsby will never have Daisy

Thursday - 1.14.10

We are started off the period today by discussing Chapters 5-6, which we read yesterday.

Chapter 5 Summary:
- Nick tells Gatsby that he will help him with the tea party plan. Gatsby wants to make sure the “stage is set” perfectly
- Gatsby offers Nick a business offer on the side- not associated with Meyer Wolfshiem
- Daisy comes over for the tea party and is reunited with Gatsby. Things are awkward at first but the connection between them is obvious.
- Gatsby takes Nick and Daisy over to his mansion for a tour. Daisy begins to cry. Gatsby tells Daisy how much he misses her.
- Nick fears Daisy can not live up to Gatsby’s unrealistic expectations
- Daisy and Gatsby are only focused on one another, and Nick leaves them alone

Chapter 5 Analysis - Formalist:
- Ignore historical context, and explore the novel as an organic whole
- Nick is the only narrator- says he is very honest. Are we limited though?
- Tea Party Organization
- Think of all the connections between the characters. How do their relationships with one another advance the plot? How is each individual crucial to the plot?

Chapter 6 Summary:
- Gatsby’s true past revealed- Born James Gatz in North Dakota, dropped out of college, worked as a janitor and fisherman, befriended Dan Cody who left him money, but Gatsby could not claim it. Determined to be successful
- Tom has drinks with Gatsby, but he dislikes him. Thinks his money came from bootlegging.
- Tom and Daisy attended a party at Gatsby’s house- mood very somber
- Gatsby wants Daisy to fall in love with him again, but she did not have fun at the party
- Now that Gatsby finally has Daisy, the chase is over

Chapter 6 Analysis - Feminism:
- Explore how different genders react in certain situations
- Again, what if Gatsby were a female?
- Competition between Tom and
Gatsby
- Social expectations at parties- drinking and talking

After the discussion of Chapters 5 & 6, we read Chapter 7, which took the remainder of the period.

Wednesday - 1.13.10

Today we read Chapters 5 & 6 from The Great Gatsby. It took the entire period. We will be discussing them tomorrow.

Tuesday - 1.12.10

In class today we read Chapter 4 of The Great Gatsby. We also discussed and reviewed Chapters 3-4. We also talked about the color journal and what colors have permeated the past couple of events in the book. Red was mentioned from the scene when Nick went to dinner with Tom and Daisy, and shades of yellow from Gatsby's party. Here are the notes from Chapters 3-4:

Summary of Chapter 3
- Gatsby invites Nick to one of his famous parties. Jordan is also in attendance
- First look into Gatsby’s house and lifestyle (ex: mansion, Rolls Royce, pool, beach, food)
- Rumors still fly about Gatsby’s past- he is a German spy, a graduate of Oxford, and may have killed a man. He is also a people-pleaser
- Nick recognizes Gatsby. They served in the same division during the war.
- Jordan and Gatsby have a private meeting. He tells her something “extraordinary”
- Nick does not understand the lavish lifestyle, thinks there is more to life than parties and idleness
- Nick begins to date Jordan although she is deceitful and cheats at golf. He claims to be very honest person.

Analysis of Chapter 3 - Feminism
- Explore how different genders react in certain situations
- How would this story be different if Gatsby were a girl? (Think in terms of his ambiguous past and immense wealth. What if a girl hosted these types of parties?)
- How would the description of Gatsby’s life be different if it were narrated through a girl’s point of view?
- What if Daisy pursued Gatsby?
- What if Gatsby had a wife and child? Complications?
- Think about gender-Jordan cheats while playing golf. Is this behavior normally expected of a girl? How would the plot be different if it were a male cheating at golf?

Summary of Chapter 4
- Gatsby finally tells Nick about his life. He produces a medal and picture as evidence
- Gatsby gets out of a speeding ticket
- Meyer Wolfshiem introduced. He conducts underground business and is said to have fixed the 1919 World Series. Very “shady” man
- Jordan reveals to Nick that Gatsby has confessed his love for Daisy
- Daisy moved on from Gatsby to Tom, but received a letter from Gatsby the night before her wedding. The green light he reaches out for is on Daisy’s dock.
- Gatsby wants Nick to arrange a tea party at Nick’s house and invite only Daisy. Gatsby will show up later to surprise and reunite with Daisy.

Analysis of Chapter 4 - Marxism
- Explore how the “large” dominates the “small”
- Gatsby is able to get out of a speeding ticket (money vs. law)
- Meyer Wolfshiem and the World Series (money)
- Tom’s $350,000 pearl necklace for Daisy (male vs. female)

Monday - 1.11.10

Today in class we started by going over a character web on the board for The Great Gatsby. It is easy to see that all the characters are interconnected and how important the narrator becomes. We also discussed and reviewed Chapter 2 from last Thursday. Here are some central points:

Chapter 2 Summary
- The Valley of Ashes is introduced
- Dr. TJ Eckleburg’s eyes watches over all
- Tom takes Myrtle and Nick to his apartment in New York City that he keeps specifically for the affair. He throws a party and invites a few guests.
- At this party, rumors are discussed about Gatsby’s past as the liquor continuously flows
- Tom buys Myrtle a puppy
- Tom and Myrtle have a violent fight over Daisy. Tom breaks her nose during the argument.

Chapter 2 Analysis - Historical/Biographical
- Explore how this chapter reflects life in the 1920s or elements from F. Scott Fitzgerald’s actual life
- Prohibition
- Cult of Domesticity
- Division of wealth- Valley of Ashes, George vs. Tom
- Sanctity of marriage- blatant affairs
- Fitzgerald’s tumultuous relationship with Zelda
- Fitzgerald and Tom both heavy, aggressive drinkers

After discussing Chapter 2, we went on to read all of Chapter 3.

Thursday - 1.7.10

Students received copies of the study guide for Great Gatsby. It was explained that this will not be collected for a grade, but will help students review for the test. The chart for the color symbol journal was also handed out, and students will begin to fill it out tomorrow as we read. Students then took notes on Chapter 1 and the possibilities for writing the critical analysis.

Summary Notes from Chap. 1:

- Background information given on Nick
- East Egg (old rich) vs. West Egg (newly rich)
- Nick drives to East Egg to have dinner with his cousin Daisy and her husband Tom
- Tom a former football player, physically enormous
- Daisy is very delicate, and absent minded
- Nick is introduced to Jordan Baker- she yawns as if bored by her lavish life
- At dinner, Tom receives a call from his lover. Jordan reveals that Tom is having an affair.
- Nick arrives home to see Gatsby standing on his lawn, reaching out over the dark water of his dock, staring at a distant green light

Critical Analysis Notes from Chap. 1 (Historical or Biographical):

- Explore how this chapter reflects life in the 1920s or elements from F. Scott Fitzgerald’s actual life (Remember that F. Scott Fitzgerald is the author)
Examples:
- F. Scott Fitzgerald and Nick both had traditions of old money, but did not actually have it themselves
- Fitzgerald & Zelda and Tom & Daisy both have rocky relationships littered with affairs and abuse
- Drinking at dinner-prohibition
- Women’s rights and the changing roles of women. Compare/Contrast Daisy and Jordan
- War aftermath
- American Dream- all trying to pursue it
- Division of wealth- East Egg vs. West Egg, time of unprecedented wealth

After taking notes, we read Chapter 2 together in class.

Homework: Students should download and print the semester calendar (from the handouts page, link on the right), and the Vocabulary Unit #6 is due on 1.22 and the quiz is also that day.

Wednesday - 1.6.10

Today we begun the period by going over the two major assignments that will be due for Great Gatsby. The first assignment is a criticial analysis paper. The students are expected to write a half page analysis per chapter, along with the three questions on the same topic. We will be discussing possible writing topics after each chapter is read. The second assignment is a color symbolism journal. Students were given a sample journal (covering chapters 1-2) and a chart of colors and their symbolic meaning. Students are expected to chart quotes with colors mentioned, and then guess what the colors mean. Students were also given a list of vocabulary terms for the novel, which will appear on the final test. We also read chapter 1 today in class.

Tuesday - 1.5.10

Welcome back! Today was our first day back after the break and of course it was an adventure...the trailer had no heat so we had class in the computer lab where it was nice and warm. We started the Great Gatsby Unit today by journaling, taking notes on the novel and author, and completing an anticipation guide. All these documents are on the handouts website (link is located to the left of the page), under Great Gatsby. Tomorrow class will be back in T-10. Stay warm!