Stand Up and Speak! May 20 or 23, 2019

Focus: What do we want each other to understand better or differently?

1. Warming up with your American Lit stats

2. Speaking and Listening: Enjoying our first presenters and panel discussions

• Remember that your goal is to participate at least twice as an audience member.

• Click here for ideas about good panel discussion questions.

3. Wrapping up with your American Lit course evaluation, if time allows

HW:
Go enjoy your summer!

The First and the Last: May 17, 2019

Focus: How do we develop an engaging framework for our speeches?

1. Warming up with power posing


2. Thinking about transitions and the larger logic of your presentation

3. Practicing, practicing, practicing (remember to work on transitions)

HW:
1. Work hard on building the structure of your speech (click HERE for the presentation order).

2. See you during finals week!

2nd hour: Monday, May 20 at 11:40 am

6th hour: Thursday, May 23 at 10:05 am

Fine-Tuning Our Presentations: May 16, 2019

Focus: How do we fine-tune our presentations?

1. Warming up with a Ted tips on how to use presentation slides

2. Developing and practicing your presentations with a focus on how you're using your slides

• Can your speech stand on its own?

3. Focusing on the first thing you say to us

• Click here for an overview of speech openings and closings.

HW:
TODAY: Last day to submit any make-up / revised work for American Lit. I will not be accepting any course work after this date.

Note: If you still have a Fences or Great Gatsby book, you need to turn it in by THURSDAY.

2. Our final exam time:

2nd hour: Monday, May 20 at 11:40 am

6th hour: Thursday, May 23 at 10:05 am

Answering the Call: May 15, 2019

Focus: How do we answer the call?

1. Warming up with our first final speech and panel discussion!

2. Figuring what "call to action" really means

• For some heroic, everyday teenagers, click here: YSA (Youth Service America)

• For ideas on how to answer the call, click here: www.dosomething.org/us

3. Recapping the overview of your American Lit final speech and figuring out the underlying structure to your speech and your call to action

• Feel free to use the American Literature speech planner.

HW:
THURSDAY, MAY 16: Last day to submit any make-up / revised work for American Lit. I will not be accepting any course work after this date.

Note: If you still have a Fences or Great Gatsby book, you need to turn it in by THURSDAY. If you can't find your book, you will need to pay the fine. You will not be able to register for next year's classes until all books/fines are taken care of.

Book Clubbing, Day 3: May 14, 2019

Focus: What does your author want you to understand better or differently, and how does the book's resolution contribute to this?

1. Warming up with individual book reviews (click HERE for ideas about star-ratings)

Click on your book club's document below, find your first name and last initial, and follow the directions. Please note that you are doing this individually (not as a group) because you may have differing opinions on your book. I am grading these since they take effort for you to do (20 points per review).

• Brain on Fire
• The Happiness Advantage
• Moneyball
• The Blind Side
• Fast Food Nation

Next year, I will link your reviews directly to the book list; this way, students can make informed decisions about which book they're choosing.

2. Enjoying your final day of book clubs; I will be checking on your syllabi as you discuss from home.

3. Wrapping up with your final exit tickets

HW:
THURSDAY, MAY 16: Last day to submit any make-up / revised work for American Lit. I will not be accepting any course work after this date.

Note: If you still have a Fences or Great Gatsby book, you need to turn it in by THURSDAY. If you can't find your book, you will need to pay the fine. You will not be able to register for next year's classes until all books/fines are taken care of.

Becoming Experts, Part 2: May 13, 2019

Focus: How do we become experts on our speech topics?

1. Warming up with three good things

2. Enjoying reading time: Where do you see your author using ethos, pathos, and logos?

3. Creating a list of what you need to research, then dividing and conquering

A. Brainstorming example from Blackfish:

• Interviews with Sea World trainers--did they know about the dangers?
• Interviews with Sea World former executives
• Tilicum's history--has he been aggressive before?
• History of attacks at Sea World and other marine parks
• Court documents surrounding this case
• Footage of Sea World shows
• Background info on whales in their natural environment
• Accounts of whale behavior in captivity vs. natural environment
• How are whales captured? How are they trained?
• Accounts of attack on Dawn
• Protests on Sea World

4.  Researching your investigative question and becoming an expert on your topic

• Finding reliable and diverse sources (ever heard of the C.R.A.P. test?)

• Using www.easybib.com as you go (Works Cited due by end of class on Wednesday)

Click here for the American Lit Speech Planner.

HW:
1. TOMORROW: Final book club meeting.

2. THURSDAY, MAY 16: Last day to submit any make-up / revised work for American Lit. I will not be accepting any course work after this date.

Becoming Experts: May 10, 2019

Focus: How do we become experts on our speech topics?

1. Warming up with reading time: Where do you see your author using ethos, pathos, and logos?

2. Brainstorming ideas about how you can use ethos, pathos, and logos in your speeches

3. Creating a list of what you need to research, then dividing and conquering

A. Brainstorming example from Blackfish:

• Interviews with Sea World trainers--did they know about the dangers?
• Interviews with Sea World former executives
• Tilicum's history--has he been aggressive before?
• History of attacks at Sea World and other marine parks
• Court documents surrounding this case
• Footage of Sea World shows
• Background info on whales in their natural environment
• Accounts of whale behavior in captivity vs. natural environment
• How are whales captured? How are they trained?
• Accounts of attack on Dawn
• Protests on Sea World

4.  Researching your investigative question and becoming an expert on your topic

• Finding reliable and diverse sources (ever heard of the C.R.A.P. test?)

• Using www.easybib.com as you go (Works Cited due by end of class on Wednesday)

Click here for the American Lit Speech Planner.

HW:
1. MONDAY: Reading and speech development (bring your book to class).

2. TUESDAY: Final book club meeting.

3. THURSDAY, MAY 16: Last day to submit any make-up / revised work for American Lit. I will not be accepting any course work after this date.

Book Clubbing, Day 2: May 9, 2019

Focus: What is your book helping you understand about yourself/the world around you?

1. Warming up with reflecting on your Gatsby essays and your Weekly Focus and Participation

2. Investigative Book Clubbing, Day 2!

• Make sure you have made a book club folder. Your first syllabus (and all subsequent syllabi) should be in that folder.

• Type discussion notes into your syllabus as you go or at the end.

• New: Only ONE open laptop per group, please.

3. Completing your Book Club Exit Ticket #2 (to be completed individually)

HW:
1. TOMORROW and MONDAY: Reading and speech development (bring your book to class).

2. TUESDAY: Final book club meeting.

3. THURSDAY, MAY 16: Last day to submit any make-up / revised work for American Lit. I will not be accepting any course work after this date.

Investigating Your Books: May 8, 2019

Focus: How is your book building up to its climax / turning point?

TRIBE: Shortened class

1. Warming up with by touching base briefly with your book club to set goals

• Something to consider: In response to yesterday's events, why is it important that you are reading this book right now?

2. Reading your book club book and creating syllabi

HW:
TOMORROW: Assigned book club reading and syllabi.

Life, Animated, Day 2: May 7, 2019

Focus: What does Life, Animated want us to understand better or differently about ourselves?

1. Warming up with a few observations of ethos, logos, and pathos in Life, Animated

2. Watching the second half of Life, Animated with a focus on the one rhetorical appeal you haven't studied yet

3. Wrapping up with small-group discussions to analyze and evaluate the film's use of rhetoric

HW:
1. WEDNESDAY: Bring your book club book to class.

2. THURSDAY: Assigned book club reading and syllabus.

Life, Animated: Day 1: May 6, 2019

Focus: What does Life, Animated want us to understand better or differently about ourselves?

Please turn in your Gatsby books if you have not yet done so.

1. Warming up with three good things and your previewing questions for Life, Animated  (10 minutes)

2. Watching the first half of Life, Animated with a focus on the one rhetorical appeal you haven't studied yet

HW:
1. WEDNESDAY: Bring your book club book to class.

2. NEXT THURSDAY: Assigned book club reading and syllabus.

Investigating Your Speech Topics: May 3, 2019

Focus: How do we build the foundation for a compelling speech?

1. Warming up by acknowledging the instant gratification monkey

2. Picturing the narrative arc as you build your speeches:

• What did Waiting for Superman and Blackfish build up to? 
• What question was each investigating? 
• What was the call to social action? 
• What were the main building blocks in between?

• What will your speech build up to? (Do this independently, then compare notes.)
• What question will you investigate?
• What is your call to social action?
• What are your main building blocks in between?

3. Reading your book club books, keeping in mind your investigative questions

HW:
NEXT THURSDAY: Assigned book club reading and syllabus.

Book Clubbing, Day 1: May 2, 2019

Focus: What do the opening chapters of your book make you wonder about?

1. Warming up by investigating three sentences from the opening chapter of your book

• Find three sentences from the opening chapters that made you wonder / question / reflect. Write them out on the left side of your sheet of paper.

• On the right side, ask a few questions / offer a few personal reflections.

• Also on the right side, try responding to this question: Based on the opening chapter, what do you think your author wants you start questioning or reconsidering?

2. Investigative Journalism Book Clubbing, Day 1

• Make sure you have made a book club folder. Your first syllabus (and all subsequent syllabi) should be in that folder.

• Type discussion notes into your syllabus as you go or at the end.

• New: Only ONE open laptop per group, please.

3. Wrapping up with your exit ticket (to be filled out individually and honestly)

HW:
1. TOMORROW: You will have some reading time and speech preparation time, so be sure to bring your book.

2. NEXT THURSDAY: Assigned book club reading and syllabus.

Investigating Your Books: May 1, 2019

Focus: How do set ourselves up for book club success?

1. Warming up with Weekly Focus / Participation goals, book club reminders, and touching base briefly with your group

2. Reading our book club books

HW:
For THURSDAY: Complete your assigned reading and syllabus. Since we have fewer syllabi and book club meetings, each syllabi / meeting will be worth 50 points.

Blackfish, Day 2: April 30, 2019

Focus: What does Blackfish want us to understand better or differently, and how does it use rhetoric to persuade us?

1. Warming up with the big questions:

• Whom does Blackfish want us to blame for Dawn's death? Whom should we not blame?

• How does the film use logos, pathos, and ethos to persuade us?

2. Viewing the end of Blackfish

Note to self: Start around minute 45:40, then skip from 57:30 to 1:06 (the Loro Parque scene)

3. Discussing the film's themes and rhetorical appeals in small groups

HW:
1. For WEDNESDAY: Bring your book club book to class for reading time. You should be averaging about 15 pages a night.

2. For THURSDAY: Complete your assigned reading and syllabus. Since we have fewer syllabi and book club meetings, each syllabi / meeting will be worth 50 points.

Blackfish, Day 1: April 29, 2019

Focus: What do we need to understand about how we treat living things?

Please take out your Weekly Focus and Participation sheet.

1. Warming up with three good things, your Weekly Focus and Participation reflections, and a few final thought about Waiting for Superman

2. Checking your current understanding with high velocity previewing questions for Blackfish and a warning of sensitivity triggers

• If you observed pathos last time, you will now look at ethos.

• If you observed ethos last time, you will now look at logos.

• If you observed logos last time, you will now look at pathos.

If you'd like to opt out of Blackfish, you can develop the same skills and gain knowledge on the same topic by reading the following articles for ethos, pathos, and logos:

National Geographic: Are Wildlife Sanctuaries Good for Animals?
The Conversation: In Defense of Zoos
NPR: Sea World Ending Captive Breeding of Killer Whales
Washington Post: SeaWorld's Whales Deserve Better
CNN: Sea World Responds to Blackfish


3. Switch-a-rooing your rhetorical appeals and watching Blackfish

HW:
1. For WEDNESDAY: Bring your book club book to class for reading time. You should be averaging about 15 pages a night.

2. For THURSDAY: Complete your assigned reading and syllabus. Since we have fewer syllabi and book club meetings, each syllabi / meeting will be worth 50 points in the MASTERY category. Your three book club meetings will be our semester's final assessment on your reading and discussion skills.

Waiting for Superman, Day 2: April 26, 2019

Focus: What do we need to understand better or differently about public education in the United States?

1. Warming up with a large-class collection of your ethos, logos, and pathos observations

2. Watching the second half of Waiting for Superman with your documentary tracking notes

3. Concluding by investigating what this documentary helped us understand better or differently about American public education: Returning to your Waiting for Superman pre-writing questions and turning them into post-writing questions

Turn in your pathos, ethos, and logos tracking sheets.

HW:
1. For MONDAY: You should be through at least page 45 in your book club book.

2. For THURSDAY: Assigned book club reading and syllabus for MONDAY. Remember that you may earn up to 30 points per syllabus:

• 20 points for a thoughtful, meaningful syllabus that is ready to go before class begins.
• 10 points for clear and thorough discussion notes on the syllabus.
• Click HERE to see a 1st semester sample with student discussion notes and my feedback.

Waiting for Superman, Day 1: April 25, 2019

Focus: What do we need to understand about public education in the United States?

Please take out your white Weekly Focus and Participation contract from yesterday.

1. Warming up by questioning American education with high-velocity writing on your Waiting for Superman pre-writing stats

2. Viewing Waiting for Superman with a focus on ethos, pathos, or logos (tracking sheet is the last page in your green packet)

HW:
For TOMORROW: Assigned book club reading; to read 100 + pages by next Thursday, you need to be averaging 15 pages a night.

Any revisions / additions to your Gatsby blogs are due; hand back the rubric to me when they're ready to grade.

Pre-Book Clubbing: April 24, 2019

Focus: What standards do we need to establish and hold ourselves to for the next 4 weeks?

Please have your signed book club contracts and books on your desk.

1. Warming up with an overview of your final speech and the importance of your book club

2. Recommitting to high standards: 

• Individually: Weekly focus and participation
• With book clubs: Your freedoms and responsibilities

3. Setting your book clubs expectations (please have your signed sheets and books out on your desks):

• Click HERE to revisit what an excellent syllabus looks like.

• Fill out the bookmark: Which reading will be due which days? Who will be in charge of the syllabus each day? Please write this on your bookmark AND in your calendars.

• Get your reading assignments as specific as possible in your Student Calendars. Since you only meet with your club once a week, you need a reminder system for reading every night.

• Create a shared folder called "[Title of your book] Book Club Folder." It should be shared with each member of your group and placed inside your shared American Lit folder. ALL SYLLABI AND CLASSWORK must be placed inside this folder.

• Complete your book club manifesto and place it inside your shared book club folder.

HW:
1. For TOMORROW: Assigned book club reading (start reading tonight!).


2. For FRIDAY: Any revisions / additions to your Gatsby blogs are due; hand back the rubric to me when they're ready to grade.

Our Last Day of Gatsby: April 23, 2019

Focus: What resolution do we need to bring to our Great Gatsby unit?

1. Warming up by using these editing slides and your grammar packet to edit your in-class writings

2. Viewing the end of the film version of The Great Gatsby

HW:
1. For TOMORROW: Have your book club letter signed and bring a copy of your book to class.

2. For FRIDAY: Any revisions / additions to your Gatsby blogs are due; hand back the rubric to me when they're ready to grade.

Writing About Gatsby: April 22, 2019

Focus: How can we write our way to a better understanding of Fitzgerald's themes?

1. Warming up with a few reminders:

Start your document:

• Call it "Great Gatsby Official Timed Writing."

• Place it in your "Wealth and Power" or "Gatsby" folder (whatever you called it).

Three tiny reminders:

• Avoid "you" and "your." Try "we" and "our."

• Avoid stating "This quote..." Lead out with some literary lingo or a statement about the author's intent.
• Here's an example: Instead of saying, "This quote reveals that the speaker feels ambivalent," try saying, "The two roads symbolize the speaker's ambivalence," or the "Frost emphasizes the speaker's ambivalence."

• Show off your newly discovered close reading skills.

2. Composing your timed writing (55 minutes)

• Click here if you need an online version of the prompts and rubric.

3. Using the rubric to edit your essay if time allows

HW:
1. For TOMORROW: Finish your in-class writing if you did not finish in class or if you were absent.

2. For WEDNESDAY: Have your book club letter signed and bring a copy of your book to class.

Our Capacity for Wonder: April 19, 2019

Focus: How does the ending of Gatsby reveal what Fitzgerald wants us to understand better or differently?

1. Warming up with beautiful words

• Which words / phrases seem to carry symbolic weight? 

• What might they mean? 

• What are you wondering?

• Can you connect these beautiful words to the writing prompt you're most interested in?

2. Enjoying our final (and extended) fishbowl on The Great Gatsby, Chapters 8 and 9

3. Wrapping up with take-aways

HW:
1. For MONDAY: Come to class prepared for your in-class writing; I recommend writing your thesis and having your quotations selected before class.

*Also, make sure your Gatsby journals are complete; I will be grading them while you write your essays.*

2. For WEDNESDAY: Complete your book club letter and have your book IN YOUR HANDS when you walk into class on Wednesday.

Getting Set Up for Success: April 18, 2019

Focus: What do journalists want us to understand better or differently about America?

1. Warming up with an overview of our investigative journalism unit (see website for links to letter, book list, and bookmark)

2. Forming investigative journalism book clubs by selecting your groups and books; you must have at least FOUR people in your book club and no more than SIX (no exceptions to this rule this time)

3. Reading, conferencing, and journaling on the ending of The Great Gatsby; Chapter 9 leaders may use this time to prepare their syllabus.

HW:
1. For TOMORROW: Finish reading and journalling on The Great Gatsby. We will have an extended fishbowl discussion of both Chapters 8 and 9.

2. For MONDAY: Come to class prepared for your in-class writing; I recommend writing your thesis and having your quotations selected before class.

*Also, make sure your Gatsby journals are complete; I will be grading them while you write your essays.*

3. For WEDNESDAY: Complete your book club letter and have your book IN YOUR HANDS when you walk into class on Wednesday.

The Holocaust Was Complete: April 16, 2019

Focus: Why does Fitzgerald kill off Gatsby, and why in this manner?

1. Warming up with an enthusiastic round of "Fix My Thesis"

• Click here for my thesis criteria and sample Gatsby thesis statements.
• Try composing a first draft of your thesis statement.

2. Performing a close reading of the last line of Chapter 8; finding your own word or phrase from Chapter 8 to read closely and posting it on today's blog with a question or comment.

3. Enjoying our penultimate fishbowl discussion: The Great Gatsby, Chapter 8

HW:
1. Please read and blog on Chapter 9 by Thursday. Leaders should prepare the syllabus and post it on the class WEBSITE (not blog).

2. Keep tracking evidence that connects to your timed writing topic and refining your thesis.

Rising to Level 3: April 15, 2019

Focus: What does Fitzgerald want us to understand better or differently?

1. Warming up with three good things!

2. Perusing the list of prompts for this Friday's timed writing (given out last week and linked here) and beginning to brainstorm by finding evidence:

• First, spend 10 minutes simply freewriting on your topic. If you start freewriting and realize you don't like this topic, switch to another and freewrite on that one!

• Next, find one or two passages from Chapters 1-4 that respond to the prompt you've selected. Jot down the passages or at least the page numbers on your freewriting.

• Then, find one or two passages from Chapters 5-7 that respond to your prompt. Jot down the passages or at least the page numbers on your freewriting.

• As you finish the book, find one or two passages from Chapters 8 and 9 that respond to your prompt.

3. Reading / journalling about / conferencing on Gatsby, Chapter 8

• Delan, David C, Hayes, and David B may use this time to prepare their syllabus in the hallway. Please see the sample syllabus on the website.

HW:
1. For TOMORROW: Finish reading Chapter 8 and complete your journal entry. Tomorrow's fishbowl leaders should prepare their syllabus and post it on the class website.

2. For FRIDAY: Continue preparing for our in-class essay on The Great Gatsby. IF YOU ARE ABSENT THIS FRIDAY, YOU ARE IN CHARGE OF COMPLETING YOUR TIMED WRITING ON YOUR OWN BY MONDAY.

Friday Freewrite: April 12, 2019

Focus: What turning points might these conflicts be building up to?

1. Warming up with a Friday Freewrite (15-20 minutes, total)

Step 1: Freewrite for 8 minutes on the LEFT side, using the prompts as your writing sparks.

Step 2: Switch with someone not sitting next to you.

Step 3: On the RIGHT side, please reflect on their writing by doing the following:

1. Note something you liked / will stay with you.
2. Ask a question.
3. Argue a point with them (play devil's advocate for a moment and explore the opposite of something they wrote).

2. Enjoying the film interpretation of Chapters 6 and 7

• Please start the film at 1:02; make sure you stop the film at 1:50 (but it's fine if you don't get all the way there).

HW:
1. Make sure your blog entries are caught up through Chapter 7.

2. For TUESDAY: Please read Chapter 8 and complete your journal. Leaders should read ahead so that they can prepare their syllabus.

Driving Forces: April 11, 2019

Focus: What are the driving forces behind the death in Chapter 7?

1. Warming up with Henry's cars and a hands-on analysis of Myrtle's vehicular homicide

Each kit contains the following: A yellow car, a blue car, a "Myrtle", and a random car coming from the opposite direction.

Level 1: Reenact what happens in Chapter 7 with the cars. Who's in which car on the way there and the way back? Where are they going and why? Who is driving each car? Why do they switch around?

Level 2: Analyze Fitzgerald's choices here. Why did he make this so complicated? Why does it matter that _________ ran over ________? Why is _________'s car? Why are the car colors symbolic? Why this manner of death?

Level 3: What is Fitzgerald trying to teach us about...recklessness? Love? Lust? Dreams? Respect? 

2. Enjoying a silent Socratic on Chapter 7 (25 min)

3. Wrapping up out loud with your responses to any of the questions below: Go around the room and share your thoughts out loud, one at a time.

• Why might Fitzgerald have chosen to kill of Myrtle? How is the way she died significant?
• What rising conflict lead up to this moment?
• Any other interesting questions/comments from today's blog?

HW:
1. Make sure your blog entries are caught up through Chapter 7.

2. For TUESDAY: Please read Chapter 8 and complete your journal. Leaders should read ahead so that they can prepare their syllabus.

Looking Ahead: April 9 / 10, 2019

Focus: What do we need to finish our Gatsby unit strong?

1. Warming up with a sneak peak of the next week of American Literature and the prompts for your in-class writings

• Click HERE for the sneak peak.

2. Giving you time to read, journal, and conference

3. Optional: Sharing your favorite Gatsby memes here :)

HW:
For THURSDAY: Finish reading and journalling on Chapter 7 in The Great Gatsby.

Any Heroes Here? April 8, 2019

Focus: Is there any potential for heroism in The Great Gatsby?

1. Warming up with three good things and a quick heroic refresher

2. Trying out the hero's journey in The Great Gatsby on Nick and Gatsby

• Quickly recap the different stages of the hero's journey. Look up anything you feel confused about; try this website or this one if you need a quick refresher.

• Try filling out the hero's journey so far for Nick.

• Try filling out the hero's journey so far for Gatsby.

• Draw larger conclusions: Is one character a more convincing hero than the other? Are they both heroes? Why? Is neither a hero? Why not? What might Fitzgerald want us to understand better or differently about the role of heroes in a Modern world? FORM A THESIS STATEMENT IN RESPONSE TO THIS AND POST IT ON OUR CLASS BLOG.

3. Taking time to read, journal, and conference on Chapter 7 (leaders may use this time to meet)

*If you'd like to use the first ten minutes of your reading time to peruse the final lesson in your Grammar packet (or to look back through your Grammar packet), go for it!*

HW:
1. For TOMORROW: Look through your pink Grammar packet tonight before going to bed. Then, get a good night's sleep!

2. For THURSDAY: Finish reading and journalling on Chapter 7. It's looooooong, so make sure you give yourself plenty of time to read it.

Friday Freewriting: April 5, 2019

Focus: What does the film version help you understand better or differently about The Great Gatsby?

1. Warming up with a Gatsby Friday Freewrite

2. Enjoying and interpreting the film version The Great Gatsby

3. Wrapping up with a quick exit ticket

HW:
1. Start reading Chapter 7. It's not due until next Thursday, but you'll want a week to read it (it's twice the length of the other chapters, and it gets pretty crazy).

2. FRIDAY is the end of the 12-week grading period; all make-up work, revisions, etc. due before you go to sleep tonight. When you make up a fishbowl discussion, please let me know.

Close Reading: April 4, 2019

Focus: What can we learn by close-reading Fitzgerald's details?

1. Warming up with beautiful words from Chapters 4, 5, and 6

• Fold a sheet of paper in half, hot-dog orientation. On the left side, write out your beautiful words.

• Find one symbolic element from your "beautiful words" passage (something concrete, like an object, a color, the weather, etc. that represents something abstract)

• What are you noticing about how Fitzgerald uses this symbolic element?

• Are there any connections between what you're looking at and the book's cover? Does it help you understand anything about the cover?

• Quick gallery walk with three sticky notes: 

• Identify something you like.

• Ask a meaningful question.

• Make a connection between what this person wrote about and what you wrote about.

2. Enjoying Fishbowl #4: The Great Gatsby, Chapter 6

3. Wrapping up with questions, kudos, and epiphanies

HW:
1. Start reading Chapter 7. It's not due for a week, but you'll want a week to read it (it's twice the length of the other chapters, and it gets pretty crazy).

2. FRIDAY is the end of the 12-week grading period; all make-up work, revisions, etc. due before you go to sleep tomorrow. When you make up a fishbowl discussion, please let me know.

Love or Lust? April 3, 2019

Focus: Is Gatsby a love story or a lust story (or something else)?

Shortened class / lengthened TRIBE

1. Warming up by taking "The Love Quiz" in character

1: Nick

2: Jordan

3: Gatsby

4: Daisy

5: Tom

6: Myrtle

• Answer the questions in character. 

• At the end of the quiz, write down a few reflections: What are you noticing about your character's attitude toward love? Is it admirable? Healthy? Unsettling? Other?

• With your "love interest," compare answers. Are you a good match? Why or why not? What is the nature of your romance: love, lust, or something else?

2. Reading and journaling about The Great Gatsby, Chapter 6; tomorrow's fishbowl leaders can use this time to prepare! Yes!


HW:
1. For THURSDAY: Read and journal on Chapter 6 in The Great Gatsby.

2. THIS FRIDAY MARKS THE END OF 12 WEEKS; any make-up or revised work from the past 6 weeks must be submitted before you go to bed on Friday.

Perfect: April 2, 2019

Focus: How does "perfection" help and hinder us?

1. Warming up with Ellen Hopkins' "Perfect"

• 5 minutes of quickwriting

• 5 minutes of sharing and sticky noting

2. Transitioning into our Gatsby fishbowl with these questions:

• What is Gatsby's definition of a perfect life? How does it compare to yours?

• What are you wondering about Gatsby's "perfect life"?

3. Enjoying Fishbowl #3: Chapters 4 and 5 of The Great Gatsby

4. Wrapping up with beautiful words and/or thoughts on this: How is Gatsby's vision of a perfect life helping him? How is it hindering him?

HW:
1. For THURSDAY: Read and journal on Chapter 6 in The Great Gatsby.

2. THIS FRIDAY MARKS THE END OF 12 WEEKS; any make-up or revised work from the past 6 weeks must be submitted before you go to bed on Friday.

Finally, the Love Story: April 1, 2019

Focus: What romantic conflicts are on the rise, and what do they reveal about Jay Gatsby?

1. Warming up with three good things!

2. Reflecting on your empathy monologues using the rubric and my feedback in Turnitin

3. Reading and conferencing; tomorrow's leaders may use this time to prepare.

HW:
1. For TOMORROW: Finish reading and journalling on Chapters 4 and 5 in The Great Gatsby; make sure your journals are up-to-date.

2. For THURSDAY: Read and journal on Chapter 6 in The Great Gatsby.

3. THIS FRIDAY MARKS THE END OF 12 WEEKS; any make-up or revised work from the past 6 weeks must be submitted before you go to bed on Friday.

Gatsby's Party Scenes: March 22, 2019

Focus: What do Gatsby's party scenes reveal about settings and character dynamics?

1. Warming up with a short "quiz" on Grammar Focus #9: Apostrophes

2. Reading and journalling on The Great Gatsby; remember that Tuesday we will be fishbowling Chapters 4 AND 5

*NOTE: I will be grading your Chapter 2 and 3 journals over spring break; please make sure you are caught up.*

3. Viewing the film version of Chapters 1, 2, and 3 of The Great Gatsby to strengthen your understanding of settings, characters, and party dynamics

• PLEASE TURN IN YOUR FILM REFLECTIONS AT THE END OF CLASS.

HW:
For TUESDAY after break: Read and journal on Chapters 4 and 5 (one journal for both chapters will be fine since we're discussing both chapters in a single fishbowl).

Fitzgerald and Modernism: March 21, 2019

Focus: What is Modernism, and how does this help you put The Great Gatsby in perspective?

1. Warming up with Modernist art from 1925, Grammar Focus #9, and a sneak peak of tomorrow

2. Speed walking with today's fishbowl roles

3. Enjoying our second Gatsby Fishbowl: Chapter 3

Remember our goal: Walk out with a better understanding than the one you walked in with.

4. Wrapping up with kudos, questions, and epiphanies

HW:
1. FRIDAY: Short assessment on Grammar Focus #9: Apostrophes.

*NOTE: I will be grading your Chapter 2 and 3 journals over spring break; please make sure you are caught up.*

2. For TUESDAY after break: Read and journal on Chapters 4 and 5 (one journal for both chapters will be fine since we're discussing both chapters in a single fishbowl).

The Pre-Party: March 20

Focus: What does the party in Chapter 3 reveal about the party-goers?

Shortened Class

1. Warming up with Grammar Focus #9: Apostrophes

2. Reading and journalling on Chapter 3; conferencing with me on your reading

• Leaders may use this time to prepare the syllabus for tomorrow.
• Discussers: Please complete your journal BEFORE discussion.

HW:
1. For THURSDAY: Finish reading Chapter 3 and complete your journal; Fishbowl leaders should prepare and post their syllabus. DISCUSSERS: Complete your journals BEFORE discussion.

2. FRIDAY: Short assessment on Grammar Focus #9: Apostrophes.

3. For TUESDAY after break: Read and journal on Chapters 4 and 5 (one journal for both chapters will be fine since we're discussing both chapters in a single fishbowl).

Into the Valley of Ashes: March 19, 2019

Focus: What is the Valley of Ashes, and what does it reveal about the novel as a whole?

1. Warming up with a whiteboard brainstorming of "Valley" and "Ashes"; performing a metacognitive of Fitzgerald's description of the Valley of Ashes

*Your Fishbowl transition: Post one of your questions about the Valley of Ashes on today's blog.*

2. Enjoying our first Gatsby Fishbowl: Chapter 2

3. Wrapping up with your thesis of the day: Fitzgerald uses the Valley of Ashes to....

4. Debriefing: What went well? What do we need to do better?

HW:
1. For THURSDAY: Finish reading Chapter 3 and complete your journal; Fishbowl leaders should prepare and post their syllabus.

2. FRIDAY: Short assessment on Grammar Focus #9: Apostrophes.

3. For TUESDAY after break: Read and journal on Chapters 4 and 5 (one journal for both chapters will be fine since we're discussing both chapters in a single fishbowl).

Entering the World of Gatsby: March 18, 2019

Focus: What important dynamics does Fitzgerald establish in Chapter 1?

1. Warming up with three good things and the Sparknotes oath

2. Interviewing your partner's understanding of Chapter 1

• Understanding the basics of Chapter 1 with a partner interview

• Rereading the last page of Chapter 1 and brainstorming possible symbols as a class

3. Reading Chapter 2, recapping the reading journal options, and signing up for reading conferences

*Tomorrow's Fishbowl leaders may use this time to prepare.*

HW:
1. For TOMORROW: Finish reading Chapter 2 and complete your journal; Fishbowl leaders should prepare and post their syllabus.

2. For THURSDAY: Finish reading Chapter 3 and complete your journal; Fishbowl leaders should prepare and post their syllabus.

3. FRIDAY: Short assessment on Grammar Focus #9: Apostrophes.

4. For TUESDAY after break: Read and journal on Chapters 4 and 5 (one journal for both chapters will be fine since we're discussing both chapters in a single fishbowl).

Stepping into Nick's Shoes: March 15, 2019

Focus: What purposes does the book's opening chapter serve?

1. Warming up by meeting F. Scott Fitzgerald and brainstorming his relationship with wealth and the American Dream (20 minutes)

• Click HERE for the four film reflection questions

2. Reading Chapter 1 together with your choice of journalling

3. Getting set up our Gatsby fishbowls

HW:
1. For MONDAY: Finish reading Chapter 1 and post your first journal; read the first half of Chapter 2.

2. For TUESDAY: Finish reading Chapter 2 and post your second journal; leaders should prepare their syllabus for Fishbowl discussion.

3. For THURSDAY: Read Chapter 3 and post your third journal; leaders should prepare their syllabus for Fishbowl discussion.

To make up for the snow days:

• You will need to read Chapters 4 and 5 over spring break; you will have Friday and Monday as reading days. Remember your Sparknotes oath.

• No vocabulary quiz this week.

• Parent interview is optional.

Making and Breaking the American Dream: March 12, 2019

Focus: Does wealth make or break the American dream?

1. Warming up with finishing our Empathy Monologues and the Empathy Folder

• What's the hardest part of empathy? OR, What do you have to do in order to gain empathy?

• If I can have empathy for this person, I can also have empathy for...

2. Getting logistically set up for our new unit:

• New folder: The Great Gatsby or "Wealth and Power" or "The American Dream"
• New document: In-class thoughts

3. Meeting poets, business people, politicians, and statisticians to brainstorm ideas on the current status American Dream (10 min)

In your "In-class Thoughts" document, please try the following as you watch the videos:

• Write a one-sentence summary of what the video is about.

• Write a one-sentence summary of what larger point the video is making and/or how the video responds to today's focus question (is wealth making or breaking the American dream?).

• Write a brief personal response to the video. This can include reflection, opinions, connections, analysis, reaction, questions, or all of the above.

Here are the videos (pick two or three)

Both Sides:

(good spoken word poem) https://www.youtube.com/watch?v=GZDNUGMMxLk   (3:41)

Dream Is Dying:

• http://finance.yahoo.com/news/american-dream-illustrated-with-legos-brookings-200611923.html  (3:40)

• http://www.youtube.com/watch?v=_1I_AfdNHM8&safety_mode=true&persist_safety_mode=1&safe=active  (3:26)

• http://www.youtube.com/watch?v=2tUIx5DlxaI&safety_mode=true&persist_safety_mode=1&safe=active   (3:25)

Dream is Thriving:

• http://www.youtube.com/watch?v=h8dXKMTUAtk&safety_mode=true&persist_safety_mode=1&safe=active (3:44)

• President Trump on Rebuilding the American Dream

• Former First Lady Michelle Obama on the American Dream

4. Meeting F. Scott Fitzgerald and brainstorming his relationship with wealth and the American Dream

• Click HERE for the four film reflection questions

HW:
1. For TODAY (Tuesday): Complete our Gatsby opening survey! It will take you about 15 minutes. Click HERE for the link.

2. For THIS FRIDAY: Interview one of your parents/guardians and bring their responses to class. Click HERE if you need a copy of the interview questions.

3. For FRIDAY BEFORE BREAK (March 15): Study the 20 Gatsby vocabulary terms in Quizlet to prepare for a vocabulary quiz on this day.

Performing Our Empathy Monologues: March 11, 2019

Focus: What can we learn about empathy through writing?

Please turn in your school copies of Fences.

1. Warming up with three good things, baked goods, and an overview of how the note cards work

• On each note card, please write your name and the name of the presenter.

• Jot down ONE POSITIVE THING for each speech. The more specific, the more meaningful it will be to them.

2. Performing our empathy monologues

3. Wrapping up, if time allows, with a Friday freewrite on empathy

HW:
1. For TOMORROW: Complete our Gatsby opening survey! It will take you about 15 minutes. Click HERE for the link.

2. Start looking over your Gatsby vocabulary on www.quizlet.com; quiz on Friday, March 22.

Writing Week, Day 4: March 7, 2019

Focus: How can peer revision strengthen our writing?

1. Warming up with a quick explanation as to how our Monday coffeehouse reading will look like

• On MONDAY, you will have one minute to present part or all of your monologue. It should be well-read, but no memorization required.

• You must use the full minute, but how you divide your time is up to you. You could spend 30 seconds talking about your character, the process of researching this person, the process of writing about this person, what you've learned about empathy, etc., and then 30 seconds reading part of your monologue. Or, you could use the entire time to read your monologue.

• You must read at least a few lines from your monologue.

2. Exchanging drafts and revising them methodically by using these slides

3. Taking a quick picture of your peer editing and sending it to me

4. Conferencing with your partners in the last 5 minutes of class

NOTE: If your draft is not ready for editing today, you must use the above slides either to edit or your own or have someone else edit it. If you'd like credit for this, please send me a picture of the edited copy.

HW:
1. Prepare for your coffeehouse reading on Monday.

2. By TUESDAY: Complete our Gatsby opening survey! It will take you about 15 minutes. Click HERE for the link.

Drafting the Monologue, Day 3: March 6, 2019

Focus: How can we use imagery in our monologues?

1. Warming up with a sample student Empathy Monologue from last year with a focus on sentence variety

2. Drafting. conferencing, and self-editing your monologues

• Are you establishing some of the conflicts in this character's life? 

• Are you identifying a shift in your perspective / turning point / realization?

• Are you / is your character coming to a bigger realization about yourself, others, or the world around you? What is resolved by the end of the monologue?

• Are you using imagery to develop your character?

• Are you using a variety of sentence lengths and structures?

• Need more ideas? Try out the brand new Writing Cards!

3. Offering you a quick overview of how the Coffeehouse Reading works

HW:

1.THURSDAY: PRINTED Empathy Monologue full drafts are due by the beginning of class.

2. MONDAY: FINAL DRAFTS DUE in Turnitin.com; coffeehouse readings of empathy monologues.

Drafting the Monologue, Day 2: March 5, 2019

Focus: How can we use imagery in our monologues?

1. Warming up with reading a third-person monologue: Salvador Late or Early

• An image is something that appeals to one of your five senses. Which three images in this piece are the most powerful for you?

• How do these images help develop this character? What can you infer from them?

2. Drafting. conferencing, and self-editing your monologues

• Are you establishing some of the conflicts in this character's life? 

• Are you identifying a shift in your perspective / turning point / realization?

• Are you / is your character coming to a bigger realization about yourself, others, or the world around you? What is resolved by the end of the monologue?

• Are you using imagery to develop your character?

3. Needing more ideas? Try out the brand new Writing Cards!

HW:

1. TODAY: Make sure you have completed a Connect, Extend, Challenge entry for all scenes in Fences, including any days that you missed.

2. THURSDAY: PRINTED Empathy Monologue full drafts are due by the beginning of class.

3. MONDAY: FINAL DRAFTS DUE in Turnitin.com; coffeehouse readings of empathy monologues.

Drafting the Monologue, Day 1: March 4, 2019

Focus: How do we use conflict and turning point to draft a monologue?

1. Warming up with three good things and the Writing Week Contract

2. Analyzing Roses's monologue:

• What are her conflicts?

• Where is her turning point / big realization?

• To what extent does the turning point resolve the conflicts?

3. Applying this exercise to your Empathy Monologue character:

NOTE: Please make sure you have an Empathy Monologue Google doc called "Draft," and that it's in your shared American Literature folder.

• Which conflict(s) has your character experienced that you want to focus on in your Empathy Monologue?

• What might be this character's turning point / realization regarding his or her conflict?

• To what extent does this turning point / realization resolve this character's conflict(s)?

4. Writing and conferencing

HW:

1. TODAY: Make sure you have completed a Connect, Extend, Challenge entry for all scenes in Fences, including any days that you missed.

2. THURSDAY: PRINTED Empathy Monologue full drafts are due by the beginning of class.

3. MONDAY: FINAL DRAFTS DUE in Turnitin.com; coffeehouse readings of empathy monologues.

What's Hiding in a Monologue? March 1, 2019

Focus: What hides in a monologue, and how do we find it?

1. Warming up with a little partner scenery analysis

• Find three descriptions of scenery: One each from the beginning, middle, and ending.

• In terms of the scenery, what shifts throughout the play, and what does it mean?

2. Performing the end of Fences and discussing your reflection questions

3. Analyzing Roses's monologue:

• What are her conflicts?

• Where is her turning point / big realization?

• To what extent does the turning point resolve the conflicts?

4. Applying this exercise to your Empathy Monologue character:

NOTE: Please make sure you have an Empathy Monologue Google doc called "Draft," and that it's in your shared American Literature folder.

• Which conflict(s) has your character experienced that you want to focus on in your Empathy Monologue?

• What might be this character's turning point / realization regarding his or her conflict?

• To what extent does this turning point / realization resolve this character's conflict(s)?

HW:
For MONDAY:
Make sure all of your Connect, Extend, Challenge questions for Fences are complete except for the final scene, which we will perform tomorrow (see rubric below). Remember that if you missed class on a Reader's Theater day, you still need to complete that entry.

Check out the Fences journal/blog rubric I will use to assess and give feedback to your blogs.

Shifts in Fences: February 28, 2019

Focus: What's shifting in Fences, and why?

1. Warming up with a quick editing exercise on redundancy and a celebration of one of your blogs

2. Performing and analyzing 2.1 and 2.2-4...FINALLY!

3. Wrapping up with Connect, Extend, Challenge: Try to focus on something that's shifting in the play in terms of characters, conflicts, relationships, symbols, etc.

HW:
For FRIDAY:
Make sure all of your Connect, Extend, Challenge questions for Fences are complete except for the final scene, which we will perform tomorrow (see rubric below). Remember that if you missed class on a Reader's Theater day, you still need to complete that entry.

Check out the Fences journal/blog rubric I will use to assess and give feedback to your blogs.

Drafting the Monologue: February 27, 2019

Focus: How do we start writing the rough draft of the empathy monologue?

1. Warming up with a quick review of the overview and goals of the Empathy Monologue (5 minutes)

• Click HERE and refresh your understanding of the Empathy Monologue end product.

2. Composing your draft (45 minutes)

• Start a new Google doc and call it "Empathy Monologue Draft."

• Save it in your shared folder so that I can access it this week.

• Follow the writing exercises linked HERE. 

HW:
1. For TOMORROW: Acting companies will (finally) give their performances.

2. For MONDAY: All Connect, Extend, Challenge Entries need to be complete and posted.

Analyzing Symbolic Choices in Fences: February 26, 2019

Focus: How can we connect, extend, and challenge our understanding of Fences?

1. Warming up with Grammar Focus #8: Redundancy (in pink grammar packets)

2. Enjoying the film version of Fences with a note catcher

3. Turning in your note catcher before you leave

HW:
For FRIDAY:
Make sure all of your Connect, Extend, Challenge questions for Fences are complete (see rubric above). Remember that if you missed class on a Reader's Theater day, you still need to complete that entry.

Troy's Backstory: February 25, 2019

Focus: How does learning Troy's backstory change your understanding of his character?

1. Warming up with three good things and a glimpse of this week

2. Revealing the Fences journal/blog rubric

3. Enjoying Reader's Theater: Act 1, Scene 4; Act 2, Scene 1; and Act 2, Scenes 2, 3, and 4

4. Discussing the reflection questions (but saving Connect, Extend, Challenge for tomorrow)

HW:
For FRIDAY:
Make sure all of your Connect, Extend, Challenge questions for Fences are complete (see rubric above). Remember that if you missed class on a Reader's Theater day, you still need to complete that entry.

Creating Your Character's World: February 23, 2019

Focus: What can we learn about our characters by examining their worlds?

1. Warming up with a short quiz on your Fences vocabulary

2. Performing and discussing Act 1, Scene 3

3. Enjoying the Empathy Monologue Writing Exercises: Creating a World


HW:
1. Spend 20 more minutes on this writing exercise; next Monday, we will start pulling your exercises together into a rough draft of your actual monologue.

2. If you fell behind in your Act 1 blog entries, please catch up by Monday. Click HERE for the rubric I will be using to grade your entries next wee.

Performing Fences, Day 1: February 21, 2019

Focus: How can performance help us analyze a text?

1. Warming up a few rounds of Quizlet Live to test your retention of Fences vocabulary!

2. Giving you an overview of your journal entries for Fences

On your personal blog each day/night, you will need to complete the following:

• Respond thoughtfully and specifically to the Level 2 or 3 question posed by the Acting Companies that performed that day (3-5 sentences). You may be able to do this in class.

• Complete a Connect, Extend, Challenge entry for one specific line/passage from EACH SCENE performed that day. The line can be spoken aloud or from the scene descriptions. This will be homework.

• These should be published on your personal blog before you walk into class the next day. Be sure to label clearly in the title of your post which scenes each post is addressing.

3. Enjoying Reader's Theater: 1.2 and hopefully 1.3

HW:
FOR TOMORROW: 

• Complete your first Reader's Theater journal entries for the scene(s) performed in class today. See the full description under #2 on today's class blog.

• Study the Fences vocabulary terms to prepare for a short quiz.

Reader's Theatre Prep: February 20, 2019

Focus: How do we use Reader's Theater to understand, analyze, and create meaning?

1. Warming up with a quick overview of your Reader's Theater Rubric

2. Working with your acting companies to prepare your scene for Reader's Theater

• If needed, finish reading your assigned scene aloud.

• Work on your symbolic choice.

• Create Google slides that pose a Level 2 or 3 question and help us think deeply about your scene.

• Rehearse, rehearse, rehearse until you get the rhythm of the scene. You should know how to pronounce the words, when to pause, when to shout, whisper, etc.

• Stage your scene. Avoid the pitfall of everybody standing awkwardly in a row.

• Complete your Project Work Log.

3. Wrapping up with your project work logs and goal-setting for tonight: What needs to get done  so that you're ready to present on Wednesday?

HW:
1. TOMORROW: Performances will begin. 

• Bring in your props and costumes, and place your Google slide in your shared folder.

• Make sure your Connect, Extend, Challenge entry for your scene is posted on your blog.

2. FRIDAY: Quiz on Fences vocabulary (Quizlet)

Happy, Efficient Acting Companies: February 19, 2019

Focus: How do we set up our Acting Companies to make sure we work happily and efficiently together?

1. Warming up with your Fences vocabulary and circle story telling

2. Setting up expectations for your acting companies and Reader's Theater

3. Working with your acting companies

• Setting up your project work log to function happily and efficiently together

• Reading the plot summary  of the play and of your specific scene together:

• What is your brain connecting the characters/conflicts/situations/word choices to?

• How can you use part of your scene to extend your thinking? What does it help you understand better or differently?

• What are you wondering? What questions can you pose to challenge the text?

HW:
1. For TOMORROW: Complete your Connect, Extend, Challenge blog entry for the scene you read with your acting company today. You need to select THREE lines from your scene; compose your connection, extension, and challenge for each one. These should be published on your personal blog.

2. THURSDAY: Acting companies will begin their performances.

3. FRIDAY: Vocabulary quiz on the 15 Fences words (in Quizlet).

Creating a World: February 15, 2019

Focus: How does our dynamic world contribute our dynamic selves?

1. Warming up with Grammar Quiz #7: Sentence Fragments

2. Engaging in Empathy Monologue writing exercises: Creating a World (Zooming Out)

3. Viewing the film adaptation of Act 1, Scene 1 and reflecting on it with this exit ticket

HW:
1. If you were absent today or switched characters, please complete the Zooming Out exercises for "Creating a World" (linked to #2 on the agenda).

2. TODAY, Friday, February 15, marks the end of the first 6 weeks. Please submit all make-up work, revised work, and missing work by 3:45 this Friday. Also, if any of your grades are incorrect, please e-mail me by Friday. After Friday, all grades in IC will stand as they are. CHECK YOUR GRADES.

Troy's Conflicts: February 14, 2019

Focus: What central conflicts are set up in the first scene of Fences?

1. Warming up with a Valentines introduction to your Fences vocabulary!

2. Finishing Act 1, Scene 1 in Fences together with a focus on Troy's conflicts

3. Viewing the film adaptation of Act 1, Scene 1 and reflecting on it with this exit ticket

HW:
1. Make sure you have completed the three Connect, Extend, Challenge blog entries: 

• Connect, Extend, Challenge #1: The photograph of the police officer and the KKK child.

• Connect, Extend, Challenge #2: Brainstorming the word "fence"; investigating a passage from Act 1, Scene 1.

• Connect, Extend, Challenge #3: Responding to the Ta-Nehisi interview from today's warm-up.

2. TOMORROW, Friday, February 15, marks the end of the first 6 weeks. Please submit all make-up work, revised work, and missing work by 3:45 this Friday. Also, if any of your grades are incorrect, please e-mail me by Friday. After Friday, all grades in IC will stand as they are. CHECK YOUR GRADES.

Why We Don't Say the N-Word: February 13, 2019

Focus: How come Troy can say the N-word but we can't?

1. Warming up with Ta-Nehisi and why white people can't say the N-word: Using Connect, Extend, Challenge to think through this (click here for the soundbytes)

2. Checking out a sample Connect, Extend, Challenge from last night

3. Finishing Act 1, scene 1 with a focus on Troy's conflicts (see packet)

HW:
1. Make sure you have completed Connect, Extend, Challenge #2; it should investigate a small section of Act 1, Scene 1.

• Connect, Extend, Challenge #1: The photograph of the police officer and the KKK child.

• Connect, Extend, Challenge #2: Brainstorming the word "fence"; investigating a passage from Act 1, Scene 1.

• Connect, Extend, Challenge #3: Responding to the Ta-Nehisi interview from today's warm-up.

2. This Friday, February 15, marks the end of the first 6 weeks. Please submit all make-up work, revised work, and missing work by 3:45 this Friday. Also, if any of your grades are incorrect, please e-mail me by Friday. After Friday, all grades in IC will stand as they are. CHECK YOUR GRADES.