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.