The Great Gatsby
M: The students will complete and discuss A.P. questions over chapter 1.
T: The students will read pages 23 – 32 and answer discussion questions over the reading.
W: The students will complete the A.P. Literary Terms Test, part 2. This test can not be replaced with a nine weeks test.
Th: The students will read and discuss pgs. 33 – 38.
The Great Gatsby
M: The students will discuss and take notes over the dominant character traits of Nick Carraway, Jay Gatsby, and Tom and Daisy Buchanan. Announce Hallmarks of The Jazz Age quiz on Friday.
T: The students will read pages 23 – 32 and discuss the significance of the Valley of Ashes and the “foul dust” that pervades chapter two, They will also discuss the eyes of Dr. T.J. Eckleburg.
W: Fine Arts Day
Th: The students will read pages 33 – 38 and discuss the brutality of Tom Buchanan and his attitude toward George Wilson and men like him.
F: The students will complete the Hallmarks of the Jazz Age quiz.
The Great Gatsby
M – T: The students will view and answer questions over the Biography Channel video, F. Scott Fitzgerald: The Great American Dreamer.
W – Th: Characterization: The students will read Chapter 1 of The Great Gatsby and find an example of direct exposition with which the author presents a dominant trait of the characters Nick Carraway, Jay Gatsby, Tom Buchanan, and Daisy Buchanan.
F: The students will answer seven AP test multiple choice format questions over chapter one of The Great Gatsby.
M: The students will complete the Dr. Elliot Engel video presentation on the the life and recurring themes in his work. A test will be given over the Gothic literature notes on Friday.
T: The students will complete the major test over The Crucible.
W – F: The students will review the vocabulary for and read The Fall of the House of Usher, completing analysis chart for elements of Gothic literature as they read.
W: American Romantics assignment due.
F: Gothic literature notes test.
The Crucible
M: School Holiday
T: Distribute Act IV Vocabulary Builder; due Thursday, January 19, quiz Friday, January 20. The students will write a one-page response to the question: Who bears the most guilt for the fate of those hanged in the Salem witch trials–the girls who accused innocent people or the judges who sentenced them to death? Support your answers with evidence from the text.
W: The students will complete a quiz over Act III. Read pages 1217 – 1220 and discuss the description of Salem in chaos could warn against anti-communist fear and suspicion in Arthur Miller’s time.
Th: The students will read pages 1220 – 1226 and discuss (1) how Parris’s description of Proctor suggests the qualities of a tragic hero and (2) Elizabeth’s reluctance to plead with John to confess to witchcraft and save himself.
F: The students will read pages 1227 – 1233 and discuss (1) how Proctor’s refusal to incriminate others relates to the McCarthy hearings of the 1950s, (2) the ways Proctor’s statements reflect those of a tragic hero, and (3) the insights expressed by Proctor.
The Crucible
M: The students will select their character roles for Act III and will define the act’s vocabulary words at the bottom of pg. 1186. Vocabulary Builder exercise due Tuesday, Jan. 10. The students will read pages 1187 – 1193 and discuss Danforth’s statement on 1192 as a logical fallacy.
T: The students will read pages 1193 – 1201 identifying and discussing of examples of verbal irony.
W: The students will complete the Act II quiz. The students will read pages 1202 – 1205 and discuss what conflicts, both external and internal, that Danforth experiences in that scene.
Th & F: The students will read and discuss pages 1202 – 1213 and write a one-page response to the question: Imagine that Elizabeth Proctor had told the truth. In what way might the outcome of the trials have been different?
The Crucible
M: Literary analysis (TEK 4) of Biblical allusions (TEK 7) in the play and Act II Vocabulary Builder (TEK 1) assignments, Wednesday. The students will read pages 1161 – 1165 and discuss (a) the details that suggest tension in the Proctors’ relationship and (b) the meaning of Elizabeth’s allusion to the parting of the Red Sea as it relates to Abigail’s new standing in the community.
T: The students will read pages 1165 – 1169 and discuss the conflict developing between the Proctors and their community.
W: Literary analysis and Vocabulary Builder assignments due. The students will read pages 1169 – 1175 and discuss (a) the internal conflict that the stage directions suggest that Rev. Hale experiences, and (b) the meaning of Hale’s allusion to the Devil in relation to the accusations against Rebecca Nurse.
Th & F: The students will read pages 1175 – 1181 and discuss (a) how Proctor’s allusion to Pontius Pilate is an insult to Hale, and predict (a) how the poppet will affect Elizabeth’s future, (b) what will be the fate of those accused, and (c) how the charge of lechery will impact Proctor and his family.
M: The students will be introduced to the dramatic form, tragedy, and the characteristics of the tragic hero. Notes and discussion.
T: The students will complete the character guide of The Crucible. Notes and discussion.
W: The students will read the Arthur Miller biographical sketch on pgs.1118 -1119 and Contemporary Commentary on pgs. 1120 – 1121. Assignment: Complete Thinking About the Commentary on pg. 1121. Assign roles for Act I.
Th: The students will complete a quiz over the Witch Hunt! notes. They will complete the Act I vocabulary for The Crucible and read pages 1124 – 1125. Introduce Act I.
F: The students will read pgs. 1126 – 1131.
M: The Crucible – To introduce them to the causes and impact of the Salem Witch Trials, the students will view a Biography Channel documentary on the hysteria that swept Salem, Massachusetts the winter of 1692. Announce test for Thursday, Nov. 10 over the factors influencing that hysteria (notes and discussion from Thursday, Nov. 3).
T: Witch Hunt! Notes and discussion of McCarthyism and its influence on Arthur Miller, playwright of The Crucible.
W: The students will view a History Channel documentary and answer questions about Senator Joseph McCarthy and the House UnAmerican Activities Committee.
Th: The students will complete a test over the factors influencing the Salem witch hysteria.
F: Notes, discussion, and research assignment over Native American and Anglo influences in American English.
M: The students will begin a review for The American Dream (Colonial Literature) Test.
T: Graded papers will be returned to the students and they will use the remainder of the class period to prepare for the American Dream test.
W: The students will complete the SAT-based vocabulary Lesson 6 Mythology. Letters from an American Farmer essay due.
Th: The students will view the final installment of the PBS documentary, Colonial House.
F: The students will complete the American Dream Test.