The Great Gatsby

M & T: Class discussion and notes on the hallmarks of the Jazz Age: time period, advances for women, Prohibition, urban corruption, 1919 World Series scandal, the “People’s Car,” dancing, backlash from the “decade that roared.”

W: Fine Arts Day

Th: The students will view the Biography Channel production of F. Scott Fitzgerald: The Great American Dreamer and answer questions about the author of the novel.

F: Chapter One vocabulary. The students will read pages 1 – 10 of the novel, identifying examples of characterization for the characters Nick Carraway, Jay Gatsby, and Tom & Daisy Buchanan.

M: The students will be introduced to the work of Mark Twain; notes and discussion.

T – W: The students will view Dr. Elliot Engel’s video lecture on the work of Mark Twain and will answer the accompanying questions.

Th: White Oak High School will dismiss classes at 9:00 a.m. to host the UIL Academic District Meet.

F: The students will read The Celebrated Jumping Frog of Calaveras County and complete an answer on local dialect.

2.29.3.4

M: The students will complete the Dr. Elliot Engle video presentation  over the life of Edgar Allan Poe and the recurring themes in his work. Announce the raven project.

T: The students will complete the major test over The Crucible.

W: The students will complete the vocabulary and be introduced to the interpretations of the colors featured in The Masque of the Red Death. Assign research of  ravens in various cultures, due Friday.

Th: The student will read The Masque of the Red Death.

F: The students will report on their research of ravens in various cultures.

The Crucible

M: The students will complete the Act I study guide in class and select their role for Act II.

T: External conflict. The students will read pages 1161 – 1165 and identify details that suggest tension in the relationship of John and Elizabeth Proctor.

W: Rising action. The students will read pages 1166 – 1170 and identify factors in the conflict developing between the Proctors and their community.

Th: The students will complete the Act I Quiz.  The students will complete the vocabulary terms for Act II.

F: Internal conflict The students will read pages 11 71 – 1176 and using the dramatic exposition, determine the internal conflict experienced by Rev. Hale.

The Epistle / Personal Letters

M & T: Letter to Her Daughter from the New White House – The students will write, proofread, and print a letter to a friend describing their rooms.

Aphorisms

W: The students will take notes on and discuss aphorisms.

Th: The students will read Poor Richard’s Almanack. They  will paraphrase selected aphorisms and write an original one.

F: The students will review for a major test over the unit A Nation is Born: American Literature  from 1750 to 1800.

M: The students will define charged words and will note and discuss the persuasive structure of the Declaration of Independence. Assignment: Using the Latin Word Pairs -rect and -tude. Due Thursday.

T: Graded papers will be returned to the students and filed. For the remainder of the period, the students will have a work day.

W: The students will complete the SAT-based vocabulary Lesson 6 Mythology.

Th: The students will read the Declaration of Independence and identify charged words and persuasive devices. Monday’s assignment due.

F: The students will read and persuasively analyze The Crisis, Number One.

M: The students will complete a timeline covering the events and literature of the literary era 1750 – 1800.

T: The students will be introduced to the literature of the American Revolution. Notes and discussion.

W: The students will read Patrick Henry”s Speech to the Virginia Convention and identify examples of parallelism and restatement. Notes and discussion.

Th: The students will review for the nine weeks test to be given Tuesday, Oct. 18.

F: The students will view the final installment of Colonial House documentary to verify the results of its prior predicting outcomes lesson.

M: Introduction to Gone with the Wind: “It’s not about the Civil War, it’s about people with gumption.”

Margaret Mitchell’s approach to her masterpiece.

T: Due to the simplicity of the Puritan lifestyle, they had few possessions, dressed somberly  and uniformly, and didn’t believe in expressing themselves creatively. Because they have left so little behind, they remain a mystery in many ways. Journal Writing – List five personal possessions that best express your individuality. What would they tell future generations about your lifestyle and personality? Write at least one page and no more than two.

W:  Read Edward Taylor biographical sketch, pg. 88. Define direct address. Read Huswifery, pg. 93. Notes and discussion.

Th: The students will view the first installment of Gone with the Wind, noting examples of Scarlett’s level of maturity and main concerns.

F: The students will read Iron Bird: Cal Ripken’s Work Ethic, to conclude The Puritan Influence unit.