Unit #1: The Great American Dream
Prioritized Standards:
ELAGSE11-12RI2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
ELAGSE11-12RI3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
ELAGSE11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
ELAGSE11-12W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.
ELAGSE11-12W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
ELAGSE11-12RI3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
ELAGSE11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
ELAGSE11-12W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.
ELAGSE11-12W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Main Text:
The Great Gatsby by F. Scott Fitzgerald
Week #1: American Modernism
Day 1: Introduction to the Course [August 17th, 2020]
DAY 1 PPT | |
File Size: | 8177 kb |
File Type: | pptx |
SYLLABUS | |
File Size: | 43 kb |
File Type: | docx |
Sign that you have read the syllabus here: https://forms.office.com/Pages/ResponsePage.aspx?id=mLHcDGmBcEu6n9p-O6cAwjIkYrHF7pZLjrmesJuMna5UOUtCNE9STjNBNkhOMExXS0hMTUhDSEJNRS4u
Day 2: Letter to Me [August 18th, 2020]
DAY 2 PPT | |
File Size: | 4928 kb |
File Type: | pptx |
Letter to My Future Self Directions | |
File Size: | 171 kb |
File Type: | docx |
Letter to My Future Self RUBRIC | |
File Size: | 344 kb |
File Type: |
Letter to My Future Self REVISE AND EDIT INSTRUCTIONS | |
File Size: | 224 kb |
File Type: |
Day 3: The Great Gatsby Scavenger Hunt Activity [August 19th, 2020]
CLICK THE LINK: http://www.huffenglish.com/gatsby/gatsbyhunt.html
Day 4: Context of Composition vs. Context of Interpretation [August 20th, 2020]
Context of Composition vs Context of Interpretation | |
File Size: | 10505 kb |
File Type: | pptx |
1st period: https://docs.google.com/presentation/d/1lKnH4E69_Ga7H8_3bD-g5h9sS8P2V3oJ8me7TYbmq30/edit?usp=sharing
2nd period: https://docs.google.com/presentation/d/11vZ9V-L0AB7k3ioGTQOIw73kWqAZVxqH357HUBpXGkg/edit?usp=sharing
3rd period: https://docs.google.com/presentation/d/1z3B7HE5UaMEaO7St2hqxL1DxMGmHtQJzTfAnr1oAv5w/edit?usp=sharing
5th period: https://docs.google.com/presentation/d/1j1ph0RyLzvENqW1PV4Cvkx7w7LymAQDmCCTZPDPXeX8/edit?usp=sharing
6th period: https://docs.google.com/presentation/d/1JrY332GvQpysNTZIebx90C7SPih2cyQDRitL68XafYc/edit?usp=sharing
2nd period: https://docs.google.com/presentation/d/11vZ9V-L0AB7k3ioGTQOIw73kWqAZVxqH357HUBpXGkg/edit?usp=sharing
3rd period: https://docs.google.com/presentation/d/1z3B7HE5UaMEaO7St2hqxL1DxMGmHtQJzTfAnr1oAv5w/edit?usp=sharing
5th period: https://docs.google.com/presentation/d/1j1ph0RyLzvENqW1PV4Cvkx7w7LymAQDmCCTZPDPXeX8/edit?usp=sharing
6th period: https://docs.google.com/presentation/d/1JrY332GvQpysNTZIebx90C7SPih2cyQDRitL68XafYc/edit?usp=sharing
Day 5: Context of Composition vs. Context of Interoretation [August 21st, 2020]