Once again, this post is courtesy of Forsberg. Thank him if you've learned anything at all from me.
This will give you some historical context for chapter four, especially about Meyer Wolfsheim. www.answers.com/topic/the-great-gatsby-novel-5
Here are the things that Forsberg and I wonder about...We hear lots of rumors about Gatsby, who he is, what he has done. This book seems to promote the idea that when enough people say something, it must be the truth. With that in mind--look at all the rumors about Gatsby. What does that tell the reader?
Think about the story Gatsby tells Nick on their way into New York. Does his evidence seem solid, or is it circumstantial? Would his evidence prove his story in court?
Two more parties in this chapter--lunch and tea. What happens at each? Why does Gatsby disappear after Nick introduces him to Tom? Meyer Wolfsheim—what kind of power does he have? Why would Fitzgerald include such strange detail about his jewelry? This is important.
What do Nick and we find out about Gatsby at tea? Should we believe Jordan--remember she's dishonest, oh, but wait--so is Nick--and just a second--Gatsby says he's from the Midwest--San Francisco. Is there a San Francisco, North Dakota? Does it seem like Gatsby’s story has holes in it? Who do you trust in this story? Ask yourself why you trust that person.
Tuesday, February 17, 2009
Friday, February 6, 2009
BONUS OPPORTUNITIES
As you should already know, students can earn bonus participation for helping clean the classroom or by bringing in supplies that are consumed in the classroom during daily business and small group work. 5 points can be earned for each item, and a maximum of 10 points can be earned. Items needed are:
time (to clean up classroom, file papers, etc) 15 minutes = 5 pts.
adhesive bandage strips (band-aids) 1 small box = 5 pts.
crayons, markers, colored pencils = 5 pts/box
Since we are reading F. Scott Fitzgerald, a local author, students may earn bonus by exploring areas of significance in St. Paul that relate to the author for bonus formative. To complete this task, have a photo of yourself taken in front of Fitzgerald's statue in Rice Park, in front of the Fitzgerald Theater in downtown St. Paul, and in front of the house he lived in on Summit Avenue (between the 500 and 600 block - do a websearch to find the exact address). 5 pts.
One last formative opportunity for now: watch the movie "The Curious Case of Benjamin Button" or read the short story, and write a one page reflection connecting the story's themes to class. 5 pts.
time (to clean up classroom, file papers, etc) 15 minutes = 5 pts.
adhesive bandage strips (band-aids) 1 small box = 5 pts.
crayons, markers, colored pencils = 5 pts/box
Since we are reading F. Scott Fitzgerald, a local author, students may earn bonus by exploring areas of significance in St. Paul that relate to the author for bonus formative. To complete this task, have a photo of yourself taken in front of Fitzgerald's statue in Rice Park, in front of the Fitzgerald Theater in downtown St. Paul, and in front of the house he lived in on Summit Avenue (between the 500 and 600 block - do a websearch to find the exact address). 5 pts.
One last formative opportunity for now: watch the movie "The Curious Case of Benjamin Button" or read the short story, and write a one page reflection connecting the story's themes to class. 5 pts.
The Great Gatsby - notes, chapter 2
Mostly from Mr. Forsberg this time. Make sure to thank him next time you see him if you are reading this.
1. For a good description of The Valley of Ashes reread the first paragraph. Pay particular attention to the word choices to get an understanding of what that place is like!
2. Be sure to understand what you can about T.J. Eckleburg and the idea that he is a god-figure in this chapter.
3. Pay attention to how the colors have changed from chapter one. Be sure to look at all of the colors in chapter one.
4. Compare and contrast the dinner party with Tom and Daisy with the cocktail party with Tom and Myrtle. Try to figure out what it tells you about what’s happening.
5. If you read carefully, you will discover that Myrtle changes her dress in this chapter three times. Why might Fitzgerald have her do that?
6. Explore what these images show the reader in this chapter:
A. Nick uses the word “ectoplasm,”
B. the photos are out of focus,
C. “People disappeared, reappeared, made plans to go somewhere, and then lost each other, searched for each other, found each other a few feet away.”
7. Can we trust that Nick as the narrator remembers and reports things accurately?
Quotations:
“Throwing a regal homecoming glance around the neighborhood, Mrs. Wilson gathered up her dog and her other purchases, and went haughtily in.”
“Daisy was not a Catholic, and I was a little shocked at the elaborateness of the lie.”
“I have been drunk just twice in my life, and the second time was that afternoon…”
1. For a good description of The Valley of Ashes reread the first paragraph. Pay particular attention to the word choices to get an understanding of what that place is like!
2. Be sure to understand what you can about T.J. Eckleburg and the idea that he is a god-figure in this chapter.
3. Pay attention to how the colors have changed from chapter one. Be sure to look at all of the colors in chapter one.
4. Compare and contrast the dinner party with Tom and Daisy with the cocktail party with Tom and Myrtle. Try to figure out what it tells you about what’s happening.
5. If you read carefully, you will discover that Myrtle changes her dress in this chapter three times. Why might Fitzgerald have her do that?
6. Explore what these images show the reader in this chapter:
A. Nick uses the word “ectoplasm,”
B. the photos are out of focus,
C. “People disappeared, reappeared, made plans to go somewhere, and then lost each other, searched for each other, found each other a few feet away.”
7. Can we trust that Nick as the narrator remembers and reports things accurately?
Quotations:
“Throwing a regal homecoming glance around the neighborhood, Mrs. Wilson gathered up her dog and her other purchases, and went haughtily in.”
“Daisy was not a Catholic, and I was a little shocked at the elaborateness of the lie.”
“I have been drunk just twice in my life, and the second time was that afternoon…”
The Great Gatsby - notes, chapter 1
I decided to pull main ideas from discussion that Mr. Forsberg and I have had on chapter one:
These quotations seem important:“Whenever you feel like criticizing any one, just remember that all the people in this world haven’t had all the advantages that you’ve had.” (beginning of the chapter)
"I wanted to world to stay at a state of moral attention forever - I wanted no more riotous excursions with privileged glimpses into the human heart"
“I’m p-paralyzed with happiness.” (Daisy's first line)
“I’m glad it’s a girl. And I hope she’ll be a fool--that’s that best thing a girl can be in this world, a beautiful little fool.” (Daisy's reaction to her daughter's birth.)
I would pay particular attention to the colors in the chapter. Colors are ofter very symbolic in literature. Pay particular attention to the colors at the dinner party--and contrast them to the very last scene in the chapter.
I'd also pay attention to "truth" and what people say. There is a great deal about those in this chapter. With that--the idea of gossip--without calling it gossip.Remember: Everything has happened and Nick is reflecting back on it.
These quotations seem important:“Whenever you feel like criticizing any one, just remember that all the people in this world haven’t had all the advantages that you’ve had.” (beginning of the chapter)
"I wanted to world to stay at a state of moral attention forever - I wanted no more riotous excursions with privileged glimpses into the human heart"
“I’m p-paralyzed with happiness.” (Daisy's first line)
“I’m glad it’s a girl. And I hope she’ll be a fool--that’s that best thing a girl can be in this world, a beautiful little fool.” (Daisy's reaction to her daughter's birth.)
I would pay particular attention to the colors in the chapter. Colors are ofter very symbolic in literature. Pay particular attention to the colors at the dinner party--and contrast them to the very last scene in the chapter.
I'd also pay attention to "truth" and what people say. There is a great deal about those in this chapter. With that--the idea of gossip--without calling it gossip.Remember: Everything has happened and Nick is reflecting back on it.
Reading Schedule for The Great Gatsby
Remember: All readings and literature circle products are due at the beginning of class on the day listed.
Chapter 1: B-day, 2/4-2/5
Chapter 2: Friday, 2/6
Chapter 3: Monday, 2/9
Quiz on chapters 1-3
Chapter 4: B-day, 211-2/12
Chapter 5: A-day, 2/17-2/18
Quiz on chapters 4-5
Chapter 6: Friday, 2/20
Chapter 7: Monday, 2/23
Quiz on chapters 6-7
Chapter 8: B-day, 2/25-2/6
Chapter 9: Monday, 3/2
Quiz on chapters 8-9
Review for final test: Monday, 3/2
Final test: A-day, 3/3-3/4
Literature circle products (only those created by you personally) can be used as notes for the final test.
Chapter 1: B-day, 2/4-2/5
Chapter 2: Friday, 2/6
Chapter 3: Monday, 2/9
Quiz on chapters 1-3
Chapter 4: B-day, 211-2/12
Chapter 5: A-day, 2/17-2/18
Quiz on chapters 4-5
Chapter 6: Friday, 2/20
Chapter 7: Monday, 2/23
Quiz on chapters 6-7
Chapter 8: B-day, 2/25-2/6
Chapter 9: Monday, 3/2
Quiz on chapters 8-9
Review for final test: Monday, 3/2
Final test: A-day, 3/3-3/4
Literature circle products (only those created by you personally) can be used as notes for the final test.
Wednesday, January 28, 2009
Complete text of Winter Dreams
If you did not finish reading "Winter Dreams" in class on B-day, you can find the text at this website: http://www.sc.edu/fitzgerald/winterd/winter.html
Remember that your literature circle products for this text are due in class on Friday, January 30th.
Remember that your literature circle products for this text are due in class on Friday, January 30th.
Literature Circle Roles
Facilitators/Plot Summarizers
1. List and number important occurrences in the chapter in the order that we see them as the reader.
2. Log keeper for the group—after the group works on the chapter this person will submit what was accomplished, by whom, concerns in the group, questions that the members have.
3. This person will also be in charge of facilitating the group meeting for the chapter. Be sure everyone has a chance to share with the group.
Mind Mappers
1. This person will create a visual/symbolic representation that takes the viewer through the chapter. Drawings, illustrations, and colors are expected and encouraged. Words should be kept to a minimum.
2. Mind maps must be accompanied by a brief (1/2 page) interpretation of their illustration. Please note that this should be on a separate piece of paper from the mind map.
Character Trackers
1. This person is to have a list of all characters who make an appearance in the chapter to give to the group.
2. Characters are to be listed as “major,” “minor,” or “part of the background.” (Major and minor characters have names.)
3. Each character that has a major impact/role within the chapter should be tracked. What do the characters do? What changes do the characters undergo? What archetypal character masks do the major characters wear? What new information do we gain about each of the characters in the chapter?
Text Connecters
1. This person will be looking for examples of power as outlined by French and Raven (not all chapters will include all 5 types of power). This person will also be expected to clearly explain how the cited example illustrates the power type.
2. Vocabulary Master for the group—this person is expected to have any words that are unknown typed and defined for the chapter. Copies are to be made for the group members. Vocabulary quizzes will be given periodically.
1. List and number important occurrences in the chapter in the order that we see them as the reader.
2. Log keeper for the group—after the group works on the chapter this person will submit what was accomplished, by whom, concerns in the group, questions that the members have.
3. This person will also be in charge of facilitating the group meeting for the chapter. Be sure everyone has a chance to share with the group.
Mind Mappers
1. This person will create a visual/symbolic representation that takes the viewer through the chapter. Drawings, illustrations, and colors are expected and encouraged. Words should be kept to a minimum.
2. Mind maps must be accompanied by a brief (1/2 page) interpretation of their illustration. Please note that this should be on a separate piece of paper from the mind map.
Character Trackers
1. This person is to have a list of all characters who make an appearance in the chapter to give to the group.
2. Characters are to be listed as “major,” “minor,” or “part of the background.” (Major and minor characters have names.)
3. Each character that has a major impact/role within the chapter should be tracked. What do the characters do? What changes do the characters undergo? What archetypal character masks do the major characters wear? What new information do we gain about each of the characters in the chapter?
Text Connecters
1. This person will be looking for examples of power as outlined by French and Raven (not all chapters will include all 5 types of power). This person will also be expected to clearly explain how the cited example illustrates the power type.
2. Vocabulary Master for the group—this person is expected to have any words that are unknown typed and defined for the chapter. Copies are to be made for the group members. Vocabulary quizzes will be given periodically.
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