Today we took a quiz over chapters 1 & 2. If you were absent, you'll need to arrange a time after school, during lunch, or during 3A to come in and make it up.

After discussing chapters 1 & 2, we began work on character silhouettes for Tom, Myrtle, Daisy, and Gatsby. Please see the attached notes for detailed instructions.

You assignment is to read chapters 3 & 4, do the reading guides, and work on the silhouettes and topic tracking.

Gatsby pre-reading webquests were due today.

Today we took some notes about F. Scott Fitzgerald and his life as it pertains to his writing of The Great Gatsby. We then discussed the unit and the Gatsby notebooks that we'll be creating. The notes and assignment documents are attached; however, you will likely want to talk to a trusted classmate or the teacher in order to make sure that you fully understand the expectations. We discussed Chapter 1 briefly and began work on the first three assignments: the chapter 1 reading guide, Character Visualizations and Topic Tracking.

Character Visualizations
Take a piece of printer paper and fold it into quarters, making four boxes on each side. Label these boxes Nick Carraway, Tom Buchanan, Daisy Buchanan, Jordan Baker, Jay Gatsby, Myrtle, and George. (There will be one extra box.) Your assignment is to create a visual representation of what YOU see in your mind when you imagine that character. If you can draw well, please do - but if not, use internet images or magazine cut-outs. If it helps, approach this as casting for a new Great Gatsby movie - that being said, do NOT copy the casting decisions of either real Great Gatsby movie. This activity cannot be entirely completed yet, but you'll want to do as much of it as possible now.

Topic Tracking
As you read the entire book (START NOW or you'll have to re-read the book at the end!), use a system of your choice (separate sheets of paper, multi-colored sticky notes, etc.) to mark down examples from the book that seem to be related to the following topics: The American Dream, disillusionment, and reality vs. illusion (which differs from disillusionment in that I'm thinking of lies, pretenses, etc.). You will be using these examples for something at the end of your reading.

Your homework is to read chapter 2, complete the reading guide for chapter 1 (and chapter 2 if you choose to do it as you read rather than afterward), and begin work on the two assignments above.

IMPORTANT: Today we checked out The Great Gatsby. You have been assigned to read the first chapter over the weekend. Please don't come to class on Tuesday unprepared!

Today we began some SAT preparatory work, doing some sample SAT questions and talking about test-taking strategies. We will be discussing this topic every class period until we take the tests in April.

Following this, we reviewed some issues with the last test and talked specifically about comprehension of the American Dream concept. We will continue reviewing this concept until we have 100% mastery.

The last half of the class was used in the computer labs, working on finishing our Gatsby pre-reading web quests. This is available on the last entry (for Wednesday) and is due on Tuesday.

Today the counselors spoke to us about Higher Ed Day and SAT Registration.

Following this, we did a pre-reading activity for The Great Gatsby. To do this activity, go to http://www.katehbaker.com/gatsby/ggpr.htm and follow the directions you find there. Here are some changes to the instructions that you should know about:

 - skip questions #4 and #10
 - you are REQUIRED to do Sections I and II (#1-45); Section III and the extra credit section are both worth extra credit points and will do a great deal to prepare you for reading this book

Today we took our test over Westward Expansion literature and the American Masters. If you were absent, you need to schedule a time with Baker to make up your test.

Vernacular Stories and pink vocab sheets were due today.

Today we finished up the literature of the Westward Expansion by briefly meeting authors Bret Harte and Willa Cather. Please see the attached notes. We read "The Outcasts of Poker Flat" (Harte) and "The Wagner Matinee" (Cather) while listening to musical selections mentioned in Cather's story.

Students received a study guide today for the American Masters/Westward Expansion test, which will take place on Monday, February 6. They may prepare a 3x5 index card of notes to use on the test if they choose.

Today was "satire day" - if you were absent, you missed some very important instruction and are going to want to make sure to read all of the attached documents in addition to the assignment - and will probably want to talk to a trusted peer or Baker for full understanding.

We started off today by reviewing the important academic vocabulary for this unit. If you were absent, you will need to get two pink vocab sheets from Baker and fill them out for the vocabulary words found on the "Vocab" attachment below. (Academic definitions are provided.)

After reviewing the attached notes, students were exposed to some examples of contemporary satire. One of them, the Sports Illustrated piece, is provided below. PLEASE read it; it is funny and will vastly assist in preparing for the writing assignment.

You are assigned to write a piece of satirical writing (about 1-3 pages typed and double-spaced) that demonstrates your understanding of satire as writing that uses humor/wit to ridicule people and/or institutions in order to cause change or express disapproval, as well as your attention to detail and PERFECTION in presentation (that is – no grammar, punctuation, spelling, etc., errors!). Please choose something in or about your high school to satirize. (If you want to choose something outside of HS, please ask Baker first.) And remember: there is an IMPORTANT line between mean and snarky – you are writing satire, NOT hate lit. If your piece is ONLY mean, it will not be acceptable as a piece of satire!

This is due next Friday. Have fun!

Today we met in lab A150 to take the second portion of the Language Arts Universal Screener test. There is nothing to make up if you were absent.

Today we concentrated on the main portion of Mark Twain's writing career.

Please review the notes attached below and watch the following videos. IT IS ESSENTIAL that you view these videos in order to be successful on the test over this unit!

Read "Life on the Mississippi" on page 655 and reply to questions #1-4, 6, and 7 at the end.

American Character illustrations were due today.

Today we took notes on Mark Twain (see attached) and read one of his earliest works, "The Celebrating Jumping Frog of Calaveras County."

Your assignment is to write a story about a competition using vernacular:

1.       Come up with some sort of contest or competition with which you are familiar. (Sporting events? Games? Challenges between siblings? Performances/pageants?)

2.       Choose a setting for your contest – and, through your choice of setting, the vernacular that will be used. This could be a regional vernacular (the drawl of the deep south, the particular slang of Australia, etc.) or a cultural vernacular (Valley Girl, gaming speak/shorthand, etc.). Make sure that it is a vernacular that you can convey in writing.

3.       Write a short story in the style of “The Celebrated Jumping Frog.” Your story should tell about a contest, and it should convey vernacular through dialogue. Humor is certainly encouraged! HOWEVER, remember that this is a school assignment; be careful not to trip on the line between “funny” and “offensive/prejudicial” and fall on your face.

4.       You will have two weeks to work on this; submit a polished version (typed, titled, no errors) on Thursday, February 2.