Week4

Monday
Name:
Class:
Topic:
Objectives:
InstructionalStrategies:

DailyActivities:

LouisFantini
EnglishIIIHonors(47Minutes)
TheGreatGatsby
,IntersectingLenses(Marxism,Feminism,CriticalRaceTheory)

SWBATidentifythemes.
SWBATinterprettextthroughmultiplelenses.
SWBATtheorize,furtherextendingcriticalperspectives.
Journaling.
SmallGroupDiscussion.
WholeClassDiscussion.
DirectInstruction.
ReadTogether.
DoNow:(Thismightevenbeabitofastretchforadvancedstudents,butscaffoldedcorrectlyitcouldhelp
studentsapproachamoreintersectionalunderstandingoftheory)
Journalresponse,Givenwhatweknow
aboutMarxsviewofhistoryandsociety,howmightMarxexplaintheroleofracisminacapitalistsociety?
REMINDER,somekeyassumptionsofMarxism:
Capitalismisdrivenbytheneedtoaccumulatewealthorcommodities.
Historyisdrivenbyconflictbetweentheworkingandrulingclasses.
Revolutionoccurswhenworkingclasspeopleuniteagainsttherulingclasses.

Body:
IwillgiveashortlectureonhistoricalcontextonantisemitisminAmericatoprimeashortdiscussionon
thecharacterofMeyerWolfsheim.

IwillgiveashortdirectinstructiononCriticalRaceTheoryasacomplementarylensthatcaninformourreading.
IwilldistributeLoisTysonsessayasanexemplarofthistheory.Studentswillreadintheirtablegroupsand
respondtothefollowingquestions:
1.
AccordingtoTyson,howdoesNickdescribecharacterswhoareethnicallydifferent?
2.
HowdoesTysondemonstrateNicks
othering
ofWolfsheim?Whatistheeffectofthis
othering?
3.
AccordingtoTyson,howis
TheGreatGatsby
sdepictionofthe1920s
incomplete
?Whyisthis
problematic?

Tuesday
Name:
Class:
Topic:
Objectives:
InstructionalStrategies:

DailyActivities:

LouisFantini
EnglishIIIHonors(47Minutes)
TheGreatGatsby
,IntersectingLenses(Marxism,Feminism)

SWBATapplycriticallensestomultiplemedia.
SWBATinterprettextthroughmultiplelenses.
SWBATtheorize,furtherextendingcriticalperspectives.
VideoViewing.
Journaling.
SmallGroupDiscussion.
WholeClassDiscussion.
DirectInstruction.
ReadTogether.
DoNow:
StudentswillenterquicklyandresumetheirdiscussionoftheTysonessay.

Bringingconversationtothefullclass,studentswillshare,discuss,andsynthesizetheirresponses.Inthis
activitytheyaretheorizinghowracism(anissuenotspecificallyaddressedintheMarxisttheorytheyread)fits
intotheirMarxistlens.WecanthensharebackandIcanguidediscussiononhowtoparseracismthrougha
Marxistlens.Primedbythisconversationwecandiscussthedeeplyracistlanguageonpgs.7378.
AnalyzeFitzgeraldsdepictionofstereotypicalcaricatures,andtonetowardallthecharactersnot
consideredwhiteinthispassage.
HowdoesthisconnecttothesocialhierarchyperformedatGatsbysparties?
HowdowereconcileFitzgeraldscriticismofTomsracismwiththeauthorsuseoftheseracist
caricatures?

FromthereIgiveashortdirectinstructiontroublingtheglassesmetaphorIusedtointroducecritical
lenseswecanderiveevenricherinterpretationsthroughtheuseofintersectingoflenses.Usingthatasa
transition,IwillreturntotheobjectionswevehopefullybeenhavingtoFitzgeraldsfemalecharacters,to
introducetheintersectionofMarxistandFeministlenses.IwilldistributeJudithFetterlysessayonDaisy.With
theremainingtime,studentsmaybegintheirhomework.

Homework:

ReadandannotateJudithFetterlysessayonDaisy.Respondtothequestion,HowdoesFetterly
assertwomenaretreatedundercapitalism?Howdoesthisideamesh(ornotmesh)withourexplorationofthe
feministlensusingTheYellowWallPaper?

Wednesday
Name:
Class:
Topic:
Objectives:
InstructionalStrategies:

LouisFantini
EnglishIIIHonors(47Minutes)
TheGreatGatsby
,IntersectingLenses(Marxism,Feminism)
SWBATapplycriticallensestomultiplemedia.
SWBATinterprettextthroughmultiplelenses.
SWBATtheorize,furtherextendingcriticalperspectives.
VideoViewing.
Journaling.
SmallGroupDiscussion.
WholeClassDiscussion.
DirectInstruction.

DailyActivities:

ReadTogether.
DoNow:
WatchandlistentoTheSheikofArabyfrom
TinPanAlley
(
https://youtu.be/790b0ub8J9c?t=234
)).Interpretthisclipthroughafeministlens.
Afterafewminutes:
Discussyourinterpretationsinyourtablegroup.
WhydoyouthinkFitzgeraldincludedthissongattheendofchapter4?
HowmightMarxsconceptof
commodification
fitintothissong?Orintothesongsinclusionatthis
pointofthebook?

Body:
Classdiscussiononclipandtheoreticalconnections.SegueintodiscussionofFetterlysessay,
connectingourMarxistinterpretationsof
Gatsby
withourpastdiscussionssurroundingfeministtheory(Woolf,
Gilman,andnowFetterly).WecandiscusshowfeministtheoryconnectswithMarxisttheoryhowtheselenses
cancomplementoneanother.

Homework:
Read&Annotatechapter5(86102)

Thursday
Name:
Class:
Topic:
Objectives:
InstructionalStrategies:

DailyActivities:

LouisFantini
EnglishIIIHonors(47Minutes)
TheGreatGatsby
,IntersectingLenses(Marxism,Feminism)
SWBATapplycriticallensestomultiplemedia.
SWBATinterprettextthroughmultiplelenses.
VideoViewing.
ClassDiscussion.

Classdiscussionwithemphasisonscenewithshirts.Showscenefrom2013film
(
https://www.youtube.com/watch?v=uyZrLD_fDLY
).

Show
HarkaVagrantc
omic,DreamGirl.

Homework:
Read&Annotatechapter6(103118)

Friday
Name:
Class:
Topic:
Objectives:
InstructionalStrategies:

DailyActivities:

LouisFantini
EnglishIIIHonors(47Minutes)
TheGreatGatsby
,IntersectingLenses(Marxism,Feminism)
SWBATapplycriticallensestomultiplemedia.
SWBATinterprettextthroughmultiplelenses.
VideoViewing.
ClassDiscussion.

Show
HarkaVagrantc
omic,LikeTomsaGoodFather.

Discusschapter:

Gatsbysbackgroundonpgs.103107.Marxistinterpretationofclassdynamicslatentinhis
AmericanDreamandreinvention.
GatsbyandTomsveiledjockeying,competingoverDaisyonpgs.108110.Feministanalysisofher
commodification.
Classdivideevidentonpgs.113114.MannersandetiquettethroughtheMarxistlens.

Homework:
Read&Annotatechapter7(119153)