2/14 & 2/15

11th:
1. Class Discussion: First Impressions and summary of Ch. 1-4 (See Journal)
2. Review how to write a paragraph using C.R.E.W. (claim, reasoning, evidence, warrant).
Use the document camera and write a paragraph about our first impression of the
character Tom together, highlighting each component.
3. Watch the party scenes from the 2 movies and compare and contrast in journals.
Answer these questions:
1. What are some of the descriptive images that stand out to you in the book that
describe the party?
2. Which of the two movies do you think does the party scene justice? Which do you
think lives up to the true nature of the party?
3. What affect does the directors artistic license have to you in the 2013 version?
Xfinity:
1. 2013: 23:30
2. https://www.youtube.com/watch?v=DQwN1yAoquQ 1974, 27:51
12th:
1. Work Time/Deliberation Time: Plaintiffs and Defendants work on writing their
summaries while the jury deliberates and delivers a verdict.
2. Reflection:
1. What is your personal opinion: guilty or innocent? Why?
2. What do you think of the play? Like or dislike? Why?
3. What do you think the purpose of this play was in ancient Greece?
4. Did this trial change your mind and/or expand your opinion? How? Why?
3. Introduction to Hamlet: https://www.youtube.com/watch?v=LsESSyMnwmU
Watch this video and take notes in journal: What new things did you learn? Are there any
ways that you can relate to Shakespeare? Think of something.

2/16 & 2/21

11th:
1. Survey: National Risk Behaviors
2. Quiz: Ch. 5
3. Finish Questions and discussion on the party scene notes.
4. https://www.youtube.com/watch?v=Z1AcnI0B2-o Watch this video of the song Aint
we got fun? While listening, have students write down ways that this song could connect
to themes in the book.
5. Connection to weather worksheet (see attachments)
 6. Introduce Gatsby Party (3B Groups: Sports, Rich & Famous, Movies, Food & Games)

12th:
1. Finish video and discussion questions from the previous class period.
2. Journal (see journals) *Share a poem that was significant to me in my upbringing. Rubber
Duckie: http://www.metrolyrics.com/rubber-duckie-lyrics-sesame-street.html This song
was something that my dad sang to my sister and I during our bath time. It is something
that I can still think back to fondly and remember fun times in the tub.
3. https://www.youtube.com/watch?v=I5lsuyUNu_4 Introducing Iambic Pentameter:
explain that in Hamlet, the iambic pentameter is usually unrhymed (blank verse).
4. Go through Shakespeares 18th sonnet as a whole class, going over the elements of a
sonnet: 14 lines, quatrains, iambic pentameter, etc. http://www.shakespeare-
online.com/sonnets/18.html
5. In groups, give students sonnets and have them go through the language and their
meaning. Have them go through this process for annotating the sonnet:
1. Color 1: Literary terms such as, but limited to, rhyme scheme, alliteration, allusion,
personification, assonance, simile, metaphor. In the margin, write what those terms
are.
2. Color 2: Questions that you have about meaning. Highlight, then in the margin work
at trying to answer your own questions.
3. Color 3: Significant statements. What statements/words do you think stand out in the
poem? In the margin, write why.
*See attachments