The Great Gatsby

Citations (PLEASE NOTE: The Lana Del Ray citation is an example for those of you using soundtrack lyrics. Plug in the correct information for your song). The citations for the two chapter handouts are on the handouts.

Works cited entries should be alphabetized:

Anderson, Kurt, narrator. "American Icons: The Great Gatsby." Studio 360, New York Public Radio, 25 Nov 2010, https://www.wnyc.org/story/95326-american-icons-

the-great-gatsby/.

Del Ray, Lana. "Young and Beautiful." The Great Gatsby (Music From Baz Luhrmann's Film), R-Rated Music and EMI Music

Publishing, 2013, Genuis, https://genius.com/Lana-del-rey-young-and-beautiful- lyrics.

Fitzgerald, F.Scott. The Great Gatsby. Scribner, 2004.

Luhrmann, Baz, director. The Great Gatsby. Paramount, 2013.

ALSO: Punctuate titles correctly (in Works Cited AND in the paper): Book titles, Film titles, CD titles are all italicized (or underlined if you are handwriting). Chapter titles, song titles, etc. should be in " ".

3/9: HOMEWORK: Continue to work on your papers (due Wednesday). Read and use the grading criteria, the tips for revision and the feedback for the text pairings, all attached below). If you were out on Friday, make sure you get response. In class: We worked in response groups in an effort tp guide each other toward deep revision.

3/8: Paper requirements/grading criteria attached below (see "Gatsby pairing grading criteria"). Please remember DEEP revision requires more that a sentence or two adjustments. Read notes, look at ALL of the work we have done in class, look at the model paragraph, etc.

3/6: HOMEWORK: Go back to the text - find specific evidence and use the evidence to sharpen your argument. Revise the paragraphs (we are aiming for something like "Gatsby paragraph (sample)" attached below. Work for at least 1/2 hour - 45 minutes a day on this. Drafts due in long block. In class: we looked at "Gatsby draft next steps"and "Gatsby paragraph (sample)" then worked in the book and in the other materials collecting evidence. I HAVE POSTED A CORRECTED VERSION OF BRYSON BELOW.

3/5: HOMEWORK: Deep revision tonight based on the opinion you found in your draft. Sharpen/find new evidence that directly relates to the opinion, refine/narrow the argument so that you can find evidence that you can explain in terms of your opinion. Return to the novel, to the text pairing, etc. Remember that this should be a a deep revision - lots should be thrown out and new ideas should be brought in. In class: we worked on identifying opinion in the drafts and looking for evidence to help shape that opinion.

3/2: HOMEWORK: Revise completely for Monday. Before you do anything: Read "Gatsby text pairing feedback READ ME" attached below. You should have an narrowed argument and evidence and analysis organized around main ideas. You could have at least all of your body paragraphs completed. Also, read "Tips for revising Gatsby drafts" attached below. In class: we looked at a student draft (attached below - with my notes) and talked through how to think about revising for the next draft. Students then shared their draftwork and received response.

2/28:OMEWORK: Continue on the idea/question you are exploring in the text pairing. Remember to narrow your focus - Gatsby's aggressiveness in the film compared to his lack thereof in the novel, how understanding the role of women in 1920s helps to reshape your view of Daisy, comparing the love in the soundtrack and love as portrayed in the novel to explore how they contradict/complement and why that matters - then explore what you saw when you close read/more closely examined sections in the novel and in your text pairing. In class - students worked on their drafts. Revised draft due on Friday.

2/27: HOMEWORK: Continue on the idea/question you are exploring in the text pairing. Remember to narrow your focus - Gatsby's aggressiveness in the film compared to his lack thereof in the novel, how understanding the role of women in 1920s helps to reshape your view of Daisy, comparing the love in the soundtrack and love as portrayed in the novel to explore how they contradict/complement and why that matters - then explore what you saw when you close read/more closely examined sections in the novel and in your text pairing. In class: we worked on refining the ideas gathered in yesterday's discussions and in the close reading work last night. We also close read the end of the novel(and the beginning) to better understand the view of the American dream as expressed through Fitzgerald's language.

2/26: HOMEWORK: Choose two of the questions that interested you today (from your group or from the discussion of the first chapter from Quiet) and make sure notes about how you might proceed with the questions: what sections from the book will you need to revisit (limit to 3, with no more than 3 pages in any section) Find these sections tonight, write down the page numbers and some notes that apply to your question. For the film or the soundtrack, also identify a scene or two or a song or two that might help you answer the questions you are exploring and take some notes about why (I want a page or two of notes to get you started).

In class: We talked first about the chapter from Quiet - first as a general discussion and then to look at possible connections to the novel and to the new ideas/new questions the chapter sparked. Our purpose here is to use the chapter 9and the there material) to explore the novel from different points of view, to develop questions we can use to revisit the novel, its characters, etc. Then, on the front of the notecard: Write about whichever of the options you chose over break. write about ideas that challenged you to think differently and ideas that help you form some questions to revisit the novel (write about at least three different ideas/questions). Fill the front of the card.

2/16: Homework over break is attached (see Gatsby break work"). In class: Students reassessed their valentines and either wrote about what they would change (and why) given what they know now OR defended their designs. In both cases, they needed to provide evidence. We also talked through the mark up from yesterday and close read the last page of the novel to assess Fitzgerald's view of the Dream. We used this new information to reassess the valentines: students revisited their cards and wrote and explanation of what they would change and why (based on their better understanding of the novel) OR defended their original choices, again using information gained (this is part of the assessment).

2/15: HOMEWORK: Finish the novel. Think about how Gatsby's life ends, about Fitzgerald's view of the dream, etc. In class: revisited the power shifts in chapter 7 and the accident itself to better understand the relationships at the end of 7. We also looked worked with the close read ("Gatsby close read Daisy + death").

2/14: HOMEWORK: Read chapter 8 closely and carefully. In class: see "Gatsby chap 7 + Valentines" attached below (this includes an assessment).

2/12: HOMEWORK: Read chapter 7 -lots happpens here. Pay attention and use your developing close reading skills to draw some inferences. In class: We shared close reads and discoveries from chapters 3&4 and discussed 5&6.

2/9: HOMEWORK: Choose a section in chapter 3 or 4 to close read as we did in class. If you want to print your section to mark up, you can find the text of The Great Gatsby here OR you can write down the page # and first and last lines, then make lists of the close reading discoveries and write about what they mean on a separate piece of paper. Also read chapters 5+6. In class: See "Gatsby 3-4 + schedule" and "Gatsby close read chap 3" (attached below).

2/6: HOMEWORK: Read chapter 3 for Thursday and chapter 4 for Friday. Split the reading up for you can take notes and pay attention. In class: we drew images from the end of chap 1 and beginning of chapter 2 in an effort to better "see" what Fitzgerald is describing. We also started to answer questions about chapter 2.

2/5: HOMEWORK: Please reread the last two paragraphs of chapter 1 (when he spots Gatsby) and chapter 2. Pay attention to the scenes Fitzgerald is creating (at the end of 1 and the very beginning of 2). Pay attention to characterization, relationship, etc. In class: we examined the characters and setting today as a way into Gatsby.

2/2: HOMEWORK: Please see "Beginning Gatsby 2018" attached below. You can find the text of The Great Gatsby here. In class, we wrapped up (for now) our discussion about the American Dream, brainstormed what we know about post-WWI America, and together, close read the first two pages of Gatsby to understand Nick's character, his point of view, etc.