The Great Gatsby – Chapter 3 March 12/13

 When you walk in…  Get out a book, a piece of paper and a pen/pencil  Today we are going to…  Demonstrate our mastery of chapter 2 with a quiz, followed by SSR  Warm up our minds with a short writing prompt  Share our thoughts on Chapter 2 and turn our dialectical journal into a tri- lectical journal  Analyze setting and character development  Begin Chapter 3 – Complete a DJ for it  Homework…  Finish reading chapter 3 and complete a third dialectical journal  Complete setting-character analysis  Have a wonderful, restful Spring Break

Chapter 2 Quiz  You will have 20 minutes to complete your quiz and enjoy your SSR book  When you are done with the quiz, turn it over, and immediately begin reading. (Teacher – please set the online timer for 20 minutes before beginning.)

Let’s get thinking and writing – writing warm up  Directions: Write a personal narrative about a time when you were told something you wished you had not learned and how this experience affected you.  Sometimes a person hears something he or she should not have heard or did not want to know. Write about a time when you were told something you wished you had not learned and how this experience affected you.  Try to complete at least ¾ of a page and return to reading when you’re done.  Be sure you have your full name, period, and today’s date (March 12, 2015) (Teacher – please set the online timer for 15 minutes and collect all papers when time is up.)

Dialectical Journal Book Talk  Take 8 minutes to have an ACADEMIC discussion about the first chapter. You simply practicing having a book talk. Please stay on topic.  Share each of your dialectical journals to get you started  Analyze the characters and what you predict about each, what you like and dislike, whether they are realistic  Are you confused by anything?  Do you like the novel so far?  What themes are you beginning to notice?  (Teacher, please set timer for 8 minutes and then roam around to “help” students stay focused on the task at hand. They may need prompting with further questions.)

Dialectical to Trilectical Journal  Now take 2 minutes to individually make notes, either sentences or bullets, in the third section of your paper.  Reflect on the discussion.  What did your group discuss?  Did you learn anything new?  Did you agree with your table?  Did you write on the same things?  Etc.  (Teacher, please collect these trilectical journals)

Setting and Characterization Analysis  Often the setting is used to enhance either the plot or characterization. It’s something we rarely take the time to notice, but it impacts our feelings towards certain aspects of the novel.  Take a piece of white computer paper and fold it first into thirds (you’ll have three columns). Then fold it two more times so you have 12 boxes (four boxes in each of your three columns).  Use it to analyze four settings and four matching characters. Picture of SettingOne quote of the setting and one of the character you feel it enhances Comparison Analysis

Example Drawing of SettingOne Quote of Setting and one of character. Analysis of the Pair Buchanan Home Exterior and Tom Buchanan “The lawn started at the beach and ran toward the front door for a quarter of a mile, jumping over sun dials and brick walks and burning gardens…”(6). “It was a body capable of enormous leverage – a cruel body”(7). Similar to his home, Tom likes to appear strong, robust, and impressive. He is more concerned with outward appearances than anything sincere. He is a bully and a brute of a man. He needs to draw attention from anyone willing to give it to him or he will create it. This is most likely a way to hide his true insecurities and unhappiness in himself.

Homework  Read chapter 3  Complete a dialectical journal for chapter 3  Finish character-setting analysis chart (needs to be neat, colored, and thoughtful)  Review all three chapters at the end of your break  HAVE A WONDERFUL, RESTFUL, BREAK AND RETURN READY TO WORK. ONLY 11 MORE WEEKS WHEN YOU RETURN.