Monday, December 21st

1. Review Into the Wild practice test. 

2. Beyond Notes- Discussion

3. ITW test protocol. Test is due by the end of the day on Tuesday, December 22nd. 

Upcoming: Read Fences

Friday, December 18th

 1. Into the Wild quiz discussion. 

- Is the analysis TRIFECTA present in each question: WHAT? HOW? WHY? 

- Is the device clearly reference? Is it accurate? 

- Has the explanation clearly reference the author's choice and its effect on the text? 

2. Allusion chart work- Small groups

3.  Gatsby and poetry test feedback

Homework: 

1. Read BOTH links on embedding quotations in literary analysis. TAKE NOTES. (There is more information on the General Feedback document, as well)

2. ITW practice test. You may use your LP.. but not internet or other resources. 

3. "Beyond Notes"- Schoology 

4. Finish allusion chart and update World Issues chart 

REMINDER: We will meet next week on MONDAY. MONDAY at 2:00. We are doing this to allow more time for you to take the Into the Wild test. 

Tuesday, December 15th

1. Writing a literary claim/thesis: 

• As readers, often, we recognize the effect of authorial choices first. 
• Then, we need to look inward to the text to consider what is the author doing that leads to this effect. 
• Angles to consider: Can you challenge a common interpretation? What can be considered artistic or admirable about the work? What specific to this genre that is significant to notice and understand?
• Thesis statements are best when they have a strong active verb- avoid Be Verbs. 
• When in doubt, start by asking a question: What literary choice does the author make, and what is its impact on the text's meaning? 
• When questioning the impact on the text's meaning... you may consider the IB Seven Concepts to help frame the larger effect: Identity, Culture, Creativity, Communication, Transformation, Perspective, Representation.  
• The goal is to demonstrate that you can think critically/analytically about the art of literature. Show that you can recognize HOW an author does what they do.. and theorize as to WHY they do it in that manner. 

Thesis Mad Libs: (If you need assistance) 

• In (title of work), (author) uses (literary device) to (accomplish, develop, illustrate, strengthen) (element of work).
• (Author) (shows, develops, illustrates) the theme of __________ in the (play, poem, story) by _____. 
• In (title of work), (author) uses (one aspect) to (define, strengthen, illustrate) the (element of work).

2. Lit HIIT: Rhetorical Techniques in Into the Wild 

Write a literary thesis about one of the following literary techniques: Ethos, Pathos, Logos. Post in Schoology discussion board. 

3. Small group review and feedback on literary thesis practice. Structure of claims. Approach to text. Offer feedback to classmates. 

4. Rhetoric in Into the Wild. Review. 

Homework: 

1.  Fiction v. Nonfiction

While fiction is sometimes thought of as the work of an individual imagination, non-fiction often relies on the experiences of others and can thus be seen as the result of a group or communal effort. 

How far and to what effect have you found evidence of this “communal effort” in Krakauer’s work Into The Wild? Discuss this idea specifically as it relates to chapters 10-15.

Authorial Reticence: deliberate withholding of information and explanations about the disconcerting fictitious world.

• How does the author’s presence affect the work? 
• Where is it most evident?
• What is the author’s intent for being so present in the work?
• If the authorial reticence was minimized or no longer evident, how would that change the work?

2. Into the Wild quiz. Due by the end of Wednesday, December 15th.

3. Finish the book and the afterword by class on Friday, December 18th. 

4. Look over the IB LP Check "assessment." Look through your LP as you mark your responses. You need to be at 100% by Sunday, December 20th.  This means your LP needs to be good to go by Sunday. 

5. ITW test will be on Monday, December 21st. (FYI)

Friday, December 11th

As you are making the transition from poetry back to prose... remember to focus on Jon Krakauer's writing practice... the way he writes...  and what is the effects of his writing choices on the meaning of the book. Things to be thinking about as you are studying this piece of writing: 

How does Krakauer choose to characterize C.M? Is this a journalistic representation of this young man's experience or an editorial view? 

How does Krakauer treat time in this story? Why does he choose a non-linear plot? How does this serve his purpose for this book? What effect(s) does this organization have? 

What is the impact of the different mediums used in this book? Maps, journal entries, epigraphs? How do they support JK's goals for this text? How are they supportive of the subject matter? 

What is the effect of JK selecting certain events of CM life and building a complete narrative around these events? What does the reader need to remember about these choices? 

How do the Transcendental ideals influence JK's creation of CM? (notice what I said there.... our author.. not our character). 

How does the characterization of supporting characters work in association with CM? Why these individuals? What roles do they serve JK's narrative? 

What is revealed in the author's note? What clues are we given as to JK's purpose? 

 Reading/Upcoming Schedule:

Tuesday, Dec. 15: chs. 10-15 due 

Friday, Dec. 18: 16-afterword due 

Mon., Dec. 21: practice test due and beyond notes due; update world issue chart

Dec. 22: ITW test due 

-----------------------------------------------------------

1. LIT HIIT: ITW 

In the opening pages of Into the Wild, John Krakauer chooses to represent Jim Gallien's initial impressions of the hitchhiker he picks up in the following way: 

The sun came up. As they rolled down from the forested ridges above the Tanana River, Alex gazed across the expanse of windswept muskeg stretching to the south. Gallien wondered whether he'd picked up one of those crackpots from the lower forty-eight who come north to live out ill-considered Jack London fantasies. Alaska has long been a magnet for dreamers and misfits, people who think the unsullied enormity of the Last Frontier will patch all the holes in their lives. The bush is an unforgiving place, however, that cares nothing for hope or longing.

What is the authorial purpose of starting Into the Wild with these specific initial impressions? 

2. Learner's Portfolio expectations: IB LP- ITW

3. Allusion Chart- Due by Monday, December 21st. 

4. Transcendentalism questions- How does Krakauer use the Transcendental writers and subject matter as a way to characterize Chris McCandless. 

5. Epigraphs- ITW

6. Snippet discussion- 

• Your goal is to demonstrate that you can ANALYZE author choices. What is a choice that JK makes in this book that is somewhat unique to other books that you have read? (Shake free from the plot and intrigue with McCandless... what has JK DONE to involve you? Obsess you?)
• You need to CLEARLY name this choice. (I need to feel that you have command over literary jargon and techniques) 
• Present its context in relationship to the meaning you will discuss. 
• Clearly explain how this choice affects the meaning of the work.. or the experience that the reader has. 

7. Rhetorical techniques in Into the Wild. Rhetoric- ITW Slides

________________________________________________________

Homework for Tuesday, December 15th 

1. Rhetorical devices review and application. 

- Go through the slides. Take notes. 

- Practice with the examples at the end of the notes. Be able to identify rhetorical techniques. 

- Start collecting examples of your own from ITW. 

2. Continue allusion chart. 

3. Read to chapter 15. 

4. Make sure you are working on your LP. 

Tuesday, December 8th

1. Shakespearean Sonnets- 

Lit HIIT- Transcendentalism 

Thoreau, Henry David. Walden; or Life in the Woods. Boston: Ticknor and Fields, 1854.

I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. I did not wish to live what was not life, living is so dear; nor did I wish to practice resignation, unless it was quite necessary. I wanted to live deep and suck out all the marrow of life, to live so sturdily and Spartan-like as to put to rout all that was not life, to cut a broad swath and shave close, to drive life into a corner, and reduce it to its lowest terms, and, if it proved to be mean, why then to get the whole and genuine meanness of it, and publish its meanness to the world; or if it were sublime, to know it by experience, and be able to give a true account of it in my next excursion. — 

From this passage from Walden, identify one VALUE that Thoreau presents in this essay. Select two diction choices from this passage that effectively represent this value. Be ready to explain your choices. 

2. Transcendentalism Notes

Transcendentalism- A literary and philosophical movement arising in 19th-century New England, asserting the existence of an ideal spiritual reality that transcends empirical and scientific reality and is knowable through intuition

Tenets of American Transcendentalism 

Listed below are tenets (ideas) shared by many of the authors associated with Transcendentalism. 

1. Transcendentalism is a form of philosophical idealism. 
2. The transcendentalist rises above the lower animalistic impulses in life, as well as the cultural restrictions of society, and moves from the rational to a spiritual realm. 
3. God can be found everywhere, both in nature and in human beings. 
4. Every person possesses intuition, an essential understanding of right and wrong. 
5. Culture and society tend to corrupt our intuition, establishing other determiners for morality and truth such as the church, government, or social groups that tend to deny us our own truths. 
6. Thinking helps us to actualize the authority of our intuition. Thus, we feel what's right/wrong; then we know what's right/wrong. 
7. We should live close to nature, for it is our greatest teacher. Nature can bring us closer to God 
8. Individualism lies at the heart of Transcendentalism. Every individual needs to be self-reliant and thus not depend upon others if he or she is to be free and to live life fully. Nonconformity with respect to social norms and expectations is another aspect of being self-reliant for the transcendentalists.

Famous American Transcendentalists: 

• Ralph Waldo Emerson 
• Henry David Thoreau
• Margaret Fuller
• Louisa May Alcott 
• Walt Whitman 
• Elizabeth Peabody

----------------------------------------------------------------------------------------

3. Group work-  Work on together. Each student submit own pdf. 

• Transcendental questions (Schoology).
• Start on Allusion chart (Schoology).

Allusion- indirect reference to a famous book, person, or event in history. 

4. Review Into the Wild reading schedule and Learner's Portfolio expectation.  

Homework: 

1. Work with the Epigraphs in your notes: 

Epigraph- a short quotation or saying at the beginning of a book or chapter, intended to suggest its theme, offer context, or set the mood. 

Do a close, close reading of the epigraphs that start chapters 1-6. 

- Identify what thematic issue(s) is being presented in the epigraph. 

- What is the significance of the book/author who is being cited by Krakauer. (Personally connected to McCandless or Krakauer's connection to McCandless?) Why these allusions? 

- What does the epigraph do to orient the reader with the following chapter? 

- What is Krakauer's literary purpose for including epigraphs? 

2. Consider what argument that Krakauer is presenting to us, his audience. What is his purpose for writing this text? Jot some ideas down. 

3. Have two snippets done. We will discuss on Friday. 

Tuesday, December 1st

1. Discuss “Taxpayer Money,” “Pine Cones,” and “World of the future, we thirsted.” 

Discussion questions for small groups: 

Major guiding features in your group's discussion must be: 

• "Can I prove this?" 
• "Is this accurate to the text in front of me?"
• "Are we hitting style and structure as hard as we are hitting generalized plot?"
• "How are we determining meaning?"
• "Are we framing this in 'our world' in a manner that is inaccurate to the text's meaning?"
• "Are our themes 'Disneyesque'? Too neat.. optimistic?" 

#1 What do you notice about Nye's style overall? What are specific characteristics of Nye's writing that you see repeated in these three final poems that you have seen represented in earlier poems? 

#2 How do these stylistic choices work to develop or support different thematic issues? Theme is a cumulative effect of other devices at work... What would be thematic issues addressed in each poem, and what is Nye's message (Thematic statements) about these issues? 

#3 Discuss other "cumulative" devices..   (tone.. characterization... mood... imagery). Make clear connections between the use of these devices and the impact they have or create. 

#4 Discuss TPCASTT findings. 

Second task for small groups: 

Update your world issue chart. Be specific to the poems. For instance, if I have "violence" as a subject, I would add "To Jamyla Bolden" to that box. 

Homework for Friday: 

• Poetry Beyond Notes assignment- we will review expectations, and and I’ll answer any questions you may have on Tuesday. This is due Friday, Dec. 4th BEFORE class time. Be ready to discuss.
• Practice poetry test. This is due Friday, December 4th BEFORE class time. Be ready to discuss. 
• Add the Kami extension. See directions in the Schoology folder. Annotate the author’s note of ITW using Kami extension.  This is due Friday, December 4th BEFORE class as well. Be ready to discuss. 

Tuesday, November 17th and Friday, November 20th

  Don't forget to email me the feedback and scoring from your written "how" responses. I have only received a couple from the class. 

1. Turn in quiz. 

2. Small group discussion-  "Jamyla Bolden," "My Father," and "Blood"

- Poetic structure and form

- Speaker or persona

- Language choices and impact

- Thematic issues addressed in poems? Carry over between the three?

- Nye's style? After reading multiple examples, how would you characterize her personal poetic style?

3. Watch: Poet Nye "Telling a Story"

Homework taking you into Thursday (Group A) and Sunday (Group B): 

1. Read: Nye Author Note, Book Review

2. Read and annotate: "Separation Wall," "Morning Song," and "In Some Countries"

3. Copy and complete the poetry chart with these three poems: Poetry Thematic Comparison Chart

VIRTUAL ORGANIZER FOUND HERE:  Virtual Organizer

Reasons why a schedule shift will be OK for 

Mrs. Schulenberg-Cole's kids:

1. They are open-minded and flexible. 

2. They are smart, mature learners and will seek out education in new formats. 

3. They know that Mrs. Schulenberg-Cole has their back. Learning will continue, clearly communicated and supported. 

4. They know the expectations of the class. We have already covered writing, reading, discussion, and thinking expectations. 

5. They have goals for their futures and are able to connect the learning in class to supportive of these goals. 

6. They CAN self-motivate. Just because it is tough and or new does not mean that they cannot do it succcessfully. 

7. They can come to Mrs. Schulenberg-Cole with questions about the material, time managment, or stressors that they may be encountering. 

8. They know it is temporary. They know that their smart decisions will help them get to a normal school setting. They will wash their hands, keep their distance from groups, and know how their positive community actions will positively impact them personally. 

9. They trust that Mrs. Schulenberg-Cole will balance forward movement through the material with an acute awareness of the adjustment period for students. 

10. BECAUSE THEY ARE THE BEST KIDS IN THE SCHOOL! 💓

Monday, November 16th and Thursday, November 19th

1. Post your writing sample on shared Jamboard. IB11 Jamboard "HOW"

2. Read through each group member's writing sample. Have the Mercer and Strom example accessible as a comparison piece. When done reading, you will EMAIL score to that classmate. You need to identify 3 things that they have done successfully. 3 things that they need improvements on. Use the descriptions of the scoring guide to help guide your feedback. 

3. When you receive your emails from your group members. Cut and paste their scores and comments, identifying the reader, and send in ONE email to ME. 

Scoring Guide: 

3- Clearly identifies a viable author choice or effect as a topic sentence. Smoothly leads into providing specific examples from 3 NYE poems. Explains specific/magnified examples from the line and clearly explains the significance of this choice. Clearly and obviously states HOW the effect and choice are linked. Device(s) are clearly identified and contextualized. Influenced by Strom and Mercer writing is evident. 

2. Identifies either an author choice or effect. Provides specific examples from 3 poems. Somewhat makes the connection between choice and effect. Lines of verse are examined in entirety.. not specific elements. Device(s) are mentioned. Strom and Mercer writing influenced a bit.. but minimal. 

1-  Identifies choice or effect. Choppy integration, or not properly formatted line integration. Not a clear explanation of link between how the choice leads to specific effect. Specific devices are hinted at. Strom and Mercer influence not seen. 

4. "Jamyla Bolden" and "Blood" and "My Father" QUIZ. (Take home) 

Tuesday, November 10th and Friday, November 13th

 1. Discuss "Kindness" quiz. 

2. Small group: Discuss the 4 specific lines from Nye's poems. - Sentence stems author choice and effect. 

3. Add BEST example on:  NYE Poetry Sentence Stems Jamboard

Homework for Wednesday (Group A) and Sunday (Group B): 

A. Select EITHER... the author choice... OR the effect it has.....  from one of your poetic lines of verse. 

B. Find TWO additional examples of that author choice OR the similar effect of that author choice from the other NYE poems. 

C. Read the last paragraph on page 35-36 from "Counter Narratives."  It starts off: "In 'Arabic Coffee' . . ."

D. Following the style of writing by Mercer and Strom... put together a paragraph discussing your three examples from Nye's poetry. You will need to clearly identify the device choices in your responses. Post response in SCHOOLOGY by the end of the day on Wednesday, November 11th (Group A) and Sunday, November 15th (Group B) 

    Writing-style...  Note the following: 

• How a topic sentence is used. 
• How Mercer and Strom discuss the meaning created by the lines of verse. 
• How the lines are integrated in the writing. 
• What devices are clearly named or hinted at... (style.. theme... purpose). 

Monday, November 9th and Thursday, November 12th

 EXPLAINING THE HOW! 

"The tear is famous, briefly, to the cheek."

Nye's syntactical choice of placing the adverb "briefly" as a nonessential element causes the reader to pause temoporarily after the reference to the key thematic idea of fame. This causes the reader to ruminate on the notion of fame. To illustrate: the stress of the first syllable of "fa" is followed by the unstressed syllable of "mous" in the word famous. This syllabic form of the word causes the sound of the concluding of the line, which highlights the commonly-accepted concept of fame as a destination or state-of-being. However, by following the subject complement in the sentence with the adverb "briefly," the reader is reminded of the temporality of fame by the placement of the adverb as a nonessential element in this line of verse. After pausing briefly, the reader moves beyond the nonessential element in this line, just as the tear dissipates from the cheek, which made it famous.

- Identified author choice.

- Explained the effect it has on the poem. (This is usually where we stop.. and kinda with a 'ta da')

- Explained specifically HOW that device has created that effect. Magnifying glass. 

_________________________________________________________________________

1. Studying examples of literary/poetry analysis: 

• What is the essay's claim? 
• How is a connection made between the claim and the literary/poetic device(s)
• How does the essay introduce or reference author choices? 
• How does the essay introduce textual support from the poem? Content and technically?
• How does the author technically write out examples of poetic verse? What do you notice?
• What directly follows line references/evidence? Summary? Dissection? 
• HOW does the author discuss his/her evidence? 
• How does the author address the effect of poetic choices? 

 "Cooking up stories of loss"- Nye Article

Pages to evaluate: (Read the *)

* 33-top of 39
* Last paragraph of 44-45. 

2. Select ONE line from each of the last 4 Nye poems.  In a section in your notes, go through the following bullet points: 

• List the first poetic line. 
• Write the following sentence: Nye's use of (insert device) results in (name effect). 
• Write the following sentence: When Nye states, (provide a specific word/phrase from line), her use of (insert device again) demonstrates (_what specifically____). 
• Now explain the direct connection demonstrating HOW this word reuslts in this specific effect.
• (Repeat with next line)   

Homework:

1. 4 sentence stems (see above). Put in notes. 

2. "Kindness quiz" 

3. Review the following PowerPoint- Doing a Close Reading of Poetry- OWL

For the Week of November 2nd-5th

Make sure that you have completed both IB Assessment Flipgrids-  

- To make sure that we are fully aware of two of the major assessments in IB English HL, you are going to create a small video presentation for both assessments. In these videos, you are going to explain each assessment, what they entail, what texts are used, etc. The specific assignment is located on each individual Flipgrid link. The goal of this assignment is to ensure that you completely understand each assessment and see how the work we are doing daily are supportive of your success on these. Please submit each video to Flipgrid. 

This Week: 

1. Read and annotate the following Nye poems. Utilize all strategies of poetry analysis and note organization. 

“Trying to Name What Doesn’t Change”

“Mediterranean Blue”

“The Traveling Onion”

“Arabic Coffee” 

2. Once done with all four, you will be creating a video explaining your annotations and findings in an assigned poem. 

-See the folder for your assigned video poem. Record video following the directions. 

3. After you have posted your video, you will complete two video responses to two different poems you were not assigned. 

(This means there will be one poem you will not record a message for. You will have it annotated though.) 

Friday, October 30th (Group B)

 LIT HIIT- Poetry Edition

Fame is a bee. (1788)

BY EMILY DICKINSON

Fame is a bee.

It has a song—

It has a sting—

Ah, too, it has a wing.

What role does metaphor play in Emily Dickinson's "Fame is a Bee" ?______________________________________________________

 1. Discussion of "Famous." Discuss annotations in small groups. 

• What is the style of this poem? 
• What is the impact of point of view in this poem? 
• What is the impact of the shift that occurs? 
• Can you spot? Alliteration? Metaphor? Enjambment? Anaphora? Assonance? Consonance? Repetition? 
• What type of form/meter is it? Effect? 
• Thinking about the balance between the science and the art... what makes this poem art? 
• Consider TPCASTT strategy. 
• Literary claim (from yesterday). 

2. Theme in "Famous" (Upload in Schoology Discussion Board) 

• Make a list of thematic issues that occur in "Famous"
• Select one issue and develop a thematic statement for "Famous"
• Provide three examples from the poem that would be supportive of this identified theme. 

Homework leading into Monday/Tuesday. 

1. Continue annotations for "Jamyla Bolden" and "So Much Happiness"-  Upload to Schoology.

2. Read and annotate "Kindness" (poem 2). After you are done, listen to Nye read in video on Schoology. Watch video explaining background of this poem. 

Online work for Monday/Tuesday is posted in Schoology. 

Thursday, October 29th (Group B)

  1. Transition from Gatsby to poetry. 

- Langston Hughes' "Let America be America Again" 

O, let my land be a land where Liberty

Is crowned with no false patriotic wreath,

But opportunity is real, and life is free,

Equality is in the air we breathe.

2. Lit HIIT- Poetry Edition

- Review TPCASTT

Lit HIIT- Poetry 101

3. General Poetry Structure terms to know- (Jargon to start) 

Stanza- a group of lines in a poem 

Rhyme- a pattern of words that have similar sounds

- Perfect rhyme. A rhyme where both words share the exact assonance and number of syllables. Also known as an exact rhyme, a full rhyme, or a true rhyme.

- Slant rhyme. A rhyme formed by words with similar, but not identical, assonance and/or the number of syllables. Also known as a half rhyme, an imperfect rhyme or a near rhyme.

- End rhymes. These are rhymes that occur between the final words on two particular lines of poetry. 

- Rhyme scheme. the ordered pattern of rhymes at the ends of the lines of a poem or verse. Most popular rhyme schemes: ABAB, ABCB, AABBA, AABB, ABBA

Meter. The rhythmic structure of a poem. Unstressed and stressed syllables in a line of verse. 

Line Break. Where a line of poetry ends. 

Enjambment. When a line of poetry wraps to the next line. 

Caesura. A stop or pause in a metrical line often marked by punctuation or grammatical boundary (clause or phrase). 

Open form.  is very free - it doesn’t have to follow traditional or specific patterns. This style of poetry may not follow any rules at all or it might use small elements of traditional forms of poetry. 

Closed form. Fixed form. Verse that is much more structured, and governed by specific rules, or patterns. In closed form poetry specific poetic structures may repeat throughout the poem, perhaps to create rhythmic effects.

Blank verse. Unrhymed Iambic Pentameter

Free verse. Lines that are rhythmical but with no prescribed pattern or rhymed structure.

Quatrain- 4 lines of verse

Couplet- 2 lines of rhymed verse. Usually summative or used to make a point/conclusion. 

Sestet- 6 lines of verse.  

Foot- Basic unit of measurement of accentual-syllabic meter. 

4. Start discussion of Nye's "Famous" 

___________________________________________

Homework for Tuesday, October 27th 

1, Write a literary claim/thesis for Nye's "Famous." Provide 3 pieces of textual evidence for this claim. Post in Schoology by class time on Tuesday.  

- Slide show on writing a literary claim found here: Writing a literary claim/thesis (permanent spot is under "literary analysis links"

Does not have to be done by tomorrow, but in the next few days... 

2. Read the background article: "Man who killed 9-year-old girl in Ferguson as she did homework is going to prison for 22 years" (In Schoology)

3. Read and annotate- "To Jamyla Bolden" and "So Much Happiness"  -Upload a picture of your annotations to Schoology. (Two separate pictures) 

Tuesday, October 27th (Group A)

LIT HIIT- Poetry Edition

Fame is a bee. (1788)

BY EMILY DICKINSON

Fame is a bee.

It has a song—

It has a sting—

Ah, too, it has a wing.

What role does metaphor play in Emily Dickinson's "Fame is a Bee" ? ______________________________________________________

 1. Discussion of "Famous." Discuss annotations in small groups. 

• What is the style of this poem? 
• What is the impact of point of view in this poem? 
• What is the impact of the shift that occurs? 
• Can you spot? Alliteration? Metaphor? Enjambment? Anaphora? Assonance? Consonance? Repetition? 
• What type of form/meter is it? Effect? 
• Thinking about the balance between the science and the art... what makes this poem art? 
• Consider TPCASTT strategy. 
• Literary claim (from yesterday). 

2. Theme in "Famous" (Upload in Schoology Discussion Board) 

• Make a list of thematic issues that occur in "Famous"
• Select one issue and develop a thematic statement for "Famous"
• Provide three examples from the poem that would be supportive of this identified theme. 

Homework for Thursday- 

1. Continue annotations for "Jamyla Bolden" and "So Much Happiness"-  Upload to Schoology.

2. Read and annotate "Kindness" (poem 2). After you are done, listen to Nye read in video on Schoology. Watch video explaining background of this poem. 

Online work for Thursday/Friday is posted in Schoology. 

Monday, October 26th (Group A)

 1. Transition from Gatsby to poetry. 

- Langston Hughes' "Let America be America Again" 

O, let my land be a land where Liberty

Is crowned with no false patriotic wreath,

But opportunity is real, and life is free,

Equality is in the air we breathe.

2. Lit HIIT- Poetry Edition

- Review TPCASTT

Lit HIIT- Poetry 101

3. General Poetry Structure terms to know- (Jargon to start) 

Stanza- a group of lines in a poem 

Rhyme- a pattern of words that have similar sounds

- Perfect rhyme. A rhyme where both words share the exact assonance and number of syllables. Also known as an exact rhyme, a full rhyme, or a true rhyme.

- Slant rhyme. A rhyme formed by words with similar, but not identical, assonance and/or the number of syllables. Also known as a half rhyme, an imperfect rhyme or a near rhyme.

- End rhymes. These are rhymes that occur between the final words on two particular lines of poetry. 

- Rhyme scheme. the ordered pattern of rhymes at the ends of the lines of a poem or verse. Most popular rhyme schemes: ABAB, ABCB, AABBA, AABB, ABBA

Meter. The rhythmic structure of a poem. Unstressed and stressed syllables in a line of verse. 

Line Break. Where a line of poetry ends. 

Enjambment. When a line of poetry wraps to the next line. 

Caesura. A stop or pause in a metrical line often marked by punctuation or grammatical boundary (clause or phrase). 

Open form.  is very free - it doesn’t have to follow traditional or specific patterns. This style of poetry may not follow any rules at all or it might use small elements of traditional forms of poetry. 

Closed form. Fixed form. Verse that is much more structured, and governed by specific rules, or patterns. In closed form poetry specific poetic structures may repeat throughout the poem, perhaps to create rhythmic effects.

Blank verse. Unrhymed Iambic Pentameter

Free verse. Lines that are rhythmical but with no prescribed pattern or rhymed structure.

Quatrain- 4 lines of verse

Couplet- 2 lines of rhymed verse. Usually summative or used to make a point/conclusion. 

Sestet- 6 lines of verse.  

Foot- Basic unit of measurement of accentual-syllabic meter. 

4. Nye's "Famous" 

___________________________________________

Homework for Tuesday, October 27th 

1, Write a literary claim/thesis for Nye's "Famous." Provide 3 pieces of textual evidence for this claim. Post in Schoology by class time on Tuesday.  

- Slide show on writing a literary claim found here: Writing a literary claim/thesis (permanent spot is under "literary analysis links"

Does not have to be done by tomorrow, but in the next few days... 

2. Read the background article: "Man who killed 9-year-old girl in Ferguson as she did homework is going to prison for 22 years" (In Schoology)

3. Read and annotate- "To Jamyla Bolden" and "So Much Happiness"  -Upload a picture of your annotations to Schoology. (Two separate pictures) 

Tuesday, October 19th and Friday, October 23rd

 1. The Great Gatsby Test. 

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Homework/ Online work for October 22nd and 23rd

1. Continue review of IB Assessments- IO and HL Essay.  The HL essay is the assessment you will complete next semester. (Found in Monday/Thursday's folder) 

IB Assessments Introduction and Review- (Complete by end of Wednesday) 

A) Read: IO and Global Issues Handout. 

B) Watch: IO Overview. Global Issues

B) Complete: Global Issues Chart- Exercise

C)  Watch: Screencast- Biggest Issues Brainstorm

2. Open Poetry Resources (Found in Naomi Shihab Nye Folder) 

A) Read through IB Lit Poetry Expectations. 

B) Read through the IB Poetry Commentary Wiki (Thinking about HL essay.. or Paper 1 next year) 

C) Look through Common Sense Tips- Poetry Analysis 

D) Run through the Poetry Terms Quizlet a few times. 

E)  Review TPCASTT method (handout in Schoology Folder) 

F) Complete the 'Meet Naomi Shihab Nye' assignment (goes in your notes). 

3.  Watch Mrs. Schulenberg-Cole's video demonstrating annotation of a poem. (Poetry resources)

4.   Using ALL OF THE RESOURCES made available to you...  TPCASTT. Multiple Handouts. Poetry Terms.  Read and Annotate Naomi Shihab Nye's poem "Famous."  Found in Online Classwork folder. 

- Upload a picture of your annotations to Schoology assignment (Due: Sunday, October 25th) 

Monday/Thursday, October 18th and 22nd

 1. Juxtaposition exercise- The American Dream (Schoology) 

After watching two scenes from Baz Luhrman's The Great Gatsby, what can we understand about the issue of the American Dream through juxtaposition? 

Juxtaposition- two things being seen or placed close together with contrasting effect.

Requirements:

1. Post with referencing specific examples from the text. Make sure that you reference both scenes to demonstrate juxtaposition. 

2. Respond to one classmate's post. Interact with their evidence. Add ideas or follow up evidence. 

2. Review theme-  Collect a list of possible thematic issues in Gatsby  and Allusions- Student chart

3.  Literary Device Review (Schoology) 

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Homework: 

1. Gatsby Test on Tuesday/Friday. Come early from Advisory if possible. 

2. IB Assessments Introduction and Review- (Complete by end of online class dates) 

A) Read: IO and Global Issues Handout. 

B) Watch: IO Overview. Global Issues

B) Complete: Global Issues Chart- Exercise

C)  Watch: Screencast- Biggest Issues Brainstorm

Tuesday, October 13th and Friday, October 16th

  1. “Beyond Notes” due. Discuss with your small group in class. 

2. Determining Literary THEME-

Understand the difference between the two concepts-

A. Thematic issue- The universal issue that is addressed in a text.

B. Thematic statement- The MESSAGE the author is making about the thematic ISSUE.

Thematic Exploration- start and finish as homework

3. Allusions- An indirect reference to a person, event, piece of literature that has significance.

Discuss allusion chart- introduced today. Finish as homework.

4. Gatsby practice test-

Monday, October 12th and Thursday, October 15th

1. Discuss snippets-  Small group. 

• Remember the goals of the snippets. Tie the evidence specifically back to author choice. 
• Avoid summarizing meaning of evidence. 

- Record findings in the Schoology Discussion post- Post response by the end of the day. 

2.  Discussion of Crash Courses. Small group.  Discuss findings. Revelations. 

Homework for Tuesday, October 13th- 

• Finish the book, if you have not done so yet. 
• Verify your Gatsby Beyond Notes are finished and upload to this week’s Schoology assignment. 
• Read and take notes over Modernism. You will be considering Fitzgerald's STYLE as reading.  Modernism Notes

FYI- We have a Gatsby test on the horizon (Next week).

Tuesday, October 6th and Friday, October 9th

  1. Lit HIIT-  What is the literary importance of revelations of organized crime in chapter 5? How does this contrast to the lavish party that is set and thoroughly described in chapter 4? 

• Restate the question and provide an answer. 
• Provide bullet-pointed evidence to support your claim. 

(We did not get to this for Group B. Please complete on your own) 

2. Snippet presentations- Class discussion.

 SCORING-

1) Provides clear location of the snippet for the class and 

      reads snippet clearly and loud enough for all to hear. X     X      X

   -Provides context of snippet in a sentence or two without

    leaving out significant/essential details.                             

 

2) Names the choice of the author.             X       X     X 

 

3) At least one comment is presented that discusses how

a deliberate decision on the part of the author affects the text X    X      X

4) Is prepared and addresses questions effectively X X X

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Online work- (Group A- 10/8 and 10/9.  Group B- 10/12 and 10/11) 

1. Finish the book by Tuesday, October 13th. 

2. When you have finished the book, complete the TWO Gatsby Edpuzzles. 

• Group A Join Edpuzzle Link: Group A- Edpuzzle link  
• Group B Join Edpuzzle Link: Group B- Edpuzzle link

3. Chapter 6 and 7 Snippets. Discussion on Monday, October 12th AND Thursday, October 15th

4. Organize Learner's Portfolio for review on Monday, October 12th AND Thursday, October 15th. 

• Make sure you have ample notes on the Big 8- and Gatsby notes guide. 

5. Beyond Notes added into LP. Be ready to discuss when you return to class. Beyond Notes- Assignment Sheet We will submit this to Schoology. (a picture of notes will be fine to submit) 

Monday, October 5th AND Thursday, October 8th

 

1. LIT HIIT: 

Fitzgerald shifts Nick Caraway from reliable to unreliable narrator with Nick’s introduction to Gatsby and his world because __________________.

• Complete the literary claim by considering the reason or effect of the literary choice by Fitzgerald. 
• Find as many specific quotes that support Mrs. Schulenberg-Cole's literary claim. Write these in your notes. Be ready to discuss and connect evidence back to claim.

2. Review literary analysis writing expectations and necessary components. 

Point --> Seamus Heaney (a poet) uses potato-based puns to enforce his love of potatoes

Example --> He says: "Without potatoes/I would not be rooted in this life" (yes this is made up)

Explanation --> The word "rooted" refers back both to the author's roots and also to the nature of potatoes themselves which are root vegetables. He also uses a very effective sentence structure to emphasize the significance of potatoes by making them the start of the phrase, the verb in the middle and then with "life" as the last word in the phrase, the stresses fall in such a way that the two seem linked…. etc etc etc. I

2. How does each sentence function? 

Sammy's descriptions of the A & P present a setting that is ugly, monotonous, and rigidly regulated. The chain store is a common fixture in modern society, so the reader can identify with the uniformity Sammy describes. The fluorescent light is as blandly cool as the "checkerboard green-and-cream rubber tile floor" (486). The "usual traffic in the store moves in one direction (except for the swim suited girls, who move against it), and everything is neatly organized and categorized in tidy aisles. The dehumanizing routine of this environment is suggested by Sammy's offhand references to the typical shoppers as "sheep," "house slaves," and "pigs” (486). These regular customers seem to walk through the store in a stupor; as Sammy indicates, not even dynamite could move them out of their routine (485).

3. Snippet Assignment and Discussion 

Snippet Assignment

Snippet Assignment Example

Snippet is due: Group A- Tuesday, October 6th. Group B- Friday, October 9th. 

Thursday/Friday, October 1st and 2nd

For today, you wrote your first piece of carefully crafted literary analysis.  We are going to go over these when you come into class next week. For now, I want you to reflect on the writing you produced. 

1. In Schoology, you will see a discussion board posted. For this response, you will need to pull up your piece of literary analysis and do a close read of the writing techniques that you employed. 

Consider the following questions:

• The claim was provided for this exercise, but we are going to practice full-reflection, so you can get in the habit. Does the claim identify the usage of a literary device? Does the claim address the how this device is employed by the author? Does the claim speak to the effect of this device on the text? 
• How do you introduce and integrate your textual evidence in your writing? Is it smooth? Do you use cue words that provide insight to what is the goal of the quotation that will follow? How effective are your link phrases/transitions. Is the speaker clearly identified? (Differentiated from author)
• Do you use proper citation? Is Fitzgerald referenced? 
• How well do you explain/explore your evidence? Do you "sum up" your evidence, or do you discuss it piece by piece? Does your explanation speak to its support of the claim.. NOT paraphrase what the quote says. (Big difference). This part is where you are digging into the HOW the text works and into the WHY it is relevant. (THIS IS THE LIFE BLOOD OF ANALYSIS... the how you see it force of your writing)
• Do you transition effectively to your next example/evidence? (repeat the process).
• Does your conclusion statement simply restate or does is synthesize the argument? Synthesis is where you process how all of what you mentioned before results in your claim or argument. It can also speak to its relevance or evaluation of its purpose. 

Your reflection needs to be an honest assessment of your writing. What are you doing well? What is missing? What do you need to improve upon? Why? What was a struggle for you? What new process did you learn? 

I can offer feedback and feedback, but if a writer doesn't understand how techniques work and how to wield them, then they never really become their skill.. This is how writers improve their craft. 

2. When you are done with your reflection, YOU MAY go back to your original piece and make revisions. Any revision you make, I would like you to use a different colored font. 

3. Reading- We are going to need to be through Chapter 6 by the end of next week. 

4. I will be doing a LP informal check in the next week. Take some time this weekend to get these organized so they are working for you.

Big 8 Literary Device Tutorial- Optional meeting Wednesday

 BIG 8 LITERARY DEVICES: 

1. Plot- The sequence of events in a poem, play, novel, or short story. 

Analysis starting points: Why does the author order the events in this manner? What is the effect of the events in this order? What is the impact of an event in context to another event? 

2. Characterization- The manner in which the author creates the character. (Characters are vehicles for the author's purpose)

Analysis starting points: How do elements of direct characterization and indirect characterization work to create the character? How is this character being used in this text? Why does the author create the character in this manner? How do we learn more about the tone, theme, historical context through this character? 

3. Setting- The location, time or period, and general environment of the work. 

Analysis starting points: What further information does the setting provide to support the meaning of the text? How does the setting impact the mood of the text or scene? How does the events of the plot interact with the setting? Supportive? Paradoxical? 

4. Theme- The central idea or ideas that the writer explores through a text. (The thematic issue is the central concept. The thematic STATEMENT is the message that the author makes about that issue)

Analysis starting points: What makes this issue universal? How is it developed in this text in contrast to other texts? How do motifs, tone, characterization, plot, symbolism, etc. all work to support and promote this thematic statement by the author? 

5. Tone- The writers attitude toward the subject. 

Analysis starting points: How does the author use diction, syntax, rhythm, repetition to develop or support a tone. How does the tone change in specific places and what is the goal of the author? How does tone support the thematic statement? 

6. Conflict- The struggle that grows out of interplay between two opposing forces. (Conflict- internal or external. This is how an author often 'shows, not tells' their message of their text. 

Analysis starting points: How does the conflict enhance the ultimate learning or message that a text is supplying? How does internal conflict often manifest itself? What can we learn from this? How does it contribute to other devices such as setting, characterization, tone, mood? How does external conflict supply information about internal matters? 

7. Point-of-View- The way that the story is narrated. (All of the 1st, 3rd- L and O) 

Analysis starting points: What is significant about the way that the author chooses to tell this story? How is the POV supportive of the story told? How would the story be different if it was from a different POV. Are the narrator(s) reliable or unreliable? Why? What does this tell us? How does the POV impact characterization (direct and indirect)? 

8. Style- the individual way in which a writer has used language to express his/her ideas. 

Analysis starting points: What is the impact of the diction choices? How would we describe the author's artistic choices and how do they work to support the purpose of the text? How can you tell that this is ______ (insert author). What is their signature style? How is it effective? 

Tuesday, September 29th

FYI- WE WILL NOT MEET ON THURSDAY or FRIDAY. Material will be posted on class website.

 1. Discussion- Jamboard LIT HIIT and 7 Concepts

* Characteristics of a literary claim. ✔Identification of a literary device ✔Analysis of its usage ✔ Significance/impact of this device on the text  (What. How. Why)

* Making sure that the evidence is truly in support of the claim. Are you able to explain the evidence back to the argument. Not generally... Directly link evidence. 

2. Writing literary analysis- small-scale exercise (Submit to Schoology)

FIRST- Select ONE of the literary claims from the Jamboard LIT HIIT collaboration. This will be the first sentence of your writing (or the "P"). We are then going to be carefully working on writing analytically with integrating evidence correctly/effectively/smoothly. 

SECOND- You will need to integrate a minimum of THREE direct quotes as support for your point. Consider the I.C.E. method to blend in here. Introduce. Cite. Explain. Make sure they are integrated correctly: 

• What to Quote and How Link
  
• 4 ways to integrate a quote
  
• Introducing Evidence Phrases
  

THIRD- Link phrases/transitions- You can use the ones below in the green boxes.. except the ones with first person. "I know" "I chose". 

• Transition Words

FOURTH- Add a concluding statement to wrap up what was discussed. 

Submit to Schoology by class time on Friday, October 2nd. 

UPCOMING- Read up through chapter 5 by next Tuesday.

Friday, September 24th

 1. IB 7 Concepts Presentation 

2. LIT HITT- Gatsby/ 7 Concepts edition

#1 Identity: 

Fitzgerald first develops the characterization of West and East Egg before the primary figures in The Great Gatsby because the characters derive much of their identity from the locale in which they reside. 

#2 Culture: 

The aggressive intrusion of Tom's language addressing race in America is indicative of the cultural environment of class and race division that the carefree jollity of the Roaring 20s could not mask. 

#3 Creativity: 

In Chapter 1, Fitzgerald utilizes a style of diction that works to emphasize Daisy's femininity in contrast to the masculine exchanges of Nick and Tom. 

#4 Communication: 

By beginning the novel, The Great Gatsby, with illumination into the life of Nick Caraway, Fitzgerald aligns Nick's perspective and point of view with the reader resulting in creating Gatsby as an enigma for both narrator and reader. 

#5 Perspective: 

With passing references to domestic violence and racism in Chapter 1 in association with the antagonist position of Tom leads one to question if Fitzgerald is entering into the discussion on these topics, or simply utilizing these grievous issues as characterization tools. 

#6 Transformation: 

Though a reader may start by aligning with Nick Caraway at the start of The Great Gatsby, Fitzgerald lures the reader, just as Nick is lured, into the escape of fantastical living and the promise of Gatsby.  

#7 Representation: 

With the creation of the East Egg scene in Chapter 1, Fitzgerald represents a fantastical environment that is purposefully fostered and maintained as refuge from the reality of life. 

 3. For Tuesday: 

* Review the PROSE Literary Devices: LSW IB Literary Devices. We need to be pretty comfortable and apt to apply the BIG 8 at this point... if you are not, I will do a training review next Wednesday at 10:00 AM.  The more devices you are comfortable with.. recognize.. and apply... the more you will have to say about the text. 

* Have read Chapter 2 by Tuesday... (but I would not stop there.. the next few weeks are going to go quickly). 

* HOMEWORK ASSIGNMENT: With your "7 Concepts" Group, you will need to select 3 Concepts that are not the one you prepared for discussion today. You will work kind of on your own.. kind of collaboratively. 

- You will be gathering evidence to support the claim for this concept. . if applicable you may pull from both Chapters 1 and 2. .  just adjust the claim wording.  

- With the evidence you pull you will need to CITE it, and explain how the evidence works to support the claim. THIS IS HOW YOU CITE: (Fitzgerald 9). 

JAMBOARD LINK: 7 Concepts Lit HIIT Jamboard

Tuesday, September 22nd

 1. LIT HIIT- 

The Great Gatsby- 

Literary Claim: Fitzgerald's characterization of Nick Caraway in the opening pages of The Great Gatsby as ______________ is done in order to _____________________. 

Complete the above claim focusing on the identification of a device... its result...  its significance. You may adjust words around as necessary.  As soon as you have completed the claim, start gathering evidence for this claim. 

2. IB Seven Concepts- Presentation *We will present on Friday

3. Mrs. Dabalos- IB Coordinator video and acknowledgement form- Schoology- Due by Friday, September 25th. 

4. Gatsby Learner's Portfolio and note-taking expectations. LP Gatsby Notes Handout

5. For Friday: 

A. Watch the following historical perspective: The Roaring 20s Video

B.  Recreate a chart like this 1920s Comparison Chart in your notes. Use this as a guide to take notes while watching. 

The Great Gatsby Reading Schedule: 

September 29th- Chapter 2

October 6th- Chapter 5

October 9th- Chapter 7 

October 13th- Finish the book 

Friday, September 18th

1. LIT HIIT- 

Considering Popova's review of Gaiman.... 

Literary Claim: 

Both Maria Popova's review of Neil Gaiman's writing, “Why Our Future Depends on Libraries, Reading and Daydreaming” and Gaiman's piece, itself, emphasize the significance of being well-read by referencing a variety of authors in order to punctuate the argument. 

Find as many specific quotes from the review to support Mrs. Schulenberg-Cole's literary claim. As you start pulling evidence, keep considering how it connects back to the argument. 

2. Learner's Portfolio-  3 Components  

A. Individual notes:  As you read assigned texts, take notes in your  Learner Portfolio.  Sometimes, I will tell you what literary features to trace in your notes. Other times, you will choose what to document.  Remember that you can never go wrong by writing about themes, writer’s choices that create those themes (literary techniques), and memorable quotations.  

B. Class notes:  Every day you should write down the date and some notes from that day’s class.  It could be we do an activity I ask you to include in your portfolio; it could be you have a partner discussion and write down some of your classmate’s comments.  LIT HIIT's are to be included in the LP. If you are absent, consult the class website. complete the day’s activities.  If you are absent, I will check those pages in your notebooks to ensure you have completed this required make-up work.

C. Beyond notes:  These pages will make your Learner Portfolio personally meaningful.  Do you want to illustrate a key scene?  Include and comment upon a news article that connects a text to world events?  Rewrite a scene from a novel from a different character’s perspective?  For each text, you should have “beyond” notes that show you are personalizing your relationship with the text.

** Organized your LP into 8 units (tab up, rock stars). See handout for 8 sections. 

3. Work with the IB 7 Concepts- Break out rooms

IB 7 Concepts

Slide Creation- 7 Concepts Group Slide Show

Each group will be assigned one of the IB 7 Concepts. Discuss the following points, and, together, design a slide that will be helpful to all members of this course in understanding and applying the 7 Concepts. You will present these to the rest of the class on Tuesday, September 22nd. If you need more than one slide, just add it after the original slide. 

• You are to read through your assigned concept as a small group. 
• Discuss the meaning of the concept and how your group thinks it applies to this course.
• Discuss how the readings we have done so far have addressed this concept. 
• In the future, how does your group consider how this concept might manifest itself in the literature we read? 
• How can students in this course purposefully apply this concept as they read? 

UPCOMING Due Dates:

Sunday, September 20th- Plagiarism quiz, watch and reply to 3 literary device Flipgrids. 

Tuesday, September 22nd- Gatsby- Chapter 1. 

Tuesday, September 15th

 TODAY WE MEET IN SCHOOLOGY CONFERENCES. 

1. LIT HIIT: 

Considering David Foster Wallace's "This is Water" speech . . . 

Literary Claim: 

In his "This is Water" speech, David Foster Wallace emphasizes the imagery of the overwhelming mundane elements of life in order to magnify his claim of the importance of being able to recognize meaning in the variety of texts that surround us. 

Find as many specific quotes that support Mrs. Schulenberg-Cole's literary claim. Write these in your notes. Be ready to discuss and connect back to claim. 

2. Questions about Learner's Portfolios? 

3. Discussion- "This is Water" speech. 

• What is the true value of education according to Wallace?
• What is the difference between ‘teaching you how to think’ and ‘learning what to think about’?
• How can de-centerizing ourselves help us in the study of literature? 
• What is our default setting when studying literature? Is it fixed? Open? How might it help/hinder us?
• What do you notice about the structure of the writing of this speech? 
• Any devices stand out? Their effects? 

4. For Friday, read and annotate:  Neil Gaiman on Why We Study Literature 

5.  Post-Class Reflection- Schoology

6. BEFORE next TUESDAY, September 22nd- 

• FIRST- WATCH and RESPOND to 3 Literary Device Flipgrids. Select a device that is beyond your familiarity. 
• SECOND- Have chapter 1 of Gatsby read. 
• THIRD- You need to go through the LMC's tutorial on plagiarism- Linked here: LMC Plagiarism Tutorial Slides
• You will then take the quiz on SCHOOLOGY. You must pass this quiz with 100%. You can take it as many times as necessary. You will receive either a 9 or 0 on this quiz. This needs to be done by class time on Tuesday of next week. 

Friday, September 11th

 1. LIT HIIT (High Intensity Interval Training) 

Each class period we are going to start with high intensity literary analysis training. We will be doing this to, first, give you an idea of what you will be doing in the near future, as I model the process of literary analysis. Secondly, this is going to be repeated practice of applying devices and pulling supportive primary examples. 

LITERARY CLAIM: 

In the opening chapter of Circe, Michelle Miller effectively depicts an environment of hedonistic opulence that will serve as juxtaposition to the introspective and unobtrusive characterization of Circe. 

Read the first 4 pages of Circe. Find as many specific quotes that support Mrs. Schulenberg-Cole's literary claim. Write these in your notes. Be ready to discuss and connect back to claim. 

Circe Excerpt 

2. IB Learner Portfolio- IB Required Learner Portfolio

Learner Portfolio Exercise- From class on Tuesday, work on literary device presentation, and today's LIT HIIT jot down some findings.. conclusions...  

3. Read and annotate "This is Water" by David Foster Wallace.  Answer the 5 questions IN YOUR NOTES (not formal responses). Then, choose ONE question to respond to for Schoology Discussion Board... linked here: Schoology Discussion Board

You will need to post your initial response by Monday, September 14th by 3:00 PM. Please respond to ONE classmate's post by 8:00 AM on Tuesday, September 15th. 

READING FOUND HERE: "This is Water" David Foster Wallace

3. POST-CLASS REFLECTION- Schoology. Complete directly after class ends. Found in Schoology week folder. 

4. Start reading The Great Gatsby. Chapter 1 due by Tuesday, September 21st.