Teachers: Miller, Crowder, and McAllisterDates: 3/2-3/20Subject: English III

Day 1 3/2-3/3 / Day 2 3/4-3/5 / Day 3 3/6-3/16 / Day 4 3/17-3/18 / Day 5 3/19-3/20
CCSS Standard / W9a,S1 / W9b, SL3, W4 / W9a, S1 / W9a, S1, W4 / W2, W5, W4
Learning Target / Draw evidence from literary texts to support analysis and reflection by applying reading standards to literature.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. / Draw evidence from literary texts to support analysis and reflection by applying reading standards to literature.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, lings among ideas, word choice, points of emphasis, and tone used.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. / Draw evidence from literary texts to support analysis and reflection by applying reading standards to literature.
Initiate and participate effectively in a range of collaborative discussions with diverse partners on grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. / Draw evidence from literary texts to support analysis and reflection by applying reading standards to literature.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Initiate and participate effectively in a range of collaborative discussions with diverse partners on grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. / Write informative/
explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Bell Ringer / “Imagine a modern-day Cinderella story:
See details below / 57) What is the American Dream? Explain. / 58) Discuss the concept of “old money” versus “new money.” Which is best? Why? / 59) Which character can you identify with in the novel so far? Why? / 60) How are carelessness and shallowness exemplified by the rich in The Great Gastby? Explain.
Class Agenda – TSW / READING/
VOCABULARY
A young woman who works at a fast-food restaurant meets and marries an investment banker. While ‘Cinderella’ grew up in a poor family and did not graduate from high school, her ‘Prince’ grew up wealthy, has an M.B.A. (Masters in Business Administration), a house and a vacation cottage. What happens after ‘happily ever after’? Write a short sequel to this Cinderella story in which you explore two or three of the following questions: What challenges might Cinderella and her new husband face? Will Cinderella continue to work at the fast food restaurant? What else might she do? How does she feel about her husband’s money? How does the Prince feel about Cinderella’s job and education? Who makes the decisions in the relationship? How does the couple spend their leisure time? What is it like for the two to spend time with each other’s family?”
Have students read the article on richer marrying poorer
1. Imagine the issues faced by cross-class couples by writing a short story.
2. Learn about the experiences of one married cross-class couple and their families while reading and discussing the article “A Marriage of Unequals When Richer Weds Poorer, Money Isn’t the Only Difference.”
3. Create and perform scenes dramatizing the influence of class on the lives of the people described in the article.
4. Write monologues from the perspective of one character. / SPEAKING/
LISTENING
Introduction to the Roaring 20’s, the Jazz Age, and Prohibition
-Video

-PowerPoint

READING/
VOCABULARY
Begin reading The Great Gatsby / READING/
VOCABULARY
Continue reading The Great Gatsby
Draw a setting sketch

Character analysis
/ SPEAKING/
VOCABULARY
Discuss the significance and symbolism of colors


READING/
VOCABULARY
Continue reading The Great Gatsby
Story flowchart – HELPFUL in following characters, making comparisons, noting themes, etc.
/ READING/
VOCABULARY
Continue reading The Great Gatsby
WRITING/
GRAMMAR
CHOOSE ONE:
Write a formal paragraph in MLA format explaining how rumors affect characters in the novel. Quote examples and cite page numbers.
Play TWENTY QUESTIONS with the characters in The Great Gatsby. Write each question on a sheet of paper, and answer at least ten with logical answers based either on what you know so far or what you predict to be the answer.
Formative
Assessment / Quiz-to check comprehension / Exit slip – Describe East Egg and West Egg. / Quiz-to check comprehension / Bell ringers are due.
Quiz-to check comprehension
Summative/Homework