American Literature and Composition - Urquidi
Week 13
Monday
Steno: What is the purpose of reflection?
* Thursday/Friday: Lit Circle Presentation reflections due!
49 min
“Bernice Bobs Her Hair” F Scott Fitzgerald
 Notes on this – focus on the questions on the notecatcher and the 20s era. What is the movie
showing you?
Homework: anticipation guide (DUE FRIDAY)
Shakespearience – invitation to attend during 7th
Wednesday
*Get your writing folders
50 min
SAT writing prompt - Bogard
15 min
Reflection on student samples
Reflection on your own work (I used to/now I) What goals do you need to set? 5 min
(return papers from first practice test)
½ class – check out Gatsby
Other ½: SAT tips
Schedule reminder (copies)
Shakespearience reminder for Thursday during 7th
Calendar for April and May
Building background:

Visualization practice with a lens (scaffolding in thinking about looking through a lens):
o I’m asking students to think about what they notice in the art piece from the 1920s (notecatcher –
list what you notice);
o then I’m asking them to look at it from s specific point of view to think about a lens that focuses
on the piece. 1. Artist or photographer 2. Businessman 3. Poet/storyteller 4.
Scientist/mathematician
 make a second list according to your assigned role
 get into homogeneous groupings to discuss what you notice
 get into heterogeneous groupings and compare what you notice
 using the Venn diagram notecatcher – what do you notice if you have two roles? If you see it
as an artist who is also a mathematician? What is different because of the combination of
those lenses?
A double job. We’ve looked at two lenses, and the effect they had on each other. I want you to carry this
idea into your assignment. As you reread Chapters 1 & 2, consider these lenses, and keep record of the
actions:
 Now reflect on the characters – and the essential questions we will ask of the novel. This is a transition
to look at the lenses of the developing themes.
American Literature and Composition - Urquidi

Switch to a different lens now – one looking at the people in these situations. Who do you think it looking
for change? New note catcher – find one person looking for change – why?

A second lens – who do you think is in a position to say something about the situations these people are
in? Who is in a position that sees the struggles of another character and could say something? Who
should say something?
*These thematic lenses are a focus I’d like you to continue as we track the progress of the characters and the
novel.
Homework: Chapter 1 and into Chapter 2 – by Thursday be ready for Chapter 3
Friday – full block for testing
*Return essays from Wednesday and look at and review sample essays of this SAT prompt
Steno: What was the most controversial topic on the sheet? The hardest for you to answer?
Collect the Anticipation Guide – DUE (discussion next Wed)

Return notes from Monday’s film of the short story by Fitzgerald “Bernice Bobs her Hair”
o consider:
 What is your impression of the Roaring 20s? Is it possible to change the way things are? In the 20s?
 What types of change might people be looking for?
 Take some time to fill that out right now. Reflect, think respond . . . .

Graffiti Activity: Read the two text selections from Chapter 1 (Chez Buchanan) and Chapter 2 (“Love
Shack”) and notice what’s being described. The passages below are mounted on a large paper so kids
can read and write around them graffiti style.
a. Notice what gets repeated within the text and between the two texts
b. Text-Dependent Questions (handout to help guide)
c. Highlight repeated words; comment on the space provided; comment on others’ observations
d. What claim can you make about each passage based on these repeats and observations? Write
it on your notecatcher.
a. Venn Diagram activity: What do you notice about the differences and similarities
 Compare/contrast graphic organizer (lenses): What can you say about the contrasting lenses – read
chapters 1 and 2 and collect data looking for similarities and differences. Look through the lens of the
rich and the lens of the poor. Small groups helping each other find data. Write down key images, and
colors and attitudes as well as characters.
 Work together to evaluate and find more examples of the strange mirror image. Look for symbols and
words that draw your mind’s eye to rich or poor imagery. Students collect and then whole group share
out.
o Helpful fast notes if you miss class:
 John Green youtube John Green Chapter 1:
 https://www.youtube.com/watch?v=ehjTS6AhMJ8


Read Chapter 3 for next Wed!
Reflections due for lit circle presentations