The Great Gatsby Character Projects

Students will then crate a poster, collage, or other artistic representation of their favorite character(s) from The Great Gatsby.  Projects need to be primarily visual and can be 2-dimensional or 3-dimensional.  Students need to incorporate 6 specific quotes which provide insights to the character and/or show how that character transforms/changes (or stays the same) over the course of the text.

Projects are worth 100 points and will be due Wednesday 3/29/2017.  Late projects will be docked 10% each day late and will not be accepted beyond Fri 03/31/2017.

The Great Gatsby

Students will begin watching The Great Gatsby in class. Students who miss viewing days may need to make up the work by reading chapters from the novel so make an effort to be in class this week. 

Students will complete a character sheet analyzing how characters are dressed, what they say, how they act, how others react to them, etc. This will be due at the end of each day for points.

Students will complete a character project at the end of the week, analyzing the personality traits & symbolism of one character from the film.

Harlem Renaissance Projects

Harlem Renaissance Hall of Fame Museum Project

In order to learn more about the impact of the prominent people who shaped America during the Harlem Renaissance time period, our Lit/Lang III class will be inducting members into our Hall of Fame Museum.  Inductees into our museum will be primarily the writers and poets of the era as well as musicians, artists, and social change leaders.  In addition some prominent places like the Cotton Club will also be highlighted in the museum.

Choose your inductee to the museum

You must choose from the following list and seek approval from Mrs. Stolte or Borger if you have another idea for an inductee. No sports figures – they’ve been overdone- learn about someone new. If there’s someone you want to cover, ask us. Links in orange weren’t on your original handout. Continue reading

I Wish for You to Be Happy

clone tag: 3755604650100852223

art-credit: Sejal P.

After responding to the journal about violence & love today (posted below), I asked students to engage in a mindfulness activity: they were to secretly choose 2 students in class and when I told them to, they were to close their eyes and think “I wish for them to be happy” for 5 seconds.

Their “homework” is to engage in this simple mental activity as they move through the halls to their classes or at the first five minutes of class each day.  It is a potential way to combat all the hate and judgmentalness in our world that led to the horrific events of slavery, convict leasing, Jim Crow, and hate in our country’s history.

Hopefully they share their “homework” with their parents / guardians and encourage them to engage in this exercise at work. 😀

To learn more, listen to “Mindfulness on Demand” from the Note to Self Podcast series.

Journal prompt:

02/16/17: Violence & Love
MLK said, “The ultimate weakness of violence is that it is a descending spiral begetting the very thing it seeks to destroy, instead of diminishing evil, it multiplies it. Through violence you may murder the liar, but you cannot murder the lie, nor establish the truth. Through violence you may murder the hater, but you do not murder hate. In fact, violence merely increases hate. Returning violence for violence multiplies violence, adding deeper darkness to a night already devoid of stars. Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that.”

What are some real ways we can use love to defeat hate?