Abby and I continued our study of the novel. We completed answering the study guide for chapter four. We then did an in-depth study of some of the quotes present in the chapter. After summarizing the quotes, we then discussed the technique of foreshadowing and made predictions of what will happen in the novel.

We continued our study of the novel. We completed chapter four stopping frequently to notice the intricate use of symbolism throughout the chapter. We began to answer the accompanying study guide.

I substituted for Abby today. We began chapter 4 of The Great Gatsby. First we discussed a vocabulary list in preparation for the chapter. She knew some of the words, and had heard of most of the others but couldn't define or explain them. After talking these through and writing them on the board, we began to read. Abby read out loud, while I stopped her to pose questions about author's purpose (why all those names for three pages), and to have her notice a sequence of shocking details thrown in here and there. What was the purpose of that? We also stopped to note the excellent writing of a descriptive paragraph about Gatsby's car and word choice such as "labyrinth" tossed in for effect! We ended with a question about Gatsby's comment that he was from the "Midwest" -- San Francisco. What? (: So intellectual curiosity was stimulated through this close reading.

Abby and I continued working on the vocabulary exercises for chapter four. We read the story that used the words in context. Abby does quite well with the difficult words.

Abby and I continued our study of the novel. We finished discussing chapter three. We then read the informational text article"Is there a Cheater's High"?
We wil discuss the article tomorrow. We then moved on to the Sadlier vocabulary book, and I introduced the words to chapter four.

Abby and I discussed the first section review in the vocabulary book. Abby had completed it on her own, and we discussed it together. She did quite well. We then went though her binder and reviewed our first semester and organized our binder.

Abby, Taylor and I did an in-depth study of chapters 1-3. We first gave examples of direct and indirect characterization. We then found textual evidence to support our description of the characters. We then did an in-depth study of the setting in chapters 1-3. We explained in detail the setting and its effect on the novel. We provided textual evidence to support our descriptions/answers.

Abby and I continued our study of the novel. We discussed chapter 3. We used the accompanying study guide questions as a springboard for our discussion. We discussed Fitzgerald's portrayal of Gatsby. Abby had completed the questions for homework and did a really nice job!

We were to continue our study of the novel.

Abby and I continued our study of the novel. We continued reading chapter three. We stopped several times to decipher the difficult vocabulary. We referred to the vocabulary list. We also stopped to clarify the new characters and to discuss the abundant symbolism present within the novel.