Lesson 24: Analyzing G.K. Chesterton’s structure and use of a key term to develop an argument in “Fallacy of Success”

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American Dream

• Lesson 12: Analyzing varied syntax and point of view in “Hollywood Dreams of Wealth, Youth, and Beauty” by Bob Mondello

  • Created by: Louisiana Department of Education
• Lesson 13: Comparing and contrasting themes in “Hollywood Dreams of Wealth, Youth, and Beauty” by Bob Mondello and The Great Gatsby by F. Scott Fitzgerald

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• Lesson 14: Analyzing the impact of Fitzgerald’s choices in the development of setting, tone, point of view and characters in The Great Gatsby

  • Created by: Louisiana Department of Education
• Lesson 15: Discussing the impact of Fitzgerald’s choices on the development of setting, tone, point of view, and character in The Great Gatsby

  • Created by: Louisiana Department of Education
• Lesson 16: Revising literary analyses of setting in The Great Gatsby by F. Scott Fitzgerald

  • Created by: Louisiana Department of Education
• Lesson 17: Summarizing an excerpt from Democracy in America by Alexis de Tocqueville

  • Created by: Louisiana Department of Education
• Lesson 18: Analyzing the development of central ideas and connotation of key terms in an excerpt from Democracy in America by Alexis de Tocqueville

  • Created by: Louisiana Department of Education
• Lesson 19: Analyze the impact of an author’s choices on the development of characters in The Great Gatsby

  • Created by: Louisiana Department of Education
• Lesson 20: Analyze Fitzgerald’s choices in characterization through the presentation of scenes adapted from The Great Gatsby

  • Created by: Louisiana Department of Education
• Lesson 21: Practicing a Cold-Read Task

  • Created by: Louisiana Department of Education
• Lesson 22: Analyzing Fitzgerald’s use of symbols in developing themes in The Great Gatsby

  • Created by: Louisiana Department of Education
• Lesson 23: Analyzing the impact of tone on character development in The Great Gatsby

  • Created by: Louisiana Department of Education
• Lesson 24: Analyzing G.K. Chesterton’s structure and use of a key term to develop an argument in “Fallacy of Success”

  • Created by: Louisiana Department of Education
• Lesson 25: Analyze how two texts treat similar themes

  • Created by: Louisiana Department of Education
• Lesson 26: Preparing for a class discussion on the development of themes in The Great Gatsby

  • Created by: Louisiana Department of Education
• Lesson 27: Class discussion of The Great Gatsby

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• Lesson 28: Class Discussion of The Great Gatsby

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• Lesson 29: Analyzing the development of themes in The Great Gatsby

  • Created by: Louisiana Department of Education
• Lesson 30: The Great Gatsby timed writing

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• Lesson 31: Analyzing the development of tone and characterization in “The Egg”

  • Created by: Louisiana Department of Education
• Lesson 32: Analyzing author’s choices in the development of characters and tone in “The Egg”

  • Created by: Louisiana Department of Education
• Lesson 33: Analyzing how the theme of the American Dream is presented in “The Egg”

  • Created by: Louisiana Department of Education
• Lesson 34: Practicing fluency with “I Hear America Singing” by Walt Whitman

  • Created by: Louisiana Department of Education
• Lesson 35: Analyzing how Quindlen’s style and content contribute to the persuasiveness of “Quilt of a Country”

  • Created by: Louisiana Department of Education
• Lesson 36: Discussing Quindlen’s style and content contribute to the persuasiveness of “Quilt of a Country”

  • Created by: Louisiana Department of Education
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