Monday President’s Day = No School. Hook, Housekeeping & Homework Tuesday Borrow a copy of “The Cask of Amontillado” off the front table. I have the simpler

Monday

President’s Day = No School

Hook, Housekeeping & Homework Tuesday

Borrow a copy of “The Cask of Amontillado” off the front table. I have the simpler version and, now, 12 copies of the original.

Take one or the other.If you were not here, spend the next few minutes reading through

it.

Which one of the following is a lie about…?

“Truth is stranger than fiction, but it is because Fiction is obliged to stick to possibilities; Truth isn't.” – Mark Twain

Past, Present, Future Tuesday

• “The Cask of Amontillado”

• Case Study on Montresor from “The Cask of Amontillado”

• Case Study Share Out• Be prepared for quiz assessments on short stories and lenses

we’ve covered

Short Stories Through a Critical Lens Tuesday

Standards 2. Reading for All Purposes

1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills

Objective: to apply the a psychoanalytical lens in a creative, “unofficial” way.

Relevance: • By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills

need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate.

• By learning to examine situations from different perspectives, we open ourselves to recognizing, understanding, explaining, and judging the ways in which we, as well as others, conduct ourselves, in order to more productively function in an every changing world.

Inquiry Questions: What is critical theory? How does one’s perspective influence the reading of a text? How does reading from a particular perspective influence what is seen as important within a text and how characters, events, and theme are understood? What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ?How is literature a voice of social commentary?

Activity: Develop & Apply Tuesday

Purpose: to apply the a psychoanalytical lens in a creative, “unofficial” way.

Tasks:1. Read the Personality Disorders sheet2. As a group, discuss how Montresor fits or doesn’t fit the

various (4) disorders; refer to the text to back up inferences3. As a group, decide on 1 disorder that you think could be

applied to Montresor (make sure it is one for which you can provide proof from the story)

Outcome:• Complete a Case Studies Chart (see The Grinch 2 model)

The Grinch 2 model Tuesday

• CASE STUDY CONDUCTED BY Doctor Lotbar • CHARACTER NAME The Grinch • SOURCE (TITLE OF STORY) How The Grinch Stole Christmas• PERSONALITY DISORDER Anti-Social Personality Disorder


Character Background Information (age, gender, occupation, hobbies, family, etc)

The Grinch, who is a bitter, cave-dwelling creature, lives on the snowy Mount Crumpits, a 10,000 foot high mountain that is north of Whoville. His age is undisclosed but he looks to be in his 40’s and does not have a job. He normally spends a lot of his time alone in his cave. He does not have any social relationship with friends or citizens of Whoville. The only social companion the Grinch has is his dog Max. There is no history of drug or alcohol use. It appears the Grinch has no goal in his life except to stop Christmas from happening. He is antagonistic and hostile to citizens of Whoville and he runs away from his problems, rather than facing them.


Description of the Problem/Issue (Describe what character does, conflicts, etc.)

The Grinch displays a number of problems. He definitely is not a very happy man. He hates Christmas and wants to stop it from happening. When he was little, he became irritated and aggressive at school because he was being made fun of by the fat boy who now is the mayor of the town. The Grinch threw a fit and picked up a Christmas tree and threw it to the other side of the classroom. After that he no longer liked Christmas. Years and years later the Grinch decided that he was going to stop Christmas from happening. He decided to dress as Santa Claus and take away all the Christmas trees and presents from the people of Whoville. He failed to plan ahead to know what the consequences would be. As he went to Cindy Lou Who’s house to steal the Christmas tree and presents, Cindy Lou asked him why he was taking the Christmas tree. He told her that he going take the tree to his place and fix the light bulb. The Grinch does not show any remorse for what he did. He wanted Christmas to be over. He also does not care for the safety of others, including his dog. His dog has to be the reindeer. The Grinch is irresponsible and reckless. He wants everyone miserable and thinks that would make him feel better.

The Grinch 2 modelDisorder (Diagnosis: symptoms and evidence of a specific disorder)

The diagnosis that seems appropriate for the Grinch is Antisocial Personality Disorder.A. There is a pervasive pattern of disregard for and violation of the rights of others as indicated by five (or more) of the following:1. failure to conform to social norms with respect to lawful behaviors as indicated by repeatedly performing acts that are groups for arrestHe has total disregard for the law; he stole Christmas trees and presents; he put peoples' mail in the wrong boxes just for fun. The Grinch does not realize (or care if) there are consequences. 2. deceitfulness, as indicated by repeated lying, use of aliases, or conning others for personal profit or pleasureThe Grinch lied to the Cindy Lou Who when she asked why he was stealing her Christmas tree. Furthermore, he pretended to be Santa. He lies to himself, blaming others for his unhappiness.3. impulsive behavior or failure to plan aheadHe failed to plan ahead thinking he would not run into someone while stealing Christmas trees and presents. He did not stop to think how his actions would affect the people of the town of Whoville. He had no way to get his stolen booty up the mountain and had to use his little dog to pull the gigantic sled full of toys. 4. irritability and aggressiveness, as indicated by repeated physical fights or assaultsThe Grinch was irritated by being made fun of the fat boy. He became aggressive and picked up the Christmas tree and threw it across the room. He thinks bad thoughts and says bad things to others. He assaults the Who's beliefs and lifestyle. He is never kind, always irritated and takes his anger out on innocent people (and dogs).5. reckless disregard for safety of self or othersHe did not care for other people's safety especially his dog Max. He made his dog do something bigger than his dog can really do and didn't stop to think that it could hurt him. He didn't care that he was ruining Christmas for little children and could have hurt somebody when he jammed Christmas trees up chimneys.6. lack of remorse, as indicated by being indifferent to or rationalizing having hurt, mistreated, or stolen from anotherThe Grinch had no regrets for what he had done. He didn’t regret what he did to those people. The Grinch was happy to make people unhappy. He rationalized his actions, hoping to hurt the mayor (and the town) for slights he feel they made against him. He hopes to make others feel his hurt and anger.

The Grinch 2 model

Outcome (Description of the character at the end of the story: his/her feelings, actions, etc.)

There might be hope for The Grinch as his personality drastically changed when he was treated kindly by the people of Whoville (despite his treatment of them). When he saw that his evil deeds did not stop Christmas from coming and the Who's were still happy and excited, The Grinch began to rethink his actions. Eventually, his heart grew two sizes bigger and he is finally beginning to feel the love.

Hook, Housekeeping & Homework Wednesday

While you wait… Review (take a look at your own notes)

What 4 short stories have we read? Who wrote them?



Past, Present, Future Wednesday

• “Case Study on Montresor from “The Cask of Amontillado”

• Be prepared for quiz assessments on short stories and lenses we’ve covered – First one is today!

• Case Study Share Out

• Summative Assessment #1 – Preparation for Fishbowl Discussion• Read the story• Meet the author• Analyze the story through 5 lenses: archetypal, historical/biographical, feminist,

Marxist, psychoanalytical• Summative: Discuss with your peers how this story can be viewed through the 5

lenses

Short Stories Through a Critical Lens Wednesday


1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills

Objective: to apply the a psychoanalytical lens in a creative, “unofficial” way.

Relevance: • By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills




Activity: Review Wednesday

Purpose: to assess your ability to identify the titles, authors, and plot ideas of the stories we have covered.Tasks: 1. Clear your desks except for a #2 pencil2. Fill in the answer sheet for Quiz 1 (10 questions)

When you are done, turn in your quiz and have out your Case Study sheet from yesterday.

Activity: Develop & ApplyWe Wednesday

Purpose: to apply the a psychoanalytical lens in a creative, “unofficial” way.

Tasks:As a group, be prepared to share…• which disorder you believe could apply to Montresor• 2 exact symptoms • 2 specific proofs (for each – a quote & another) from the story

that he has each of these symptoms

Outcome:• Which disorder was most often diagnosed?• Who had the best (well-supported) diagnosis?

Hook, Housekeeping & Homework Thursday

While you wait… Review

What 5 critical lenses have we used? How is each one defined?



Past, Present, Future Thursday

• Case Study Share Out• Quiz #1 - short stories we’ve covered• If you were absent, see me to arrange to make this up;you’ll need about 10 minutes

• Quiz #1 - lenses we’ve covered• Summative Assessment #1 – Preparation for Fishbowl Discussion

• Read the story

• Summative Assessment #1 – Preparation for Fishbowl Discussion• Meet the author• Analyze the story through 5 lenses: archetypal, historical/biographical, feminist,

Marxist, psychoanalytical• Summative: Discuss with your peers how this story can be viewed through the 5

lenses

Short Stories Through a Critical Lens Thursday


1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies

Objective: to read Shirley Jackson’s “The Lottery” in preparation for a summative oral analysis

Relevance: • By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the

skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate.



Activity: Review Thursday

Purpose: to assess your ability to identify the definitions of the critical lenses we have covered.Tasks: 1. Clear your desks except for a #2 pencil2. Fill in the answer sheet for Quiz 1 for Literary lenses

When you are done, turn in your answer sheet and the quiz

Instruction: ObtainThursday

StudySync:• While Shirley Jackson completed six novels and dozens of other

short stories in her brief life, "The Lottery"; stands well above the rest as her most widely read and remembered work. First published in The New Yorker in 1948, "The Lottery" was met its fair share of controversy. Some readers were offended, while others were just plain bewildered, demanding an explanation for Jackson's cryptic tale of a strange and unexplained village ritual. Over time, the controversy subsided; what remained was a disturbing and unforgettable story that is now standard curriculum in high school classrooms the world over. "By setting a particularly brutal ancient rite in the present," Jackson's intent, in her own words, "[was] to shock the story's readers with a graphic dramatization of the pointless violence and general inhumanity in their own lives."

Activities: Develop & ApplyYou Do Thursday

Purpose: to read Shirley Jackson’s “The Lottery” in preparation for a summative oral analysisTasks:1. Read the story2. Take notes

1. Who are the characters? What types of people are they? (personalities)2. What is the setting? (time, place) How is it described?3. What are the plot events? – exposition, rising action, conflict,

climax/turning point, falling action, resolution4. What is your reaction to the ritual in “The Lottery”? 5. In light of your reaction, why do you think the villagers might continue to

participate in such a brutal and seemingly meaningless act?Outcome: Now you are ready to re-read through each of our 5 lenses; you will have structured time tomorrow to re-read and take notes for each lens.

Supplementary Activity• Watch a 1969 video version of “The Lottery”• Part 1• https://www.youtube.com/watch?v=pIm93Xuij7k• Part 2• https://www.youtube.com/watch?v=PMhV3fwx5Sg

https://www.youtube.com/watch?v=pIm93Xuij7k

https://www.youtube.com/watch?v=pIm93Xuij7k

https://www.youtube.com/watch?v=PMhV3fwx5Sg

https://www.youtube.com/watch?v=PMhV3fwx5Sg

Hook, Housekeeping & Homework Friday

While you wait… If you were absent yesterday or Wednesday, you need to make-up the quizzes today, so check in with me later about this!



Past, Present, Future Friday

• Quiz #1 - lenses we’ve covered• Summative Assessment #1 – Preparation for Fishbowl Discussion - Read the

story “The Lottery”

• Summative Assessment #1 – Preparation for Fishbowl Discussion• Meet the author• Analyze the story through 5 lenses: archetypal, historical/biographical,

feminist, Marxist, psychoanalytical

• Quiz # 2 – critical lens application• Summative Assessment #1 – Fishbowl Discussion = Discuss with your peers how

this story can be viewed through the 5 lenses

Short Stories Through a Critical Lens Friday


1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies

Objective: to analyze Shirley Jackson’s “The Lottery” through the 5 Critical Lens we’ve studied in preparation for a summative oral analysis

Relevance: • By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the

skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate.



Activities: Develop & Apply You Do FridayPurpose: to identify historical &/or biographical information that may shape the way in which we read and understand the short story “The Lottery.”

Tasks: 1. Read 1 of the 2 informational sheets that are double-sided

• As you read list 10 details from the reading that you find helpful in understanding the story and/or you find interesting, intriguing, important

2. Read the informational sheets that is one-sided• As you read list 5 details from the reading that you find helpful in understanding

the story and/or you find interesting, intriguing, important

Outcome: How can you apply this information to the understanding of “The Lottery”?

Activities: Develop & ApplyWe Do – We Do Friday

Purpose: to read “through” the various lens in order to prepare for the summative discussionTasks:1. Create a 5 column/row chart2. Label the chart “The Lottery” – 5 Critical Lenses3. Label each column/row

• 1 column/row Historical/Biographical• 1 column/row Archetypal• 1 column/row Feminist/Gender• 1 column/row Marxist/Social Class• 1 column/row Psychoanalytical

Use the Fishbowl Discussion handout , your notes, and the following slides to work through each lens.I will rotate through the lenses approximately every 5 minutes, but feel free to spend as much time as you want on each.OOPPS! Marxist is missing!

Notes 1: Develop Friday

Task: Use the notes you just took on the author and time period to examine the short story through an Historical/Biographical lens.

Historical/Biographical Criticism Essential Questions:• What knowledge do you have of the author? How does this

information shape your understanding of the text?• What knowledge do you have of the time period in which it

was written? How does this information shape your understanding of the text?


Task: Use your Common Archetypes in Literature notes (and your “Young Goodman Brown” notes) to examine the short story through an Archetypal lens.

Archetypal Criticism Essential Questions:• What archetypal situations or journeys do you see, if any, in the text?• What archetypal characters do you see, if any, in the text?• What archetypal settings do you see, if any, in the text?• What archetypal images do you see, if any, in the text?• What recurring symbols do you see, if any, in the text?• What recurring colors do you see, if any, in the text?

• How do recurring patterns and our understanding of these patterns affect our understanding of the text?

• How do these archetypes represent or support a theme of the story? What is the theme?


• Task: Use your Feminist notes handout (and your “The Story of an Hour” notes)to examine the short story through an Feminist lens.

Gender Conflict Essential Questions:• How is the relationship between men and women portrayed? • What are the power relationships between men and women (or characters assuming male/female roles)? • How are male and female roles defined? • What constitutes masculinity and femininity? • How do characters embody these traits? • Do characters take on traits from opposite genders? How so? How does this change others’ reactions to

them? • What does the work reveal about the operations (economically, politically, socially, or psychologically) of

patriarchy? • What does the work imply about the possibilities of sisterhood as a mode of resisting patriarchy? • What does the work say about women's creativity? Men’s ambition? The androgynous dichotomy?• What does the history of the work's reception by the public and by the critics tell us about the operation

of patriarchy? • What role does the work play in terms of gender literary history and literary tradition?

• How does your feminist lens analysis represent or support a theme of the story? What is the theme?


Task: Use your Marxist fill-in-the blank notes (and “The Necklace” notes) to examine the short story through an Marxist lens.

Social Class Essential Questions:• Who has the power/money? Who does not? What happens as a result? • Whom does it benefit if the work or effort is accepted/successful/believed, etc.? • What is the social class of the author? • Which class does the work claim to represent? • What values does it reinforce? • What values does it subvert? • What conflict can be seen between the values the work champions and those it

portrays? • What social classes do the characters represent? • How do characters from different classes interact or conflict?

• How does your Marxist lens analysis represent or support a theme of the story? What is the theme?


Task: Use your Psychoanalytical fill-in-the blank notes (and “The Cask of Amontillado” notes) to examine the short story through an Marxist lens.

Psychoanalytical Essential Questions:• How do the operations of repression structure or inform the work? • Are there any oedipal dynamics - or any other family dynamics - at work here? • How can characters' behavior, narrative events, and/or images be explained in

terms of psychoanalytic concepts of any kind (for example...fear or fascination with death, sexuality - which includes love and romance as well as sexual behavior - as a primary indicator of psychological identity or the operations of ego-id-superego)?

• What does the work suggest about the psychological being of its author? • What might a given interpretation of a literary work suggest about the

psychological motives of the reader? • Are there prominent words in the piece that could have different or hidden

meanings? Could there be a subconscious reason for the author using these "problem words"?

Coming Soon….• Summative Fishbowl Discussions

Coming Soon….

Week 7• Monday• No School

• Tuesday• Activity for “The Cask…”

• Wednesday• Activity for “The Cask…” – Share Out• Quiz 1

• Thursday• Quiz 2• Read “The Lottery”

• Friday• Author Background• Read “The Lottery” for each lens -

notes/chart

Week 8• Monday 23• Quiz 3 - • Fishbowl 1

• Tuesday• Fishbowl 2• Turn in notes & observation form

• Wednesday• Quiz 4• Intro Arthur Miller, Death of a Salesman & drama

(notes sheet) – Check out a copy of the play

• Thursday - Gone• Death of a Salesman

• Friday 26 – Gone• Death of a Salesman

Coming Soon….

Week 9• Monday March 2 – GoneDeath of a Salesman

• Tuesday - PARCC

• Wednesday- PARCC

• Thursday- PARCC

• Friday – Book Talks?

• Monday 9 – Read Choice Novel - Sample Lens Analysis Essay (highlight) & how to write handout

• Tuesday– Read Choice Novel - Summative packet w/prompt - Model essay (intro)

• Wednesday– Read Choice Novel - Model essay (body – topic sentences, transitions, examples, explanations, concluding sentences)

• Thursday – Read Choice Novel - Model essay (body – embedding quotes, concluding sentences)

• Friday 13– Read Choice Novel - Model essay (concluding paragraph)

Coming Soon….

Week 1 – Begin 4th Qt • Monday March 16 - Read Choice Novel

- Last Day to turn in essay (peer edit) - Return play to library

• Tuesday - Read Choice Novel - The Great Gatsby

• Wednesday- Read Choice Novel - The Great Gatsby

• Thursday - Read Choice Novel - The Great Gatsby

• Friday 20 – Read Choice Novel - The Great Gatsby

Spring Break

Activity: Develop & ApplyWe Do - You Do day

Purpose: to practice our large group discussion skills and analysis.Tasks:1. Form into a fishbowl discussion group – sit where you can see and hear your

partner (typically across the bowl from him/her)2. Make sure you have appropriate materials out (short story, writing utensil, other

notes, Observation Form)3. Observer – use the Observation Form to document how often your partner is on

or off task with the discussion and record reflection notes (Plus, Check, Minus)4. Speaker – participate in the conversation by posing and responding (with

supporting evidence) to questions that analyze the components of the story (characters, setting, point of view, conflict, rising action, climax, falling action, resolution, and theme) - REFER TO THE TEXT WHEN RESPONDING

5. Switch!6. Turn in the completed Observation Form at the end of the discussionsOutcome: a better understanding of the story and of the expectations for large group discussions

Definition of ThemeDefinition of Universal Theme

• The theme of a piece of fiction is its controlling idea or its central insight. In order to figure out theme, a reader must ask what view of life a work supports or what insight into life in the real world it reveals.

• Frequently, a work of fiction implies a few ideas about the nature of all men and women or about the relationship of human beings to each other or to the universe. These are called universal themes.

Activity: ApplyWe Do day

Purpose: to read critically by applying a -- lens to ---Task: Rotating Stations to Re-Read for --- Theory Essential Questions• Rotate to each of the stations (3 minutes per station)• Read the question(s) and discuss as a group

Outcome: Turn this in!Consider…1. If you were writing an essay, how would you apply --- lens* to this

story? 2. What is a universal theme** for this story?

WRITE YOUR IDEA IN ONE, COMPLETE SENTENCE!*What is this story saying about money and/or power? Social class? Class struggle? **Central message – What is this author saying about human beings and the world in which we live?

Future Readings• “Girl” – feminist theory, Marxist theory• “On the Subway” – feminist theory, Marxist theory,

psychoanalytical • Extension activity – academic reading about psychoanalytical

theory – “The Fish” with essay (http://bcs.bedfordstmartins.com/virtualit/poetry/critical_define/crit_psycho.html)

http://bcs.bedfordstmartins.com/virtualit/poetry/critical_define/crit_psycho.html



• On the Subway Sharon Olds

• The boy and I face each other.His feet are huge, in black sneakerslaced with white in a complex pattern like a set of international scars. We are stuck on opposite sides of the car, a couple of molecules stuck in a rod of lightrapidly moving through darkness. He has the casual cold look of a mugger,alert under hooded lids. He is wearingred, like the inside of the bodyexposed. I am wearing dark fur, the whole skin of an animal taken andused. I look at his raw face,he looks at my fur coat, and I don't know if I am in his power-he could take my coat so easily, my briefcase, my life-or if he is in my power, the way I amliving off his life, eating the steakhe does not eat, as if I am takingthe food from his mouth. And he is blackand I am white, and without meaning ortrying to I must profit from his darkness,the way he absorbs the murderous beams of the nation's heart, as black cottonabsorbs the heat of the sun and holds it. There is no way to know how easy thiswhite skin makes my life, thislife he could take so easily andbreak across his knee like a stick the way hisown back is being broken, the rod of his soul that at birth was dark andfluid and rich as the heart of a seedlingready to thrust up into any available light.

• Feminist lens

1. Read the poem aloud in your group.2. Using the theory cards, glossaries and any other information that you have, pleasesummarize what you think it means to apply a feminist lens to a text.3. As a group, underline lines that are particularly relevant to a feminist reading.4. As a group, complete this sentence (more than one meaning statement might result).Based on a feminist reading, we think the poem meansbecause5. What larger questions about society does this reading raise for you?6. Pick a reporter to summarize your group’s findings.

• Marxist lens

1. Read the poem aloud in your group.2. Using the theory cards, glossaries, and any other information that you have, pleasesummarize what you think it means to apply a Marxist lens to a text.3. As a group, underline lines that are particularly relevant to a Marxist reading.4. As a group, complete this sentence (more than one meaning statement might result).Based on a Marxist reading, we think the poem meansbecause5. What larger questions about society does this reading raise for you?6. Pick a reporter to summarize your group’s findings.

• Reader response lens

1. Read the poem aloud in your group.2. Using the theory cards, glossaries, and any other information that you have, pleasesummarize what you think it means to apply a reader-response lens to a text.3. Have each person list the personal qualities and/or personal experiences that arerelevant to the poem.4. Have each person underline lines that are particularly relevant to those personalexperiences.5. Have each person in the group complete the following sentence:Based on my own reading, I think the poem meansbecause6. Pick a reporter to summarize your group’s findings.

• Which lenses might be most helpful in approaching this poem with adolescents, and what leads you to this judgment? How might the use of critical lenses make the poem more teachable? (If you believe that they would not make the poem more accessible, explain why you believe this to be the case.)

Instruction: ObtainHow does one’s perspective influence the reading of a text?

How is literature a voice of social commentary?

Summative Purpose: to demonstrate your understanding of 2 of the 3 critical lenses we’ve studied in class by writing a multi-paragraph essay that analyzes Shirley Jackson’s short story “The Lottery” through 2 critical lenses.

Summative Tasks:Make sure to…• Identify and explain the chosen lenses• Give specific examples from the short story to show your understanding of the short story• Explain how reading this story through this lens reveals a particular theme

• Include a broad to narrow introductory paragraph ending in a specific thesis statement related to the prompt

• Write 2 (-4) body paragraphs• Include a narrow to broad concluding paragraph

Short Stories Through a Critical Lens Wednesday

Standards 3. Writing and Composition

2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes

2. Reading for All Purposes1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies

Objective: you will be able to demonstrate your understanding of 2 of the 3 critical lenses we’ve studied in class by writing a multi-paragraph essay that analyzes Shirley Jackson’s short story “The Lottery” through 2 critical lenses.

Relevance:• By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills


• Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation.

Inquiry Question(s)What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ?How does one’s perspective influence the reading of a text?How is literature a voice of social commentary?

Activity: ApplyYou Do Wednesday

How does one’s perspective influence the reading of a text?How is literature a voice of social commentary?





A Note About Academic Honesty• In general, academic dishonesty includes copying or allowing

copying, using unauthorized aides or tools, giving or receiving knowledge of an assessment, plagiarizing, allowing another to do your work, falsifying data, borrowing words or ideas without appropriate citations.

• For this assessment, you may not use outside sources. During class time, you may use your own notes and handouts from this class.

• You may not speak to others, use other’s notes, or use electronics (except to quietly listen to music) about the assessment during in-class writing time

• A student receives a “zero” or “no credit” for any assignment attempted or completed through cheating.

• The student may be referred for other disciplinary action.

Instruction: Obtain Wednesday

Purpose: to review the elements of an organized literary analysis

Tasks:• Read through the “Short Stories Through a Critical Lens:

Summative Assessment” sheet (see next slide)

Outcome: Questions about overall organization?

Model Literary AnalysisWith so much turmoil in the world, innocence does not last forever. This is a truth experienced by the main character in Judith Ortiz Cofer’s “American History.” Elena, a Puerto-Rican teenager from an immigrant family living in Paterson, New Jersey in the 1960s , is often the target of bullying and belittlement and naively struggles in a world seemingly predestined to be against her. In the fictional narrative “American History,” Judith Ortiz Cofer employs the craft tools of symbolism and dialogue to illustrate the disparity and isolation experienced by immigrants.Cofer uses two main symbols, a door and the snow, to represent the struggles that immigrants, as well as young people, often face. For example, at the climax of the story, Elena is “turned away from the green door,” the door to Eugene’s house that Elena describes as “painted a deep green: verde the color of hope, I had heard my mother say it: Verde-Esperanza” (green hope), and Elena hears the door close gently behind her. The door is a symbol of hope and, more specifically represents Elena’s hopes and dreams. Elena has peered down from her tenement building on this house, the only one with a yard and trees, for years and dreamed of entering it and sitting with Eugene drinking coffee and talking about books at the kitchen table. The closing of the door symbolizes the end to Elena’s dream. Not only will she not study with her teenage “crush” Eugene, but also it seems that Elena, representing all immigrants, will not have easy access to the opportunities and privileges that the white community seems to have. Another symbol Cofer provides is the snow. The story is set on a “cold day…that warns of early snow.” Snow is referenced again when Elena describes driving to the suburbs “where children made snowmen in the winter from pure white snow, not like the gray slush” in her city. Finally, at the resolution of the story, Elena looks up at a streetlight and sees the “white snow falling” but she does “not look down to see it turn gray as it touched the ground below.” The white snow represents a better life, one that includes owning a home and relaxing on the weekends, the American dream. The gray slush symbolizes the harsh reality of her immigrant life and the discrimination with which she was just confronted. Even though Elena had just been turned away from her dreams at Eugene’s door, she seems to have the strength of character to hold onto the purity of her dream. Cofer also employs the use of dialogue to enable the reader to feel the desperate situation of immigrant life. For instance, Eugene’s mother says…. The implications behind the use of the words “you people”… Dialogue enables the experience to come to life, and the reader hears the type of subtle judgments that are made on young immigrants.Judith Ortiz Cofer uses two specific symbols and poignant dialogue in “American History” to reflect and convey the experiences of a Puerto-Rican immigrant teenage girl. As immigrants struggle to obtain the American dream, they often are confronted with discrimination and pre-conceived judgments that seems difficult to overcome. While it would be nice to live in a world that is always accepting and treats everyone equally, the reality is that it is not. Sooner or later, this reality confronts everyone, and who we are as human beings is reflected in how we handle it.


Purpose: to examine a model of the content of a critical lens essay in order to begin to develop your own

Tasks:• Read through the introduction and first body paragraph of a

model (see next slide)• Identify the organization and content

Outcome: Questions about content? Start the draft ideas for thesis and body paragraphs (I write the introductory paragraph after I finish the bodies)

German philosopher Friedrich Nietzsche once wrote, “There are no facts, only interpretations.” In a

literature class, the “facts” would be the written words on the page, but those only reveal so much. It is what

the reader sees between those lines or his/her interpretation of these “facts” that make for interesting

discussions. Because people interpret the same text in different ways, literary theories were developed as a

means to understand the various ways people read texts. This helps us understand what others see as well as

gives us a perspective from which to view a text. One way to examine a text is to recognize the patterns or

models that have been common throughout cultures in history. These are called archetypes. Another is by

examining from a gender perspective, specifically how the roles of woman are portrayed. Applying these two

critical lenses to Nathaniel Hawthorne’s short story “Young Goodman Brown" reveals mankind’s age old

struggle with temptation.

When examining the short story for archetypes, Hawthorne has presented the battle of good and evil.

This archetype stems from humankinds’ “eternal optimism” of “good triumphing over evil despite great odds.”

However, the fall, or loss of innocence that Brown experiences during this battle, reveals the essential

corruptibility of society. This battle occurs in an archetypal setting, the forest, a place which represents testing

and danger. The test that is presented is whether or not Goodman Brown will give up his faith and commune

with the Devil himself. Thus, it is only fitting that the figure tempting Brown into the forest carries a remarkable

staff resembling a black snake, an archetypal symbol of evil. At several points during the story, it seems that

good will win over evil. For example, near the beginning of the journey, Brown says that he will turn around

because he has “scruples touching the matter.” But, the devil figure is able to entice him to go on as they are

“but a little way into the forest.” Brown, an appropriate name for him since the color represents confusion,

continues on the journey but continually questions where his faith has gone. Ultimately, the battle does not

seem resolved because Brown awakes not knowing what occurred and whether or not it was all a dream. This

unclear resolution, however, allows the reader to consider what Brown realizes: people and situations are not

always as they seem and that “good,” or a strong individual mortality, must continually fight against a strict

moral code that may really cause distrust and corruption.


Purpose: to examine a model of the content of a critical lens essay in order to begin to develop your own

Tasks:• Read through the second body paragraph and the concluding

paragraph of a model (see next slide)• Identify the organization and content

Outcome: Questions about content? Finish your draft ideas for the entire essay

This same story, when viewed through a gender lens, reveals that the role of female characters in

Nathaniel Hawthorne’s “Young Goodman Brown” may be seen both as symbols of wholeness and goodness

and of temptation and deceit. Of the two main female characters, Faith and Good Cloyse, Faith at first appears

on the peripheral, and indeed is a one-dimensional character. Her allegorical name and symbolic, somewhat

stereotypical, pink ribbons represent the passive, innocent and feminine aspect of “woman.” In the traditional

“patriarchal role of wife-as-adjunct” and male as protector, Faith asks Brown to put off his journey as “a lone

woman is troubled with such dreams and thoughts that she’s afeard of herself sometimes,” but Young

Goodman Brown rejects this feminine need, in favor of journeying into the forest to meet the Devil, a character

carrying a snake-like staff and appearing at times as Brown’s own father figure. During the ritual in the forest,

Faith appears again, but here she is now a potential convert herself. “Whether Faith obeyed” her husband’s

commands to look up to heaven, the reader, just like Brown, will never know since Hawthorne does not share

any of Faith’s thoughts or feelings on the matter. In on regard she remains a silent figure, and seemingly as

guilty as Eve “making” Adam eat the apple, because Brown rejects her, both as an innocent and temptress, in

the end. On the other hand, the feminist reader cannot over-look her significance. Faith does represent faith,

and it is Brown who ultimately dies miserable and alone.

On one level Hawthorne’s short story “Young Goodman Brown” seem like a simple, religious allegory.

However, the patterns that he uses evoke strong responses for readers, allowing them to question the battle of

good and evil, of virtue and sin. In comparison, an analysis of gender roles allows the reader to question our

societal beliefs about the roles of men and women in this battle. Sometimes it is difficult to understand where

people’s perspectives stem, and examining a text through a particular lens can lead to very different

interpretations. Thus, by understanding the different critical theories, it is easier to see how “there are no facts,

only interpretation.”

Grading, in brief• 50 points total• Content = 25 points• Organization & Mechanics = 25 points







Hook, Housekeeping, Homework Thursday

• Please look through your folders etc. Do you have a copy of the short story “The Lottery”? Of the 35 copies I made for you to use, only 11 are left

• Have out your writing from yesterday on “The Lottery”

You also may want to have out any and all of the following:• The handout from yesterday on organizing a literary analysis.• Your own notes taken over the last 2 days on “The Lottery”• Common Archetypes in Literature notes (and your movie

response paragraph) • Feminist notes handout (and your “The Story of an Hour”

response paragraph) • Marxist fill-in-the blank notes (and your “The Necklace” thesis

statement)


• Summative Writing Exam for Short Story “The Lottery”• Outlining/Pre-writing/Drafting = Today, Thursday

• Summative Writing Exam for Short Story “The Lottery”• Final = Thursday

• We will if more time is needed Friday

• Summative novel project

Short Stories Through a Critical Lens Thursday

Standards 3. Writing and Composition

2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes

2. Reading for All Purposes1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies

Objective: you will be able to demonstrate your understanding of 2 of the 3 critical lenses we’ve studied in class by writing a multi-paragraph essay that analyzes Shirley Jackson’s short story “The Lottery” through 2 critical lenses.

Relevance:• By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills


• Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation.

Inquiry Question(s)What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ?How does one’s perspective influence the reading of a text?How is literature a voice of social commentary?

Activity: ApplyYou Do Thursday

How does one’s perspective influence the reading of a text?How is literature a voice of social commentary?





Grading Rubric Thursday

• 50 points total• Content = 25 points• Organization & Mechanics = 25 points

When finished…• Turn in your final copy stapled to the back of Prompt &

Grading Rubric!• Read, work quietly on other assignments, listen quietly to

music







German philosopher Friedrich Nietzsche once wrote, “There are no facts, only interpretations.” In a

literature class, the “facts” would be the written words on the page, but those only reveal so much. It is what

the reader sees between those lines or his/her interpretation of these “facts” that make for interesting

discussions. Because people interpret the same text in different ways, literary theories were developed as a

means to understand the various ways people read texts. This helps us understand what others see as well as

gives us a perspective from which to view a text. One way to examine a text is to recognize the patterns or

models that have been common throughout cultures in history. These are called archetypes. Another is by

examining from a gender perspective, specifically how the roles of woman are portrayed. Applying these two

critical lenses to Nathaniel Hawthorne’s short story “Young Goodman Brown" reveals mankind’s age old

struggle with temptation.

When examining the short story for archetypes, Hawthorne has presented the battle of good and evil.

This archetype stems from humankinds’ “eternal optimism” of “good triumphing over evil despite great odds.”

However, the fall, or loss of innocence that Brown experiences during this battle, reveals the essential

corruptibility of society. This battle occurs in an archetypal setting, the forest, a place which represents testing

and danger. The test that is presented is whether or not Goodman Brown will give up his faith and commune

with the Devil himself. Thus, it is only fitting that the figure tempting Brown into the forest carries a remarkable

staff resembling a black snake, an archetypal symbol of evil. At several points during the story, it seems that

good will win over evil. For example, near the beginning of the journey, Brown says that he will turn around

because he has “scruples touching the matter.” But, the devil figure is able to entice him to go on as they are

“but a little way into the forest.” Brown, an appropriate name for him since the color represents confusion,

continues on the journey but continually questions where his faith has gone. Ultimately, the battle does not

seem resolved because Brown awakes not knowing what occurred and whether or not it was all a dream. This

unclear resolution, however, allows the reader to consider what Brown realizes: people and situations are not

always as they seem and that “good,” or a strong individual mortality, must continually fight against a strict

moral code that may really cause distrust and corruption.

This same story, when viewed through a gender lens, reveals that the role of female characters in

Nathaniel Hawthorne’s “Young Goodman Brown” may be seen both as symbols of wholeness and goodness

and of temptation and deceit. Of the two main female characters, Faith and Good Cloyse, Faith at first appears

on the peripheral, and indeed is a one-dimensional character. Her allegorical name and symbolic, somewhat

stereotypical, pink ribbons represent the passive, innocent and feminine aspect of “woman.” In the traditional

“patriarchal role of wife-as-adjunct” and male as protector, Faith asks Brown to put off his journey as “a lone

woman is troubled with such dreams and thoughts that she’s afeard of herself sometimes,” but Young

Goodman Brown rejects this feminine need, in favor of journeying into the forest to meet the Devil, a character

carrying a snake-like staff and appearing at times as Brown’s own father figure. During the ritual in the forest,

Faith appears again, but here she is now a potential convert herself. “Whether Faith obeyed” her husband’s

commands to look up to heaven, the reader, just like Brown, will never know since Hawthorne does not share

any of Faith’s thoughts or feelings on the matter. In on regard she remains a silent figure, and seemingly as

guilty as Eve “making” Adam eat the apple, because Brown rejects her, both as an innocent and temptress, in

the end. On the other hand, the feminist reader cannot over-look her significance. Faith does represent faith,

and it is Brown who ultimately dies miserable and alone.

On one level Hawthorne’s short story “Young Goodman Brown” seem like a simple, religious allegory.

However, the patterns that he uses evoke strong responses for readers, allowing them to question the battle of

good and evil, of virtue and sin. In comparison, an analysis of gender roles allows the reader to question our

societal beliefs about the roles of men and women in this battle. Sometimes it is difficult to understand where

people’s perspectives stem, and examining a text through a particular lens can lead to very different

interpretations. Thus, by understanding the different critical theories, it is easier to see how “there are no facts,

only interpretation.”

Hook, Housekeeping, Homework Friday

• Please look through your folders etc. Do you have a copy of the short story “The Lottery”? Of the 35 copies I made for you to use, only 13 are left

• Have out your writing on “The Lottery” from the past 2 days AND the Prompt & Rubric sheet I gave you yesterday.

You also may want to have out any and all of the following:• The handout from yesterday on organizing a literary analysis.• Your own notes taken over the last 2 days on “The Lottery”• Common Archetypes in Literature notes (and your movie response

paragraph) • Feminist notes handout (and your “The Story of an Hour” response

paragraph) • Marxist fill-in-the blank notes (and your “The Necklace” thesis

statement)


• Summative Writing Exam for Short Story “The Lottery”• Outlining/Pre-writing/Drafting = Wednesday, Thursday

• Summative Writing Exam for Short Story “The Lottery”• Final = Due in approx. 20 minutes!

• Summative novel project

Academic Standards1. Oral Expression and Listening1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness2. Effective collaborative groups accomplish goals 2. Reading for All Purposes1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills 3. Writing and Composition1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes3. Standard English conventions effectively communicate to targeted audiences and purposes 4. Research and Reasoning1. Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes2. Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment

Documents

Monday President’s Day = No School. Hook, Housekeeping & Homework Tuesday Borrow a copy of “The Cask of Amontillado” off the front table. I have the simpler