Hook, Housekeeping & Homework Monday

Welcome back!How was your break?

Have you finished at least one book? We will start our final novel project at the end of this week!

Returns

Past, Present, Future Monday

• Archetypal, feminist, Marxist lenses

• Short Story “The Lottery” for Summative Exam

• Summative novel project

Short Stories Through a Critical Lens Monday

Standard(s) 2Reading for All Purposes

Objective: you will be able• Identify the characters and main events of a short story

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.

• 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?

Instruction: Obtain We Do - You Do Monday

Purpose/Objective: to obtain background information and discuss our own thoughts on the story’s main idea before reading the full storyTasks: 1. Overview & Preview

http://www.studysync.com/2. Why is the title ironic? How might this have affected readers in 1948 first reading

the piece? Why would some readers be shocked and upset when it was first published?

3. The preview tells us that “The Lottery” is about a “stone-wielding mob [who] find themselves carrying out a dying tradition.” Are there any “dying traditions” you’ve encountered or read about in your own lives? Why do you think some traditions go away while others remain?

4. What is a “ritual sacrifice”? Can you think of any examples of this practice in history? What is our attitude towards “ritual sacrifice” today? How does the idea of sacrifice play a literal and/or figurative role in modern society?

Outcome/DOL:• General understanding of the story in order to participate in further discussion and

analysis

Activities: Develop & ApplyYou Do Monday

Purpose: to read & discuss Shirley Jackson’s “The Lottery” in preparation for a summative written analysisTasks:1. Read the story2. Feel free to take notes3. Discuss

1. Who are the characters? What types of people are they?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?4. Listen to what others have to say.

1. What themes do they mention? (near the end)

Review Lenses• Archetypes• Feminist• Marxist

Short Stories Through a Critical Lens Monday

Standard(s) 2Reading for All Purposes & 3 Writing & Composition

Objective: you will be able• Identify the characters and main events of a short story

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.

• 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?

Hook, Housekeeping & Homework Tuesday

While you wait… Yesterday we read “The Lottery” by Shirley Jackson. Discuss the following:1. Why is the title ironic? How might this have affected readers in 1948

first reading the piece? Why would some readers be shocked and upset when it was first published?

2. The preview tells us that “The Lottery” is about a “stone-wielding mob [who] find themselves carrying out a dying tradition.” Are there any “dying traditions” you’ve encountered or read about in your own lives? Why do you think some traditions go away while others remain?

3. What is a “ritual sacrifice”? Can you think of any examples of this practice in history? What is our attitude towards “ritual sacrifice” today? How does the idea of sacrifice play a literal and/or figurative role in modern society?

Returns

Past, Present, Future Tuesday

• Short Story “The Lottery” for Summative Exam• Characters, plot setting

• Short Story “The Lottery” for Summative Exam• Archetypal, feminist, Marxist lenses

• Summative novel project

Short Stories Through a Critical Lens Tuesday

Standards1. Oral Expression and Listening

1. 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 strategies

Objective: you will be able to analyze the short story “The Lottery” through 3 different critical lenses.

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.

• 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?

Instruction: Obtain• Create a 3 column chart• Label the chart “The Lottery” – 3 Critical Lenses• Label

• 1 column Archetypal• 1 column Feminist• 1 column Marxist

• After discussion with your group, write notes in each column

• If you were not here yesterday, you will need to sit in a separate area in order to first read the story, and then complete the above on your own after you’ve read it.

Discussion 1: DevelopTask: Use your Common Archetypes in Literature notes (and your movie response paragraph) 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?

Discussion 2: Develop• Task: Use your Feminist notes handout (and your “The Story of an Hour” response paragraph) 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?

Discussion 3: DevelopTask: Use your Marxist fill-in-the blank notes (and your “The Necklace” thesis statement) 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?

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

Hook, Housekeeping & Homework Wednesday

Have out any and all of the following:• 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)

• You will also need a few sheets of paper and a writing utensil

Past, Present, Future Wednesday

• Short Story “The Lottery” for Summative Exam• Group analysis: Archetypal, Feminist, Marxist lenses

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

• We will assess on Thursday if more time is needed Friday

• Summative novel project

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

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.

• 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?

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

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.

Instruction: Obtain Wednesday

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.

Instruction: Obtain Wednesday

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

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.

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)

Past, Present, Future Thursday

• 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

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.

• 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?

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

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

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.

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)

Past, Present, Future Thursday

• 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

Activity

Finish writing your SummativeIf you finished yesterday, I strongly recommend proofread what you turned in, and then turning it back in.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

Short Stories Through a Critical Lens Friday

1. Oral Expression and Listening2. Effective collaborative groups accomplish goals

2. Reading for All Purposes2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills

Objective: you will be able to identify the criteria for Summative 2: Choice Novel Presentation

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.

• 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?

Instruction: ObtainPurpose: to identify the criteria for Summative 2: Choice Novel Presentation

Task: Read through the assignment sheet

Outcome: Questions?

A PPT ModelA Prezi Model, of sortshttps://prezi.com/0jq9y44_49bh/verbal-visual-essay/

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

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Instruction: Obtain

Gather information from reputable sources!• Use key words to search.

• For example, use the title of your novel (e.g.The Great Gatsby) followed by words like analysis, criticism, theme, motifs, symbolism.

• Or use the author’s name (e.g. Franz Kafka) followed by words like biography, criticism, reviews.

• Look for .edu and .org sites; click on “About Us” to find out who/what they are; use school databases (see next).

Source Ideas• Postmodern Fiction Timeline http://www.wwnorton.com/college/english/pmafim/timeline.htm• EbscoHost – Palmer Web site http://palmer.d11.org/pages/librarymedia.aspx• EBSCO host Web – Academic Search Premier, MAS Ultra – School edition, Topicsearch• Good Reads - general Information, including author background http://www.goodreads.com/• PAL: Perspectives in American Literature - A Research and Reference Guide© Paul P. Reuben

Ph.D.Professor http://www.csustan.edu/english/reuben/pal/alpha.HTML• Literary Criticism Collection• Many author biographies are listed in this IPL collection. You can browse by your author's last name.• http://www.ipl.org/div/litcrit/• The Big Read, National Endowment for the Arts - about 36 books with author information, historical

context additional resources, etc.http://www.neabigread.org/books.php• Yahoo’s Literary Authors Listing - A large listing of sites about particular authors.• http://dir.yahoo.com/Arts/Humanities/Literature/Authors/Literary_Fiction/ • American Masters – The American Novel – PBS http://www.pbs.org/wnet/americannovel/timeline/• History.com - author and time period information - You’ll need to dig around and use “search.”

http://www.history.com/• Gale Group - Pikes Peak Public Library. There are also hundreds of other books which have similar

collections of author biographies. Ask your librarian to help you find one that includes your author. • http://gdc.gale.com/gale-literature-collections/literature-criticism-online/ • Contemporary Authors - Dictionary of Literary Biography -. Discovering Authors • Biographies =- http://www.biography.com/#!/

MLA: Work Cited Page Create a Works Cited page for a minimum of 3 reputable sources.

• These are the sources that you actually used to gain information about your novel and author; information that you are going to include in your presentation!

• Use the links below to create a correctly formatted MLA Works Cited page. • You may also use NoodelTools or EasyBib or other programs to help you format

your Works Cited.• Print off the correctly formatted MLA Works Cited page that you create and

TURN IT IN!• MLA Works Cited Page: Basic Format• http://owl.english.purdue.edu/owl/resource/747/05/• Additional links are to the left: Periodicals

http://owl.english.purdue.edu/owl/resource/747/07/• Electronic Sources (Web) http://owl.english.purdue.edu/owl/resource/747/08/• Other Common Sources: Interviews, Broadcasts, etc.

http://owl.english.purdue.edu/owl/resource/747/09/

Here is an example:Works Cited

"Blueprint Lays Out Clear Path for Climate Action." Environmental

Defense Fund. Environmental Defense Fund, 8 May 2007. Web.

24 May 2009.

Dean, Cornelia. "Executive on a Mission: Saving the Planet." New York

Times. New York Times, 22 May 2007. Web. 25 May 2009.

GlobalWarming.org. Cooler Heads Coalition, 2007. Web. 24 May 2009.

No later than Friday…

Turn in your…• Research graphic organizer• Presentation outline• FINAL Works Cited page