1. Monday= No School MLK Day

2. Hook, Housekeeping & Homework Tuesday 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

3. Past, Present, Future Tuesday Notes on Common Archetypes In what movies do we see these? SCR (short constructed response) SS#1 “Young Goodman Brown” SS#1 “Young Goodman Brown” through an archetypal lens Graphic Organizer – turn in!

4. Short Stories Through a Critical Lens Tuesday Objective: Standard 2. Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: you will be able to actively read for understanding of characters and plot of “Young Goodman Brown.” 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?

5. Activities: Develop & Apply We Do – You Do Tuesday Purpose: to actively read for understanding of plot and characters Tasks: Read the short story by Nathaniel Hawthorne. Take notes on the Reading Questions: 1.Where is young Goodman Brown headed after sunset? 2.What signs do we see in the text that this destination is a frightening one on this particular night of the year? 3.With what character is the pink ribbon associated? Why is that an appropriate object for this character? 4.Who does Brown meet first in the dark woods? Why do you suppose that figure appears the way he does in terms of clothing and mannerisms? 5.What is this figure's connection with Brown's family, if we can believe the figure's claims? 6.Who is Goody Cloyse? Why was she special to Brown in the development of his beliefs? 7.What falls from the sky that convinces Brown his wife is attending the witches' sabbat? 8.Who attends the Satanic coven in the woods, i.e., what sort of people? 9.What happens when Brown calls out to Faith to look to heaven rather than partake of the unholy ceremony? 10.How does this event--real or imagined--affect Brown's interactions with his community? 11.What is carved on Brown's tombstone when he dies? (trick question!) Outcome: Extend you thinking. What situations, characters, settings, object, colors are archetypal? http://www.hawthorneinsalem.org/Literature/Quakers&Witches/YoungGoodmanBrown/Exploration s.html

6. Hook, Housekeeping & Homework Wednesday While you wait… Borrow a copy of “Young Goodman Brown” from the front table. What are the answers to the following questions? 1.Who does Brown meet first in the dark woods? Why do you suppose that figure appears the way he does in terms of clothing and mannerisms? 2.What is this figure's connection with Brown's family, if we can believe the figure's claims? 3.Who is Goody Cloyse? Why was she special to Brown in the development of his beliefs? 4.What falls from the sky that convinces Brown his wife is attending the witches' sabbat? 5.Who attends the Satanic coven in the woods, i.e., what sort of people? 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

7. Past, Present, Future Wednesday SS#1 “Young Goodman Brown” Finish Reading through an archetypal lens SS#1 “Young Goodman Brown” through an archetypal lens Graphic Organizer – turn in! Historical/Biographical Lenses - theme

8. Short Stories Through a Critical Lens Wednesday Objective: Standard 2. Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: you will be able to actively read for understanding of characters and plot of “Young Goodman Brown.” 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?

9. Activities: Develop We Do Wednesday Purpose: to actively read for understanding of plot and characters Tasks: Read the short story by Nathaniel Hawthorne. Take notes on the Reading Questions: 1.What happens when Brown calls out to Faith to look to heaven rather than partake of the unholy ceremony? 2.How does this event--real or imagined--affect Brown's interactions with his community? 3.What is carved on Brown's tombstone when he dies? (trick question!) Outcome: Extend you thinking. What situations, characters, settings, object, colors are archetypal? http://www.hawthorneinsalem.org/Literature/Quakers&Witches/YoungGoodm anBrown/Explorations.html

10. Activities: Develop We Do Wednesday Purpose: to identify archetypes within the story “Young Goodman Brown” Tasks: 1.Have out your 3 pages of tan notes on common archetypes 2.Form groups of 3-5 3.Using your notes and borrowed copy of the story “Young Goodman Brown,” discuss various archetypes in the story and what they add to the meaning/your understanding of the story. Outcome: Ability to fill out, in final copy form, a chart and turn in (Thursday) for a formative grade

11. Archetypal Criticism Essential Questions Wednesday 1.What archetypal situations do you see, if any, in the text? 2.What archetypal characters do you see, if any, in the text? 3.What recurring settings (time, place)images do you see, if any, in the text? 4.What archetypal symbols (objects, images, colors) do you see, if any, in the text? 5.What recurring themes do you see, if any, in the text? 6. How do recurring patterns and our understanding of these patterns affect our understanding of the text?

13. Hook, Housekeeping & Homework Thursday While you wait… Borrow a copy of “Young Goodman Brown” from the front table. And have out your tan archetype notes. Late Start – No Truths/Lie 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

14. Past, Present, Future Thursday SS#1 “Young Goodman Brown” Finish Hey, another late start! SS#1 “Young Goodman Brown” Graphic Organizer – reading through an archetypal lens Historical/Biographical Lenses - theme SS#1 “Young Goodman Brown” Historical/Biographical Lenses - theme Next lens!

15. Short Stories Through a Critical Lens Thursday Objective: Standard 2. Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: you will be able to demonstrate your understanding of the common archetypes in the short story “Young Goodman Brown.” 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?

16. Instruction: Obtain Thursday/Friday Returns Purpose: to demonstrate you understanding of archetypes in the short story “Young Goodman Brown” by Nathaniel Hawthorn. Task: Write a short constructed response that… identifies the genre, title, and author and allegorical theme (lesson) gives two examples from the short story. explains how each example fits a particular archetypal situation, character, setting, or symbol* look at the explanation/definition of the archetype and incorporate the definitions of the archetypes into your analysis The movie Shrek is an animated movie about a green ogre, by the name of Shrek, whose wood-land home becomes a refugee camp of displaced fairy-tale beings and is a prime example of a quest journey. This is a common narrative pattern where the hero is looking for something or someone that, when brought back, will restore order or well-being. In order to regain his swamp, Shrek travels along with an annoying donkey in order to bring Princess Fiona to a scheming lord, who wishes himself King. This task will restore his life, his wood-land home, to its previous tranquility. Another archetype found in Shrek is symbolic color. Over time, particular colors have been associated with certain types of characters or emotions or ideas. In this case, the colors help the viewer identify character type. For example, Fiona is often shown wearing green and sometimes blue. The color green typically symbolizes “fertility, renewal and wealth” and blue is “nobility” and/or “tranquility.” These archetypes represent Fiona as a princess but also as a source that can restore order (renewal) to Shrek and the fairy- beings. Through the use of modern computer animation, DreamWorks created a new and endearing twist on an old plot structure.

17. Instruction: Obtain Thursday/Friday The Palmer Writing Center Open during all 7 periods Back of Study Hall Also open Tuesday and Thursday AFTER school! Located in the Math Tutoring Lab Receive assistance from peers as well as English teachers/Palmer staff Bring original assignment with assignment instructions Have the English teacher/Palmer staff initial your work Return any rewritten work with the original

18. Activities: Develop I Do (see next slide) - We Do Thursday Purpose: to demonstrate you understanding of archetypes in the short story “Young Goodman Brown” by Nathaniel Hawthorn. Tasks: 1.Using your notes and borrowed copy of the story “Young Goodman Brown,” identify and explain archetypes in the story and what they add to the meaning/your understanding of the story. Outcome: Turn in a “final copy” chart for a formative grade

19. Activities: DevelopI Do Thursday Archetype name From your tan notes Example From the story How…fit? What…mean? From your brain Situationse.g. Quest for knowledge Charactere.g. Damsel in distress Settinge.g. the mountain Symbols Colors Etc. Symbolic color: pink red (love) + white (purity) = pink. The color of the ribbons Faith wears. “…the wind played with the pink ribbon of her [Faith’s] cap while she called to Goodman Brown.” Brown also finds these when he is in the woods. Pink is not on our list, but culturally it is associated with girls (innocence & femininity) and red (love) + white (purity) = pink. Pink represents Faith’s innocent, good nature; she did not want Brown to journey into the woods. It also represents the loss of innocence that is experienced when Brown goes into the woods and discovers the evil nature of mankind.

20. Hook, Housekeeping & Homework Friday While you wait… Borrow a copy of “Young Goodman Brown” from the front table. And have out your tan archetype notes. Assembly Schedule If time allows at the end of class: 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

21. Past, Present, Future Friday Hey, another late start! SS#1 “Young Goodman Brown” Graphic Organizer – reading through an archetypal lens SS#1 “Young Goodman Brown” Graphic Organizer – reading through an archetypal lens Historical/Biographical Lenses – theme Next lens!

22. Short Stories Through a Critical Lens Thursday Objective: Standard 2. Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: you will be able to demonstrate your understanding of the common archetypes in the short story “Young Goodman Brown.” 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?

23. Instruction: Obtain Thursday/Friday Returns Purpose: to demonstrate you understanding of archetypes in the short story “Young Goodman Brown” by Nathaniel Hawthorn. Task: Write a short constructed response that… identifies the genre, title, and author and allegorical theme (lesson) gives two examples from the short story. explains how each example fits a particular archetypal situation, character, setting, or symbol* look at the explanation/definition of the archetype and incorporate the definitions of the archetypes into your analysis The movie Shrek is an animated movie about a green ogre, by the name of Shrek, whose wood-land home becomes a refugee camp of displaced fairy-tale beings and is a prime example of a quest journey. This is a common narrative pattern where the hero is looking for something or someone that, when brought back, will restore order or well-being. In order to regain his swamp, Shrek travels along with an annoying donkey in order to bring Princess Fiona to a scheming lord, who wishes himself King. This task will restore his life, his wood-land home, to its previous tranquility. Another archetype found in Shrek is symbolic color. Over time, particular colors have been associated with certain types of characters or emotions or ideas. In this case, the colors help the viewer identify character type. For example, Fiona is often shown wearing green and sometimes blue. The color green typically symbolizes “fertility, renewal and wealth” and blue is “nobility” and/or “tranquility.” These archetypes represent Fiona as a princess but also as a source that can restore order (renewal) to Shrek and the fairy- beings. Through the use of modern computer animation, DreamWorks created a new and endearing twist on an old plot structure.

24. Instruction: Obtain Thursday/Friday The Palmer Writing Center Open during all 7 periods Back of Study Hall Also open Tuesday and Thursday AFTER school! Located in the Math Tutoring Lab Receive assistance from peers as well as English teachers/Palmer staff Bring original assignment with assignment instructions Have the English teacher/Palmer staff initial your work Return any rewritten work with the original

25. Activities: Develop You Do Friday Purpose: to demonstrate you understanding of archetypes in the short story “Young Goodman Brown” by Nathaniel Hawthorn. Tasks: 1.Using your notes and borrowed copy of the story “Young Goodman Brown,” identify and explain archetypes in the story and what they add to the meaning/your understanding of the story. 2.Before you turn it in, determine 2 (of your 10) entries that represent your best work and depth of understanding. *Star* or highlight these 2 Outcome: Turn in a “final copy” chart for a formative grade Borrow one of readings about Nathaniel Hawthorne from the front and quietly read. How does knowing about his life help us better understand the story or understand it in a different way?

26. Archetypal Criticism Essential Questions Friday 1.What archetypal situations do you see, if any, in the text? 2.What archetypal characters do you see, if any, in the text? 3.What recurring settings (time, place)images do you see, if any, in the text? 4.What archetypal symbols (objects, images, colors) do you see, if any, in the text? 5.What recurring themes* do you see, if any, in the text? 6.How do recurring patterns and our understanding of these patterns affect our understanding of the text? *Underlying, central message – what it reveals about what it means to be a human being in the world

27. Other Lenses to Consider Friday Biographical Criticism: This approach “begins with the simple but central insight that literature is written by actual people and that understanding an author’s life can help readers more thoroughly comprehend the work.” Hence, it often affords a practical method by which readers can better understand a text. However, a biographical critic must be careful not to take the biographical facts of a writer’s life too far in criticizing the works of that writer: the biographical critic “focuses on explicating the literary work by using the insight provided by knowledge of the author’s life.... [B]iographical data should amplify the meaning of the text, not drown it out with irrelevant material.” Historical Criticism: This approach “seeks to understand a literary work by investigating the social, cultural, and intellectual context that produced it—a context that necessarily includes the artist’s biography and milieu.” A key goal for historical critics is to understand the effect of a literary work upon its original readers. “Critical Approaches to Literature,” English 205: Masterworks of English Literature. Web. 20 Jan 2015. http://home.olemiss.edu/~egjbp/spring97/litcrit.html http://home.olemiss.edu/~egjbp/spring97/litcrit.html

28. Historical/Biographical Lens Friday Purpose: to apply general biographical and historical information about our author, Nathaniel Hawthorne, to our understanding of the story “Young Goodman Brown.” Tasks: View the following videos about the author and text 1.Nathaniel Hawthorne by DavidVHennessy (6:59) DavidVHennessy https://www.youtube.com/watch?v=nLtotbVIXuU 2.Nathaniel Hawthorne - Young Goodman Brown Published on Dec 11, 2013 A brief video introduction to Nathaniel Hawthorne and his short story, Young Goodman Brown for an American Literature 1 course taught at North Shore Community College in the hybrid-flexible model by Lance Eaton. (12:11) https://www.youtube.com/watch?v=7KtsVs8Csqw Outcome: 1.How does knowing about his life help us understand the story in a different way? 2.Based on your knowledge of archetype s and a bit of historical background, what themes*are apparent in “Young Goodman Brown”? *Underlying, central message – what it reveals about what it means to be a human being in the world