1. Hook, Housekeeping & Homework Monday 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

2. Past, Present, Future Monday Class Policies Etc. Intro to Unit 1 Perspectives Pre-Assessment Where the Wild Things Are Patterns in Top Grossing Movies Archetype notes Application of notes to a movie (SCR)

3. Instruction: Obtain Monday Answers to Questions (Student Information sheet) Will we be able to come to you and turn in late work that isn’t summative etc., by the end of the semester? (No. See your green sheet: 10% every day for 5 days, done.) What will be the most challenging part of the year? (probably the last part of qt.2 ) Are we allowed to call you Mrs. KD? (Ms. D is okay) What books are we going to be reading? (see today’s handout for some) How long is the grading process? (?) Is it okay to use your phone to read? (yes but…) Will we be reading and writing a lot? (YES!)

4. Short Stories Through a Critical Lens Monday Standards 2. Reading for All Purposes 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills Objective: you will be able to show what you know about defining critical theory lenses and identifying it in literary 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. 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 are five types of critical lenses? How are they defined? How do readers utilize critical lenses to create different interpretations of the writer’s craft?

5. Pre-Assessment Monday Purpose: To see what you know about Critical Theory/Lenses Task: Complete the 30 multiple choice questions Proper Heading (feel free to use your student ID # as we might grade these in class) # 1-5, then 1-15, then 1-10; draw a line between sections; do not skip lines (go onto the back if you run out of room) If you don’t know, it’s okay to leave it blank; this does not count in your grade. Do, however, make your best attempt, so I know what to spend more time teaching Outcome: What do we seem to know? What do we not? Unit 1 Overview

6. 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

7. Past, Present, Future Tuesday Pre-Assessment Where the Wild Things Are by Maurice Sendak Brief Introduction to Critical Lenses Patterns in Top Grossing Movies Archetype notes Application of notes to a movie (SCR)

8. 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 strategies 1. Oral Expression and Listening 2. Effective collaborative groups accomplish goals Objectives: To understand that literature does not contain fixed meaning but is open to interpretation To collaborate in interpreting a text from a particular literary/critical lens and use textual evidence to support your views To demonstrate an understanding of insights that can be gained by reading a text from different literary/critical perspectives 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: 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?

9. Activity: Develop Tuesday Purpose: to use prior knowledge/experience to predict ways in which critical readers might approach a text Task: Read the following explanation about literary perspectives. Then write a response to this prompt: What might be some different ways (lenses) to look at a text? Literary perspectives (literary theories) help us explain why people might interpret the same text in different ways. Perspectives help us understand what is important to individual readers, and they show us why those readers end up seeing what they see. One way to imagine a literary perspective is to think of it as a lens through which we can examine a text. No single lens gives us the clearest view (or is better than another), but it is sometimes fun to read a text with a particular perspective(s) in mind because you often end up discovering something intriguing and unexpected. Good readers often interpret texts according to the "rules" of several different theories. (Critical Encounters in High School English, 2nd Edition by Deborah Appleman. © 2009 Teachers College Press).

10. Activity Purpose Tuesday to understand that literature does not contain fixed meaning but is open to interpretation to collaborate in interpreting a text from a particular literary/critical lens. to demonstrate an understanding of insights that can be gained by reading a text from different literary/critical perspectives

11. Activity: Develop & Apply Tuesday Tasks: 1.In small groups, read aloud the story Where the Wild Things Are. 2.Share what you like/dislike about the story and memories you might have of reading the book as young children. 3.Discuss: What is the story about? Can it be about other things? What? Why do you think so? 4.Create one answer sheet per group; each person write his/her name in the upper right corner 5.Get a critical perspective statement with questions from Ms. Durland and read them as a group. 6.Reread the story, only this time through the lens of a particular literary theory. 7.Discuss each of the 5 questions on the Critical Position card. Record a final response on the group answer sheer; ROTATE this sheet so that a different person records the response for each question. Outcomes: 1.As a group share your critical position card with the class and then a summary of the types of questions you had. Then, share what realizations, connections or ideas you have on how this story might be read or interrupted through this lens. What are three new insights you have about understanding texts with literary/critical lenses? What is one question you have about literary/critical lenses? Consider whether the story loses anything from being read from a specific critical perspective: what are potentials and limitations of reading a text from a single critical perspective?

12. Hook, Housekeeping & Homework Wednesday 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

13. Past, Present, Future Wednesday Pre-Assessment Where the Wild Things Are by Maurice Sendak Brief Introduction to Critical Lenses Make this up by taking notes during presentations Wednesday! Where the Wild Things Are by Maurice Sendak Report out Patterns in Top Grossing Movies Archetype notes See green unit 1 sheet Application of notes to a movie (SCR)

14. Short Stories Through a Critical Lens Wednesday Standards 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies 1. Oral Expression and Listening 2. Effective collaborative groups accomplish goals Objectives: To understand that literature does not contain fixed meaning but is open to interpretation To collaborate in interpreting a text from a particular literary/critical lens and use textual evidence to support your views To demonstrate an understanding of insights that can be gained by reading a text from different literary/critical perspectives 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 are five types of critical lenses? How are they defined? 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?

15. Activity: Develop & Apply Wednesday Task Outcome: 1.Everyone must speak at least once 2.Summarize your critical perspective card What is the perspective? In your own words, what does it mean? 3.Share questions and responses What realizations, connections or ideas do you have on how this story might be read or interrupted through this lens?

16. Activity: Develop & Apply Wednesday 3-2-1 Reflection Outcome: (on the back) 1. What are three new insights you have about understanding texts with literary/critical lenses? What have you learned so far about critical lenses? 1 2 3 2. Consider whether the story loses anything from being read from a specific critical perspective: what are potentials and limitations of reading a text from any one single critical perspective? 1 (potential) 2 (limitation) 3. What is one question you have about literary/critical lenses? 1 Turn your paper in to the front basket!

17. Perspective

18. Hook, Housekeeping & Homework Thursday 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

19. Past, Present, Future Thursday Where the Wild Things Are by Maurice Sendak Brief Introduction to Critical Lenses Patterns in Top Grossing Movies Archetype notes See green unit 1 sheet Application of notes to a movie (SCR)

20. Short Stories Through a Critical Lens Thursday Standard 1. Oral Expression and Listening 2. Effective collaborative groups accomplish goals Objective: you will be able to compare/contrast top grossing movies in order to determine common plot patterns and character types. 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? What is a critical lens? What are five types of critical lenses? How were they established? How are they defined? What archetypes exist in this text, and how do they work to create a broader purpose? What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ?

21. Instruction: Obtain Thursday You all had some great questions! Let me address some of them! Is it worth your time to read a story using each perspective? Which one should you always use when reading? Which one is the most important to understand the text? How can they all tie together? How many are there? Are there more critical lenses than the ones we reviewed? What are more rules to critical lenses? Are critical lenses necessary? Do we always have to use them? How in depth are we going to learn about them? What else will we learn? How do you decide what is moral and what is immoral? Archetypal? What’s a way that Marxist can relate to all of us? How does this tie in with life? When will we use this in the future? Would critical lenses help me write better?

22. Instruction: Obtain Thursday Unit 1 Critical Lenses Literary Perspectives Tool Kit Understanding the various lenses (perspectives) from which readers, over time, have viewed literature helps us… explain why people might interpret the same text in different ways understand what is important to individual readers see why those readers end up seeing what they see Literary perspective/theory = a lens through which we can examine a text. No single lens gives clearest view, but can discover something intriguing & unexpected

23. Instruction: Obtain Thursday NEW GREEN SHEET! Respond to 5 Questions at the Bottom! Task: As I read, highlight/underline answers to 5 questions at bottom! Lens #1 = A classic! What is an archetype? In literature, an archetype is a typical character, an action or a situation that seems to represent universal patterns of human nature. An archetype (a.k.a. universal symbol) may be a character, a plot structure, a symbol or even a setting. Many literary critics are of the opinion that archetypes, which have a common and recurring representation in a particular human culture or entire human race, shape the structure and function of a literary work. Carl Jung, Swiss psychologist, argued that the root of an archetype is in the “collective unconscious” of mankind. “collective unconscious” refers to experiences shared by a race or culture including love, religion, death, birth, life, struggle, survival etc. These experiences exist in the subconscious of every individual and are recreated in literary works or in other forms of art. More on this later…

24. Activities: Develop We Do Thursday Purpose: to determine common plot patterns and character types among the top grossing movies. Tasks: 1.Share/discuss: What do you know about these movies? Which ones have you seen? Like? Dislike? Etc? 2.Categorize: What patterns do you see? Discuss. 3.Based on plot patterns (situations), character types, settings, and themes, create at least 3 categories (e.g. Boy Gets Girl, Future in Space, Good vs. Evil) 4.Then, for each category, write at least 4-5 movie titles under each category. Outcome: Groups report out on Monday

25. Friday

26. Coming Soon….

27. Essential/Inquiry Questions Factual — What is critical theory? What is a critical lens? What are five types of critical lenses? How were they established? How are they defined? Conceptual — What archetypes exist in this text, and how do they work to create a broader purpose? How would a feminist/gender critic approach and respond to this text? How would a Marxist/social class critic approach and respond to this text? How would a psychoanalytical critic approach and respond to this text? How would a historical/biographical critic approach this text? Debatable — What are the advantages and disadvantages to using a particular lens? How fair or biased is this view? Is it still reasonable in today’s world? Is literary criticism based on scepticism or something else? Essential Questions: How do readers utilize critical lenses to create different interpretations of the writer’s craft? What interpretations of the writer’s craft are created when viewed through different critical lenses? How do reader’s perspectives differ depending on a specific critical lens? Which critical lens is most useful/powerful to understanding the story as a whole? 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?

28. Academic Standards 1. Oral Expression and Listening 1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness 2. Effective collaborative groups accomplish goals 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills 3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose 2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes 3. Standard English conventions effectively communicate to targeted audiences and purposes 4. Research and Reasoning 1. Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes 2. Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment

29. Coming Soon….

30. Activities: Develop I Do - We Do Monday Purpose: to discover common plot patterns and character types that your peers see among the top grossing movies. Task: Groups report out about one of your categories. 1.Category name 2.Movie titles 3.What it reveals about us as humans, our collective culture (hopes, desires, fears, values, history) Example: Underdog Protagonists (characters who, although one wouldn't expect it, rise above struggle) 1.Finding Nemo 2.Home Alone 3.Forest Gump 4.The Lion King Because America was founded after small colonies broke away from British rule, we tend to celebrate and admire those who can do the same. Outcome: Ready to look at common archetypes identified in literature!

31. Activities: Develop I Do - We Do Monday Purpose: to determine common plot patterns and character types among the top grossing movies. Tasks: 1. Categorize movies based on plot patterns (situations), character types, settings, and themes. Example: Underdog Protagonists (characters who, although one wouldn't expect it, rise above struggle) 1.Finding Nemo 2.Home Alone 3.Forest Gump 4.The Lion King 2. THEN, write a note under each movie list/category that explains what this pattern reveals about us a humans, a society, a culture, Americans, etc. What does this category reveal about people’s hopes, desires, fears, values, history? Example: Because America was founded after small colonies broke away from British rule, we tend to celebrate and admire those who can do the same. Outcome: Groups report out about one of your categories.

32. Activities: Develop I Do - We Do Monday Purpose: to discover common plot patterns and character types that your peers see among the top grossing movies. Task: Groups report out about one of your categories. 1.Category name 2.Movie titles 3.What it reveals about us as humans, our collective culture (hopes, desires, fears, values, history) Example: Underdog Protagonists (characters who, although one wouldn't expect it, rise above struggle) 1.Finding Nemo 2.Home Alone 3.Forest Gump 4.The Lion King Because America was founded after small colonies broke away from British rule, we tend to celebrate and admire those who can do the same. Outcome: Ready to look at common archetypes identified in literature!

33. Past, Present, Future Tuesday Intro Unit 1 Critical Lenses Introduction to archetypes Patterns in Movies Archetypes - Detail Notes Archetypes in literature Movies SS #1 - “Young Goodman Brown”

34. Instruction: Obtain & Apply We Do Monday See Introduction to archetypes PPT Purpose: to obtain information about common archetypes in literature Tasks: Fill in the missing notes on the graphic organizer Stop periodically and discuss: What movies (that we’ve discussed) include one of the archetypes recently identified in our notes? How does it exist in the movie? Outcome: graphic organizer completed in order to apply ideas movies you know and to SS #1 AND, eventually… Select one of the movies we’ve discussed and identify what archetypes exist within it; look for journey patterns, situational/plot archetypes, character archetypes, setting archetypes, and other symbols. Write a short constructed response that identifies the movie title and general topic/subject of the movie, gives an example from the movie and explain how this example fits an particular archetype.

35. Instruction: Obtain & Apply We Do Tuesday See Introduction to archetypes PPT Purpose: to obtain information about common archetypes in literature Task: Fill in the missing notes on the graphic organizer Stop periodically and discuss: What movies (that we’ve discussed) include one of the archetypes recently identified in our notes? How does it exist in the movie? Outcome: graphic organizer completed in order to apply ideas movies you know and to SS #1 Select one of the movies we’ve discussed and identify what archetypes exist within it; look for journey patterns, situational/plot archetypes, character archetypes, setting archetypes, and other symbols. Write a short constructed response that identifies the movie title and general topic/subject of the movie, gives an example from the movie and explain how this example fits an particular archetype.

36. Essential/Inquiry Questions What is critical theory? What is a critical lens? What are five types of critical lenses? How were they established? How are they defined? 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 ? What archetypes exist in this text, and how do they work to create a broader purpose? How would a feminist/gender critic approach and respond to this text? How would a Marxist/social class critic approach and respond to this text? How would a psychoanalytical critic approach and respond to this text? How would a historical/biographical critic approach this text? What are the advantages and disadvantages to using a particular lens? How fair or biased is this view? Is it still reasonable in today’s world? Is literary criticism based on scepticism or something else? How do readers utilize critical lenses to create different interpretations of the writer’s craft? What interpretations of the writer’s craft are created when viewed through different critical lenses? How do reader’s perspectives differ depending on a specific critical lens? Which critical lens is most useful/powerful to understanding the story as a whole? How is literature a voice of social commentary?

37. Short Stories Through a Critical Lens day Standard 1. Oral Expression and Listening 2. Effective collaborative groups accomplish goals Objectives: you will be able to identify common archetypes in literature. You will be able to identify and give examples of how top grossing movies include one or more of these archetypes. 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?

38. Instruction: Obtain See Introduction to archetypes PPT Purpose: to obtain information about common archetypes in literature Task: Fill in the missing notes on the graphic organizer Stop periodically and discuss: What movies (that we’ve discussed) include one of the archetypes recently identified in our notes? How does it exist in the movie? Outcome: graphic organizer completed in order to apply ideas movies you know and to SS #1 Select one of the movies we’ve discussed and identify what archetypes exist within it; look for journey patterns, situational/plot archetypes, character archetypes, setting archetypes, and other symbols. Write a short constructed response that identifies the movie title and general topic/subject of the movie, gives an example from the movie and explain how this example fits an particular archetype.

39. Examining “Cinderella” from an Archetypal Perspective Consider Cinderella’s attendance at the ball as symbolic of her attaining salvation. (The tasks assigned to her by her stepmother and stepsisters—the tempters—distract her from focusing on her own salvation. Through the agency of a supernatural entity—the fairy godmother—she receives the unearned love of the prince.) Examine the stepmother and stepsisters as archetypal villains. Examine the chores Cinderella must complete (especially involving the beans in the fireplace in Grimm version) as the archetypal catalogue of difficult tasks.

40. ARCHETYPE: An original model or pattern from which other later copies are made, especially a character, an action, or situation that seems to represent common patterns of human life. Often, archetypes include a symbol, a theme, a setting, or a character that some critics think have a common meaning in an entire culture, or even the entire human race. These images have particular emotional resonance and power. Archetypes recur in different times and places in myth, literature, folklore, fairy tales, dreams, artwork, and religious rituals. Using the comparative anthropological work of Sir James Frazer's The Golden Bough, the psychologist Carl Jung theorized that the archetype originates in the collective unconscious of mankind, i.e., the shared experiences of a race or culture, such as birth, death, love, family life, and struggles to survive and grow up. These would be expressed in the subconscious of an individual who would recreate them in myths, dreams, and literature. Examples of archetypes found cross-culturally include the following: collective unconscious (1) Recurring symbolic situations (such as the orphaned prince or the lost chieftain's son raised ignorant of his heritage until he is rediscovered by his parents, or the damsel in distress rescued from a hideous monster by a handsome young man who later marries the girl. Also, the long journey, the difficult quest or search, the catalog of difficult tasks, the pursuit of revenge, the descent into the underworld, redemptive rituals, fertility rites, the great flood, the End of the World),descent into the underworld (2) Recurring themes (such as the Faustian bargain; pride preceding a fall; the inevitable nature of death, fate, or punishment; blindness; madness; taboos such as forbidden love, patricide, or incest),Faustian bargain (3) Recurring characters (such as witches or ugly crones who cannibalize children, lame blacksmiths of preternatural skill, womanizing Don Juans, the hunted man, the femme fatale, the snob, the social climber, the wise old man as mentor or teacher, star-crossed lovers; the caring mother-figure, the helpless little old lady, the stern father-figure, the guilt-ridden figure searching for redemption, the braggart, the young star-crossed lovers, the bully, the villain in black, the oracle or prophet, the mad scientist, the underdog who emerges victorious, the mourning widow or women in lamentation), (4) Symbolic colors (green as a symbol for life, vegetation, or summer; blue as a symbol for water or tranquility; white or black as a symbol of purity; or red as a symbol of blood, fire, or passion) and so on. (5) Recurring images (such as blood, water, pregnancy, ashes, cleanness, dirtiness, caverns, phallic symbols, yonic symbols, the ruined tower, the rose or lotus, the lion, the snake, the eagle, the hanged man, the dying god that rises again, the feast or banquet, the fall from a great height).phallic symbolsyonic symbols The study of these archetypes in literature is known as archetypal criticism or mythic criticism. Archetypes are also called universal symbols. Contrast with private symbol.archetypal criticismprivate symbol Wheeler, --- Dr. “Literary Terms and Definitions.” Carson-Newman University. 3 Sept 2014. 20 Oct 2014. “http://web.cn.edu/kwheeler/lit_terms_A.html “http://web.cn.edu/kwheeler/lit_terms_A.html

41. Short Stories Through a Critical Lens day Standard 1. Oral Expression and Listening 2. Effective collaborative groups accomplish goals Objectives: you will be able to identify common archetypes in literature. You will be able to identify and give examples of how top grossing movies include one or more of these archetypes. 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?

42. Academic Standards 1. Oral Expression and Listening 1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness 2. Effective collaborative groups accomplish goals 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills 3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose 2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes 3. Standard English conventions effectively communicate to targeted audiences and purposes 4. Research and Reasoning 1. Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes 2. Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment