1. 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

2. Past, Present, Future Monday Archetypal, feminist, Marxist lenses Short Story “The Lottery” for Summative Exam Summative novel project

3. 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?

4. 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 story Tasks: 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

5. Activities: Develop & Apply You Do Monday Purpose: to read & discuss Shirley Jackson’s “The Lottery” in preparation for a summative written analysis Tasks: 1.Read the story 2.Feel free to take notes 3.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, resolution 4.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)

6. Review Lenses Archetypes Feminist Marxist

7. 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?

8. 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

9. 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

10. Short Stories Through a Critical Lens Tuesday 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 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?

11. 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.

12. Discussion 1: Develop Task: 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?

13. 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?

14. Discussion 3: Develop Task: 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?

15. Instruction: Obtain 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

16. 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

17. 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

18. 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 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 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?

19. Activity: Apply You 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

20. 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.

21. 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?

22. Model Literary Analysis With 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.

23. 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)

25. 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

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

28. 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.

29. 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)

30. 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

31. 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 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 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?

32. Activity: Apply You 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

33. 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

34. 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.

37. 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)

38. 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

39. Activity Finish writing your Summative If 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

40. Short Stories Through a Critical Lens Friday 1. Oral Expression and Listening 2. Effective collaborative groups accomplish goals 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 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?

41. Instruction: Obtain Purpose: to identify the criteria for Summative 2: Choice Novel Presentation Task: Read through the assignment sheet Outcome: Questions? A PPT Model A Prezi Model, of sorts https://prezi.com/0jq9y44_49bh/verbal-visual-essay/

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

43. Coming Soon

44. 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).

45. Source Ideas Postmodern Fiction Timeline http://www.wwnorton.com/college/english/pmafim/timeline.htmhttp://www.wwnorton.com/college/english/pmafim/timeline.htm EbscoHost – Palmer Web site http://palmer.d11.org/pages/librarymedia.aspxhttp://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/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.HTMLPaul P. Reubenhttp://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.phphttp://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/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/ 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/#!/http://www.biography.com/#!/

46. 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/ http://owl.english.purdue.edu/owl/resource/747/07/ Electronic Sources (Web) http://owl.english.purdue.edu/owl/resource/747/08/ http://owl.english.purdue.edu/owl/resource/747/08/ Other Common Sources: Interviews, Broadcasts, etc. http://owl.english.purdue.edu/owl/resource/747/09/ http://owl.english.purdue.edu/owl/resource/747/09/

47. 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.

48. No later than Friday… Turn in your… Research graphic organizer Presentation outline FINAL Works Cited page