1. Hook, Housekeeping & Homework MONDAY
Have out your novel (fictional text) to read 
Quietly read for approx. 10 minutes
Remember…
no electronics out/on during reading time
you are receiving credit for being on time,
ready to read with your choice, independent reading novel,
and actively reading during the given time.
If you do not have your book with you, must read something else.
If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! If you are absent, come in and make-up your reading time ASAP!
Homework: Did you finish your DOAS essay outline today?! Did you ask for feedback?
Final essay is due THURSDAY, November 16th!

2. Past, Present, Future MONDAY
Drama: Death of a Salesman
Finished the play = Hist/Bio Information + Statement of Theme
Received prompt, scoring guide, outline + work time
Outline & Writing Time
In-class writing & lab time
Turnitin.com copy by midnight Thursday, November 16th! Hard copy no later than Friday, November 17th at the beginning of class! NO LAB TIME AFTER THURSDAY!
FRIDAY: Return DOAS to the library! = Summative assessment #3 (matching) + Info on final project w/model

3. Drama Through a Critical Lens
Standards
2. Reading for All Purposes
1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies
Objective: to analyze the drama Death of a Salesman through the 5 critical lenses we’ve studied: archetypal, historical/biographical, feminist, Marxist, and psychoanalytical.
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 strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ?
What is critical theory? What do we ask ourselves when viewing a text through different lenses?
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?
How is literature a voice of social commentary?

4. Summative Tasks Take a look at the full model (“YGB”)
Have out your DOAS essay outline packet, copy of the play, and other notes and start working!
As I show a model of how to complete the outline (see next), you should…
Fill in your ideas
Ask questions
Bounce ideas of off of me and others

5. Introductory Paragraph
Instruction: Obtain I Do – Introductory Paragraph (skip attention grabber)
Introductory Paragraph
Hook/Attention Grabber (DO THIS LAST):
Brief, relevant summary of the text: 3-5 sentence plot summary (who, what, when, where, why)
Young Goodman Brown, the protagonist in Nathaniel Hawthorne’s short story of the same title, is no different. Brown, a devote Puritan in 17th century Salem Village, leaves his new wife at dusk to journey into the forest to meet the devil. He sees respectful and pious people from his village, as well as those of disreputable reputations, gathered there by the Devil for Goodman Brown and Faith’s initiation. Brown calls to Heaven to resist this temptation, and then awakens as if from a dream. The reader is left uncertain as to the situation, but Brown dies a bitter man, having lost faith in his wife, community, and all of humanity.
Closed Thesis Statement (SEE OTHER HANDOUT where you wrote one = title, author, genre – assertion about theme/insight – 3 critical lenses):
Applying the three critical lenses, archetypal, feminist, and Marxist, to Nathaniel Hawthorne’s short story “Young Goodman Brown" reveals a common theme of humankind’s age old struggle with temptation and that people are not always who they say they are.

6. Instruction: Obtain I Do - 2nd Body Paragraph
POINT (Identify, Define, Respond with point)
This same story can be viewed through a feminist lens, or how the roles of women are portrayed, especially in relation to the men in the story. Hawthorne’s short story portrays Faith as a loving and worrisome wife, while Goodman Brown is seemingly strong.
ILLUSTRATION 1
Brown’s wife is named Faith and wears pink ribbons in her hair. 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,” (1) but Young Goodman Brown goes anyway.
EXPLAINATION
Her name is allegorical, representing an adoring, faithful wife, as well as the somewhat stereotypical ribbons, showing her feminine innocence, the “goodness” of her sex.
ELABORATION
While being adoring and faithful are not bad traits, the portrayal is one-dimensional and may present the limit role of women during the period, 1800s, and in this strict, conservative Puritan society.

7. Instruction: Obtain I Do - 3rd Body Paragraph (using essential questions)
POINT:(Identify, Define with Questions, Respond with Point)
Finally, this story can be viewed through a Marxist lens. One might ask: What social classes do the characters represent? How do characters from different classes interact or conflict? In “Young Goodman Brown,” all socioeconomic classes are represented on some level, and they are all subject to the corrupt ways of the devil.
Illustration 1
For example, once on the journey, Brown’s companion tells him, ‘“The deacons of many a church have drunk the communion wine with me; the selectmen of divers towns make me their chairman; and a majority of the Great and General Court are firm supporters of my interest. The governor and I, too.’” (3)
Explain & Elaborate
The Devil is attempting to show Brown that the very people he should respect and the pious people he knows are not as reputable and religious as he may assume. Just because one has wealth or status, does not make him or her less sinful or susceptible to sin. Surprising to Brown, the devil figure keeps company with the elite, bourgeoisie of society.

8. Instruction: Obtain I Do - 3rd Body Paragraph (with concluding sentence)
Point
Finally, this story can be viewed through a Marxist lens. This lens examines social classes, who has the power and control, especially in economics and politics. In “Young Goodman Brown,” all socioeconomic classes are represented on some level, and they are all subject to the corrupt ways of the devil.
Illustration
Even more surprisingly Brown sees these same “pious” people consorting with “the men of dissolute lives and women of spotted fame,” as well as “their pale-faced enemies… the Indian priests” (6).
Explain & Elaborate
This shows that people in this society are held to particular religious morals and standards, but they do not all meet them. When they do not, they are regarded as lesser. This also reveals a prejudice towards those of a different race and an assumption that the native people are savages and sinful. Brown, himself, is a modestly-dressed man, maybe somewhere in-between these two groups in social and economic status.
IE2 – IE3 – then…
Concluding Sentence
Thus, socioeconomic divisions have no impact on whether one consorts with the devil. We all battle with the temptation of evil.

9. Hook, Housekeeping & Homework TUESDAY
Have out your novel (fictional text) to read 
Quietly read for approx. 5 minutes
Remember…
no electronics out/on during reading time
you are receiving credit for being on time,
ready to read with your choice, independent reading novel,
and actively reading during the given time.
If you do not have your book with you, must read something else.
If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! If you are absent, come in and make-up your reading time ASAP!
Homework: How much of your essay did you type and save today in the lab today? Final essay is due THURSDAY, November 16th!

10. Past, Present, Future TUESDAY
Drama: Death of a Salesman
Received prompt, scoring guide, outline + work time on outline
Writing Time – LAB 257 (tech building)
In-class writing & lab time
Turnitin.com copy by midnight Thursday, November 16th! Hard copy no later than Friday, November 17th at the beginning of class! NO LAB TIME AFTER THURSDAY!
FRIDAY: Return DOAS to the library! = Summative assessment #3 (matching) + Info on final project w/model

11. Summative Tasks Log into a computer, open a word document
Set up your MLA formatted paper
Times New Roman, 12 pt.
Double spaced
4 line proper heading:
First & Last Name
My Name
English 8, Period ___
Due Date
Center a title: Death of a Salesman Through a Critical Lens
Put doc back on left hand margin, indent (tab once) and start typing in your essay!
SAVE, SAVE, SAVE!!!
Ask questions & Bounce ideas of off of me and others

12. Summative Tasks Wednesday = Lab 257 (Tech Building, 2nd floor)
Did you Set up your paper in MLA formatted?
Times New Roman, 12 pt.
Double spaced
4 line proper heading:
First & Last Name
My Name
English 8, Period ___
Due Date
Center a title: Death of a Salesman Through a Critical Lens
Resume typing/working on your essay!
SAVE, SAVE, SAVE!!!
Ask questions & bounce ideas of off of me and others
REMEMBER:
Turnitin.com copy by midnight Thursday, November 16th! Hard copy no later than Friday, November 17th at the beginning of class! NO LAB TIME AFTER THURSDAY!
FRIDAY: Return DOAS to the library! = Summative assessment #3 (matching) + Info on final project w/model

13. Summative Tasks Thursday Lab 257 (Tech Building, 2nd floor)
Resume writing/working on your essay!
SAVE, SAVE, SAVE!!!
PROOFREAD FOR IDEAS & ERRORS
Have a peer or someone else read it
Read it aloud
Read it “backwards,” sentence by sentence
REMEMBER:
Turnitin.com copy by midnight Thursday, November 16th! Hard copy no later than Friday, November 17th at the beginning of class! NO LAB TIME AFTER THURSDAY/TODAY!
FRIDAY: Turn in the printed copy of your essay + Return DOAS to the library!
+ Summative assessment #3 (matching) + Info on final project w/model

14. Hook, Housekeeping & Homework FRIDAY
BE READY TO TURN IN YOUR PRINTED HARD COPY OF YOUR DOAS SUMMATIVE ESSAY
BY MAKING SURE THE SCORING RUBRIC IS STAPELED ON TOP!
I WILL COLLECT THEM FROM YOU INDIVIDUALLY!
While you wait, read from your choice novel…

15. Past, Present, Future Drama: Death of a Salesman
Writing Time – LAB 257 (tech building)
In-class writing & lab time
Turnitin.com copy by midnight Thursday, November 16th! Hard copy no later than Friday, November 17th at the beginning of class! NO LAB TIME AFTER THURSDAY!
FRIDAY: Return DOAS to the library! = Summative assessment #3 (matching) + Info on final project w/model
Final Choice Novel Presentations

16. Summative Assessment 3
Purpose: to show what you know about Critical Theory/Lenses
Task: Complete the 30 matching 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)
Write the letter answer only
Each section has the same 5 answer choices
Section 1 each should be used once; section 2 each used 3 times; section 3 each used 2 times (be careful on this 3rd section; there are some that “could” be 2 but there is always 1 best answer)
Outcome: How did we do? How did we do compared to the beginning of the semester?!

17. In-Class Work/Lab Time & Coming Soon…
Monday 13th – Review complete model & outline models; work on outline (Lab 257)
Tuesday 14th – Lab 257 (Review MLA format)
Wednesday 15th – Lab 257
Thursday 16th – Lab 257
Friday 17th – Info on final project w/model; summative assessment #3 (matching)