Hook, Housekeeping & Homework Monday

Hook, Housekeeping & Homework Monday
Have out your novel (fictional text) to read  Quietly read for approx minutes PERIOD 3 MAKE-UP NOTES FROM FRIDAY! 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! Homework: Spend 10 – 30 minutes reading from your choice, independent novel tonight!

Past, Present, Future Monday
Period 3: Federal Impact Survey?! Marxist Theory PPT & Reading – Take notes “Girls” & Model Essay using Marxist approach SS #3 – “The Necklace” Apply Marxist Theory to “The Necklace” Discussion/debate Make sure you have read at least one novel by the end of the week; we’ll be starting the summative project soon

Short Stories Through a Critical Lens Monday
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 practice active reading skills for short story #3 “The Necklace.” Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ? How does one’s perspective influence the reading of a text? How is literature a voice of social commentary?

Activity: Pre-Reading You Do Monday
List 5 to 10 items that you own that you value highly. Order them from most to least important. 1. 2. 3. 4. 5. Indicate on the list above the items that you value because other people might notice the item, or even be impressed that you have it, and/or you felt like you would “fit in” better if you had it, and/or someone you like/admire has it so you wanted it, too. Be honest with yourself!

Activity: Develop Monday
Sometimes the plot is made up of several separate, but related, problems. In this story, the main characters, Monsieur and Madame Loisel, encounter three main problems. Purpose: to identify the progression of problems & solutions within the story. Tasks: As you read, complete a Problem/Solution chart like the one below. Problem Solution 1. 2. 3. What’s the twist at the end?!

Short Stories Through a Critical Lens Monday
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 practice active reading skills for short story #3 “The Necklace.” Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ? How does one’s perspective influence the reading of a text? How is literature a voice of social commentary?

Hook, Housekeeping & Homework Tuesday
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! Homework: Spend 10 – 30 minutes reading from your choice, independent novel tonight!

Past, Present, Future Tuesday
Period 3: Federal Impact Survey?! SS #3 – “The Necklace” Read & Discuss Apply Marxist Theory to “The Necklace” 3 Small Group Discussions Debate

Activity: Apply We Do Tuesday
Purpose: to actively review character and plot elements of the story “The Necklace” by discussing literal details as well as drawing inferences Tasks: In your small groups, spend 10 minutes discussing the given questions (see next slides, 9 questions) You may go in any order and spend as much time or as little time on each one as your group wants, but you must discuss the story for 10 minutes Feel free to jot notes down in your composition notebook as you discuss Switch to new groups and a new discussion sheet (see slide, 23 questions) Apply the same guidelines as the last task Outcome: Final rotation to analyze the story from a Marxist perspective

Activity: Develop We Do Tuesday
Purpose: to actively review character and plot elements of the story by identifying literal details as well as drawing inferences Tasks: Read “The Necklace” and respond to the questions below (and on the next slide) 1, The first six paragraphs of the story tell about the life Madame Loisel wishes to lead and the life she really leads. What details bring out this contrast? 2. Madam Loisel wishes to have an expensive dress for the reception. How does her husband react to her wish? What does this incident reveal about the values of Madam Loisel and of her husband? 3. What reason does Madam Loisel give for needing a jewel to go with her dress? Do you think her concern is reasonable or foolish? Why does she choose the necklace rather than any of the other pieces of jewelry? 4. At the reception, what incident shows the contrast between Madam Loisel’s apparent situation in life and her true situation? What incident contrasts her values with her husband’s values? After the Loisels leave to go home, what incident suggests a return to her true life? 5. What actions do the Loisels take to replace the necklace? What qualities of character are revealed by these actions? Why do you think they do not tell Madame Forestier that they have lost the necklace?

Activity: Develop We Do Tuesday
Purpose: to actively review character and plot elements of the story through identify literal details as well as drawing inferences 6. How does Madam Loisel’s character change as a result of the hardships she has to endure? Do you think her values change? Give reasons for your answer. 7. “The Necklace” is famous for its surprise ending. How does the surprise drive home the story’s theme – the underlying idea about true and false values. 8. What is the author’s attitude toward Mathilde Loisel? Does his attitude toward her change by the end of the story? Give reasons for your answer. 9. Remember the three main problems and solutions that you identified. Decide how wisely the Loisels solved each problem. What other solutions might they have found?

Definition of Theme Definition of Universal Theme
The theme of a piece of fiction is its controlling idea or its central insight. In order to figure out theme, a reader must ask what view of life a work supports or what insight into life in the real world it reveals. Frequently, a work of fiction implies a few ideas about the nature of all men and women or about the relationship of human beings to each other or to the universe. These are called universal themes.

Activity: Apply We Do Tuesday
Purpose: to read critically by applying a Marxist lens to “The Necklace” Task: Rotating Stations to Re-Read for Marxist Theory Essential Questions Rotate to each of the stations (3 minutes per station) Read the question(s) and discuss as a group Outcome: Turn this in! Consider… If you were writing an essay, how would you apply Marxist lens* to this story? What is a universal theme** for this story? WRITE YOUR IDEA IN ONE, COMPLETE SENTENCE! *What is this story saying about money and/or power? Social class? Class struggle? **Central message – What is this author saying about human beings and the world in which we live?

Short Stories Through a Critical Lens Tuesday
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 apply a Marxist lens to “The Necklace” Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ? How does one’s perspective influence the reading of a text? How is literature a voice of social commentary?

Hook, Housekeeping & Homework Wednesday
PERIOD 3 FEDERAL IMPACT FORMS! 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! Homework: Spend 10 – 30 minutes reading from your choice, independent novel tonight!

Past, Present, Future Wednesday
Apply Marxist Theory to “The Necklace” 3 Small Group Discussions Debate Preparations Debate

Short Stories Through a Critical Lens Wednesday
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 demonstrate your understanding of the short story “The Necklace” & a Marxist approach to literature by formulating a specific argument. Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ? How does one’s perspective influence the reading of a text? How is literature a voice of social commentary?

Activity: Obtain We Do Wednesday
Purpose: to improve your analytical skills, the final assessment on this story is going to be a debate about how to interpret the story. Today your purpose is to prepare for the debate! Tasks: you will be divided into groups. (per. 6 Andrea #3 Affirmative) your group will be assigned an assertion and your opinion on that (positive or negative). you will have today to work on developing an opening statement and supporting evidence. you should also prepare questions that you will ask the other side that you can use to weaken their argument. work time-- use the hand outs to get a better idea of how this debate will go – see next slide for time guidelines Outcome: Debate! Your debate will be assessed by me and two other groups

Each group member must participate in the debate
Note, your group needs to prepare approx minutes of speaking time. Opening Argument - Approximately 6 minutes total– max. 10 minutes total Opening Argument – Affirmative - 3 minutes, 5 max Opening Argument – Negative - 3 minutes, 5 max 2 Questions then Defense Approximately 4 minutes– max. 6 minutes total 2 Questions by Affirmative with Defense from Negative -2 minutes, 3 max 2 Questions by Negative with Defense from Affirmative -2 minutes, 3 max Closing Statements - Approximately 2 minutes total – max. 4 minutes total Closing Statements – Affirmative - 1 minute, 2 max Closing Statements - Negative - 1 minute, 2 max Debates are tomorrow and Friday! You ned to be here to earn the grade!

Short Stories Through a Critical Lens Wednesday
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 demonstrate your understanding of the short story “The Necklace” & a Marxist approach to literature by formulating a specific argument. Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ? How does one’s perspective influence the reading of a text? How is literature a voice of social commentary?

Hook, Housekeeping & Homework Thursday
PERIOD 3 FEDERAL IMPACT FORMS! Have out your novel (fictional text) to read  Quietly read for approx. 3-5 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! Homework: Spend 10 – 30 minutes reading from your choice, independent novel tonight!

Past, Present, Future Thursday
Period 3: Federal Impact Survey?! Marxist Theory - SS#3 – “The Necklace” Debate Preparation time! “The Necklace” Debates – Round 1 “The Necklace” Debates – Round 2 Summative Writing Assessment Choice Reading Final Project & Presentation

Short Stories Through a Critical Lens Thursday
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 demonstrate your understanding of the short story “The Necklace”, & a Marxist approach to literature, by defending a specific argument. 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?

Observe & Give Feedback to the group in the opposite column
Group 1 Affirmative Group 1 Negative Group 4 Affirmative Group 4 Negative Group 3 Affirmative Group 3 Negative Group 2 Affirmative Group 2 Negative

Notes Period 3 - Group 4 Thursday because of a pre-arranged absence
Per 6 – Andrea Per 7 – Group 4 Thursday because of a pre-arranged absence

Activity: Apply We Do Thursday
Debate Opening Statements - Approximately 6 minutes total– max. 10 minutes total Opening Statement – Affirmative - 3 minutes, 5 max Opening Statement – Negative - 3 minutes, 5 max 2 Questions then Defense Approximately 4 minutes– max. 6 minutes total 2 Questions by Affirmative with Defense from Negative -2 minutes, 3 max 2 Questions by Negative with Defense from Affirmative -2 minutes, 3 max Closing Statements - Approximately 2 minutes total – max. 4 minutes total Closing Statements – Affirmative - 1 minute, 2 max Closing Statements - Negative - 1 minute, 2 max

Peer Assessment ½ sheet
For each member of your debate group (starting with yourself), write his/her name. Using the scale below, give him/her a score for each questions, AND write a corresponding, specific comment with each score. 4 – excellent 3 – good, satisfactory 2 – okay 1 – not good, unsatisfactory Name How well did he/she participate in the planning stage? How well did he/her perform during the debate? Overall, how would you rate his/her overall participation and performance in your group? See model next slide Turn this in.

Model For each member of your debate group (starting with yourself), write his/her name. Using the scale below, give him/her a score for each questions, AND write a corresponding, specific comment with each score. 4 – excellent 3 – good, satisfactory 2 – okay 1 – not good, unsatisfactory Tania Terror 1 - She had her head down most of the planning time & did not interact with us much. 3 – We told her to do the closing statement, and she actually did a good job summarizing our points 2 – I decided to average the two scores because she was not good at first but came through okay at the end

Hook, Housekeeping & Homework Friday
PERIOD 3 FEDERAL IMPACT FORMS! 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! Homework: Spend 10 – 30 minutes reading from your choice, independent novel tonight!

Past, Present, Future Friday
“The Necklace” Debates – Round 1 “The Necklace” Debates – Round 2 Summative Writing Assessment Choice Reading Final Project & Presentation

Short Stories Through a Critical Lens Friday

Observe & Give Feedback to the group in the opposite column
Group 1 Affirmative Group 1 Negative Group 2 Affirmative Group 2 Negative Group 3 Affirmative Group 3 Negative Group 4 Affirmative Group 4 Negative

Activity: Apply We Do Friday
Debate Opening Statements - Approximately 6 minutes total– max. 10 minutes total Opening Statement – Affirmative - 3 minutes, 5 max Opening Statement – Negative - 3 minutes, 5 max 2 Questions then Defense Approximately 4 minutes– max. 6 minutes total 2 Questions by Affirmative with Defense from Negative -2 minutes, 3 max 2 Questions by Negative with Defense from Affirmative -2 minutes, 3 max Closing Statements - Approximately 2 minutes total – max. 4 minutes total Closing Statements – Affirmative - 1 minute, 2 max Closing Statements - Negative - 1 minute, 2 max

Short Stories Through a Critical Lens Friday

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

If Time Allows… Activities: Develop We Do
Watch SyncTV Focus From 1:10-1:30 the students discuss their various interpretation of the story's final line: "When the doctors came they said she had died of heart disease-of the joy that kills." What is your opinion? Focus In the portion of the episode from 1:35-2:30, the SyncTV students discuss the point of view employed in this story, and how it changes over the course of the narrative. What is the story's point of view? How does Chopin construct meaning with the story's shifting point of view? Focus The SyncTV students' interpretations of the story are divided into two distinct camps: at 0:10-0:50 we are introduced to both sides of the argument. Consider both viewpoints and think about your own personal responses to Chopin's ambiguous narrative. Discuss What new thoughts do you have after hearing the students' discussion?

If Time Allows… Activities: Develop - We Do
Discuss - Small groups (3-4 students) - Discuss some of the following questions: "The Story of an Hour" is ambiguous: Is it, as the girls attest, a proto- feminist text about a woman yearning for freedom, or is it, as Troy argues, the chronicle of an emotionally disturbed female protagonist? Does Chopin leave her intentions uncertain? What does this ambiguity add to the story? The story is narrated from a close-third-person perspective, but that close- third-person shifts in focus among the story's characters. What is close- third-person perspective? How does it shift? How does Chopin use this formal shift to create meaning? What does the room symbolize? The view out the window? How does Chopin use external setting as a metaphor for Louise Mallard's inner state? Is Louise Mallard a protagonist? Is she sympathetic, or is she cold? What constitutes a protagonist in a story? Must all protagonists be of heroic moral fiber, or are they allowed to have thoughts and desires that are objectionable or uncouth? Do these thoughts make her an antagonist? What do you make of the story's final line? Is Chopin being ironic, or insincere? What is her tone in this final piece of narration? Is Chopin's story about the individual, or society? Is this simply a story of an hour, or are her characters vessels for larger social issues and concerns? What might these issues and concerns be?

If Time Allows… Activities: Develop We Do
Write Think about the SyncTV students' overarching argument in the episode. In a persuasive essay response, argue whether this is a story about a cold, emotionally disturbed woman, or a paean to the secret, repressed desires of women for individuality and freedom. Provide at least two supporting examples, using quotes and passages from the text. Think & Respond Read the "Think" questions, watch the corresponding video clips, and respond to the questions

Please take a graphic organizer off the front table.
Coming Soon…. Today you will start doing some research on one of the choice novels that you have read this semester! Please take a graphic organizer off the front table. Period 3: Federal Impact Survey?! Marxist Theory - SS#3 – “The Necklace” Choice Reading Final Project Summative Writing Assessment Choice Reading Final Project & Presentation

Hook, Housekeeping & Homework Monday

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