1. Monday October 19- November 13 SHORT STORIES AND FAIRY TALES

2.  In your notebook or on a sheet of paper, write a short story. It can be about anything! You have 5 minutes to do this  You will save all of your work from this week and turn it in on Friday * DO NOW:

3.  At your tables, share your short story SHARE!

4.  Can I have a few students share with the class? SHARE WITH THE CLASS

5.  Only READ- no marks, annotations, nothing. Read the story!  Then, read it again, this time make time for annotations and notes.  Your whole story should be marked up, that’s why the margins are large!  Look for:  Figurative language (metaphor, simile, etc)  Imagery  Things that have double-meaning (or that you think may have deeper meaning!)  Anything else interesting to you! READ YOUNG GOODMAN BROWN

6.  When annotating look for:  Figurative language (metaphor, simile, etc)  Imagery  Things that have double-meaning (or that you think may have deeper meaning!)  Anything else interesting to you!  Go through your annotations and select 6 different pieces of the text to analyze further.  Using complete sentences and embedding the quote, analyze each of the six pieces of text you pulled from the story on a sheet of paper  Be sure to introduce the quote, analyze and interpret the quote, and finish your analysis in a complete way!  Hold on to this for now, as you will need it later! ANNOTATE AND WRITE

7.  Get out your annotated story and notes (3 quotes) about YGB  Have out something to write with and the song stacked at your table (each of you should have 1) DO NOW

8.  Listen to the song and take notes on what you hear and the beat  Make connections with the lyrics/beat to YGB  Continue to work on notes for YGB SYMPATHY FOR THE DEVIL

9.  In your groups, discuss how this song can relate to YGB  You may use phones to look up the historical allusions in the song  Someone at each group should record the connections your group makes GROUP TALK/WORK UNTIL 8:05

10.  Using the song and the lyrics, write about a page response answering the question below:  What is the true meaning of Young Goodman Brown? What is the author trying to say using this story as his mode of transmitting a bigger message? Use evidence from the story, your writing, and the song, “Sympathy for the devil” to back up your opinions.  If you need to discuss the prompt for a few minutes with a partner, that is ok! QUICK WRITE- ABOUT A PAGE OR SO

11.  What happened? Why? TALK- SHARE OUT YOUR IDEAS

12.  Begin reading the story “Where are you going, where have you been” by Joyce Carol Oates  Wait to annotate until your second time reading! So read it through once, then annotate! DO NOW

13.  Go back through the story and annotate  Look for:  Figurative language (metaphor, simile, etc)  Imagery  Things that have double-meaning (or that you think may have deeper meaning!)  Anything else interesting to you! AFTER READING ONCE:

14.  Let’s listen!  Using the song lyrics, annotate while you listen to the song “It’s all over now baby blue” by Bob Dylan  Once we are done listening, write some quick notes/ideas about how this song relates to the story “Where Are You Going, Where Have You Been” ITS ALL OVER NOW BABY BLUE

15.  Go through your annotations and select 3 different pieces of the text to analyze further.  Using complete sentences and embedding the quote, analyze each of the three pieces of text you pulled from the story on a sheet of paper  Be sure to introduce the quote, analyze and interpret the quote, and finish your analysis in a complete way!  You have 15 minutes to work on this in class!! Use your time well! This is due tomorrow! QUOTES- AFTER ANNOTATIONS

16.  Today and tomorrow you will be working on a timed write in class  You will use your stories, songs and quotes you have worked with  You will also turn in all your work from the week with your timed write Friday at the bell TIMED WRITE PREP

17.  Today you will:  Pick a short story, and an element of that short story, to write about  Create a thesis for your paper  Create an outline for your paper  Begin writing  Friday you will finish writing and turn in all of your work  3+ quotes analyzed and written about from each story  Annotated stories  Songs annotated  Outline/prewrite for timed write THURSDAY:

18.  SHORT LITERARY EXPLICATION  The word "explication" comes from a Latin word that means "unfolding." When you explicate a story or novel or poem, you "unfold" its meaning in an essay by interpreting or analyzing a portion of it. You can analyze a character, a single incident, symbols, point of view, structure, and so on. No explication can take into account everything that goes on in a story; the explication would be longer than the story itself. So your paper should focus on one or two elements (character, symbol, theme, etc) that you think contribute to the overall meaning or purpose of the story. A good explication concentrates on details: you should quote portions of the story to show how the text supports your thesis. Then you should offer comments that show how the portion you're interpreting contributes to the story as a whole. PROMPT

19.  Choose one of the stories we have already read this mini unit for your paper.  Choose an element of the story (incident, character, style, symbol, structure) that seems to you to enhance or define the meaning as you understand it.  Explain what that element of the story is, why it is important, and how it connects to the overall meaning of the story. SUGGESTED APPROACH TO THE PAPER:

20.  Construct a THESIS that indicates  (a) your focus  (b) the relation of that focus to the story as a whole.  A thesis represents your conclusion or opinion about the story. Thus your thesis is argumentative; it should not be an obvious point, but should be a thoughtful statement that indicates some of the complexity and depth of the story and that takes a point of view on the story–a statement that needs support to work as an argument.  Ask yourself: "Could my thesis or opinion cause a reader to respond, 'Yes, that's true, but so what?' (This means your thesis is not great…).  Or will my thesis illuminate for the reader some point that he/she might not have noticed at first reading? (This means your thesis=fire).

21.  EVIDENCE: Find quotations and examples in the story that support your thesis, and organize the rest of you paper around this evidence.  CONCLUSION: Your paper should conclude by summing up your argument so that  (a) the reader sees that the evidence you've given does in fact support your thesis, and  (b) you offer some indication of how your focus/thesis fits into the whole of the story.

22.  1. Put short story titles in quotation marks.  2. Follow your direct quotations with the appropriate page number in parentheses.  3. Somewhere in the first paragraph of your paper, mention the story you are explicating by title and author.  5. When you write about literature, it is best to write in the present tense:  "Goodman Brown goes to the forest and thinks he sees his wife there," not "Goodman Brown went to the forest and thought he saw..."  5. MAKE SURE YOUR PAPER IS NOT MERELY A SUMMARY OF THE PLOT OF THE STORY. I already know what happens in the stories. If you wish, you may offer a very brief plot summary early in your paper in order to provide background, but the majority of your paper must be analytical.  6. Include a title for your paper. "Explication of 'Young Goodman Brown'" is not enough. Give some indication of your topic (for example, "Extremism in 'Young Goodman Brown'"). Center this title on your first page. OTHER TIPS AND TRICKS

23.  Monday- go over elements of an essay, hook, thesis, evidence and how to support evidence, paragraphs, etc. (read packet, notes, etc)  Tuesday- Table grade(look for elements of the explication paper)  Wednesday- Choose 10 things to change about your paper with a partner and MAKE those changes (rewrite)  Thursday- Share out papers with each other in a wagon wheel  Friday- Fun Friday! WRITERS WORKSHOP WEEK

24.  Read what I handed you at the door. On the side of each page, reflect on how you think you do in terms of this skill when you are writing an essay about literature ( and/or in general)  You should do this independently! DO NOW

25.  Let’s discuss the elements from the reading  Thesis  Introduction  Body and topic sentences  Explanations  Textual evidence  Conclusion  Title  Audience  Punctuation of quotes ELEMENTS:

26.  Using the reading, identify in your paper the elements that you used well, that you tried to use, and that you may have forgotten to use  Number each element and create a key somewhere on your paper so you can write a (1) next to thesis, (2) by introduction and then so on, to record how you think you did.  Have this finished by tomorrow’s class period YOUR TURN!

27.  We will do 6 rounds  Do these in groups of 6 so everyone reads each others paper  Leave a blank paper with 1-6 down the side for your peers to leave comments  When we are done, we will “roast” each paper! TABLE GRADING DIRECTIONS

28.  round 1: look for their thesis & if it works with their paper  round 2: Introduction& title- are they strong, make you want to read more, connect to their body?  round 3: Body and topic sentences- do the paragraphs begin with a topic sentence? Do they draw you in? are they interesting?  round 4: Explanations & textual evidence- are the direct quotes good? Are they introduced and explained?  round 6: Conclusion- does it tie into their paper as a whole? Does it really “wrap” up their paper? TABLE GRADING

29.  The author is in the hot seat, can not speak for the first minute  The others will talk to each other (do not even look towards/gesture towards the author!) about the persons paper, what they did right, wrong, and other things  After 1 minute, the author will get a minute to defend themselves and ask questions  We will do this for all 6 papers in your group! GROUP ROAST

30.  Get out your essay and notes  Get a partner that you trust DO NOW

31.  In your pair (or group of 3 if there is an odd number!) find 10 changes to make to your paper  These should be big-ish changes! Not just adding a period or something grammatical!  Once you and your partner have 10 things to change, actually make the changes!  Or, you may take ½ the class to discuss and change 1 paper, and do the other paper the other half of the class period! CHANGES!

32.  Your paper should be “complete” today  We will be sharing them in a wagon wheel  Move all desks to the sides of the room! Or middle WAGON WHEEL

33.  Inside circle reads first, outside second  After the read aloud, give the author 1 positive comment and 1 constructive comment  We will continue to rotate so you can all hear as many papers as possible today! SHARE!

34.  On a sheet of paper (or half!) please write about how you think you did in our writers workshop week. What worked for you? What didn’t? Do you think you will take any of this into consideration next time we write a lit analysis paper? What did you learn? EXIT SLIP

35.  The walking dead analysis day  Get video clips and some of the comic  Watch, discuss, analyze! FUN FRIDAY!