Hook Housekeeping Homework How was your weekend Please

Hook, Housekeeping & Homework How was your weekend? Please listen for attendance. Have you turned in your pink student information sheet from last week? If not, please hand it to me now, when I call your name for attendance MONDAY “Truth is stranger than fiction, but it is because Fiction is obliged to stick to possibilities; Truth isn't. ” – Mark Twain Who is willing to have their 3 statements read today? Or will it be luck of the draw? !

Past, Present, Future MONDAY • Class policies & procedures and an overview of the course • Student information + 2 Truths, 1 Lie • Critical Lens Pre-assessment • Student Questions Answered • Introduction: Perspectives • I do, we do, you do activity • Perspectives • Where the Wild Things Are

Instruction: Obtain • Answers to Questions (Student Information sheet)

Short Stories Through a Critical Lens Standards 2. 2 Reading for All Purpose: Interpreting complex informational texts requires critical reading skills 3. 1. Writing and Composition: Detail and expressive language create a well-crafted statement directed at an intended audience and purpose Objective: you will be able to read closely & purposefully to identify key details. 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? 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?

Activity: We Do Perspective • What is perspective? • What does it mean to have a different perspective? There often are multiple ways to see the same thing-- there isn't only ONE way to see or interpret something For example…

What do you see?

Activity: Develop I Do, We Do, You Do Purpose: to experience how perspective/purpose can influence reading Tasks: • Listen to the story read aloud • I DO = Receive a “perspective” – a role. Now, re-read the story based on this role. What details are important to you? What stands our as negatives or positives? • WE DO = Receive a “perspective” – a role. Now, re-read the story based on this role. What details are important to you? What stands our as negatives or positives? How are the important detail different than the previous perspective? Similar? • YOU DO = = Receive a “perspective” – a role. Now, re-read the story based on this role. What details are important to you? What stands our as negatives or positives? How are the important detail different than the previous perspective? Similar? Outcome: What does this activity show you about perspective? Perspectives: • I DO = a real estate agent (having to sell the house) • We Do (class) = a burglar • You Do (small group) = 1. an elderly couple (considering buying the house) 2. a group of kids going on spring break (looking to rent the house) 3. a house painter (thinking of bidding to paint the house) If time, allows, you do (individual) = a family of 4, looking to rent the house (why/how is this different than the elderly couple or the kids on break)

Review and Release Think … and then Share • What have you learned today about “perspective”? OR • What have you learned today about what this class is “about”? • We’ll be approaching short stories from different perspectives or “lenses” starting next week.

Hook, Housekeeping & Homework Absent yesterday? See me before class starts. “Truth is stranger than fiction, but it is because Fiction is obliged to stick to possibilities; Truth isn't. ” – Mark Twain Who is willing to have their 3 statements read today? Or will it be luck of the draw? ! Homework: None? ! TUESDAY

Past, Present, Future TUESDAY • Pre-assessment – HAVE YOU TAKEN IT? • Perspectives • Student Questions Answered • Small group activity: real estate agent, burglar, etc. • Change in Perspectives (see next) • Where the Wild Things Are by Maurice Sendak • Considering Perspectives • Critical Lens: Marxist

Instruction: Obtain Don’t get too comfortable, your seat might be changing. I had the computer re-seat you. • If you need an accommodation based on sight, etc. , hopefully you wrote it on your student information sheet AND that I “caught it”; otherwise, see me later (after class), and I’ll switch tomorrow based on valid needs.

Short Stories Through a Critical Lens Standards 2. 2 Reading for All Purpose: Interpreting complex informational texts requires critical reading skills 3. 1. Writing and Composition: Detail and expressive language create a well-crafted statement directed at an intended audience and purpose Objective: you will be able to read closely & purposefully to identify key details. 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? 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?

Activity: Develop & Apply Purpose: to re-examine the way in which perspective effects our reading Tasks: 1. As a class, read aloud the story Where the Wild Things Are. 2. Then, consider the following: What do you like about this story? Dislike? What, if any, memories – positive or negative - of reading it do you have? What other stories does this remind you of and why? What do you think the intended purpose or effect of this story is? Reader Response Lens = focuses on the reader and his/her experience, the way you make meaning out of both purely personal reactions and inherited or culturally conditioned ways of reading Outcome: Discuss • What do you think influenced your liking/disliking this story? • What is the story about? Can it be about other things? What? Why do you think so? • What are some other reactions people might have to this story that are different from yours? Why might they react differently?

Activity: Develop & Apply We Do Purpose: to re-examine the way in which perspective effects our reading Tasks: 1. Create one note-taking sheet per group; each person write his/her name in the upper right corner 2. In your small groups, re-consider the story, only this time from a different perspective (through a different lens). Discuss the details to support this perspective; consider text as well as illustrations. One person should take notes. 3. ROTATE your perspective cards; take turns taking notes on responses from each of the perspectives (people who don’t take notes will share orally with class later) 4. Share out with the class; if you didn’t write/take notes, you need to speak. 1. 2. 3. 4. 5. Child who loves this story; it his/her favorite Child who does not like this story Parent who loves this story; thinks it is a “good read” for children Parent who dislikes this story, so much so it should be banned from school Librarian who like this story and has to defend it being in the elementary school library Outcomes: What did you notice about viewing the same story and illustrations but from a different perspective? What realizations, connections or ideas do you have on how and why this story might be read or interrupted differently?

Review and Release Where we have been…. • Check Q and Review Class Policies! • Student Information sheet • Pre-Assessment

Hook, Housekeeping & Homework “Truth is stranger than fiction, but it is because Fiction is obliged to stick to possibilities; Truth isn't. ” – Mark Twain Who is willing to have their 3 statements read today? Or will it be luck of the draw? ! Homework: None? ! WEDNESDAY

Past, Present, Future WEDNESDAY • Pre-assessment – HAVE YOU TAKEN IT? • Perspectives • Small group activity: real estate agent, burglar, etc. • Change in Perspectives - seating • Where the Wild Things Are by Maurice Sendak • Considering Perspectives • Lenses & Critical theory • If time allows, start Critical Lenses – Big Picture (summative essays) • Critical Lenses – Big Picture (report out and reflect) • Critical Lenses – Marxist Lens

Short Stories Through a Critical Lens Standards 2. 2 Reading for All Purpose: Interpreting complex informational texts requires critical reading skills 3. 1. Writing and Composition: Detail and expressive language create a well-crafted statement directed at an intended audience and purpose Objective: you will be able to read closely & purposefully to identify key details. 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? 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?

Activity: Develop & Apply We Do Purpose: to re-examine the way in which perspective effects our reading Tasks: Share out with the class; if you didn’t write/take notes, you need to speak. 1. 2. 3. 4. 5. Child who loves this story; it his/her favorite Child who does not like this story Parent who loves this story; thinks it is a “good read” for children Parent who dislikes this story, so much so it should be banned from school Librarian who like this story and has to defend it being in the elementary school library Outcomes: What did you notice about viewing the same story and illustrations but from a different perspective? What realizations, connections or ideas do you have on how and why this story might be read or interrupted differently?

Activity: Develop 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, orally respond the prompt. 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, 2 nd Edition by Deborah Appleman. © 2009 Teachers College Press). Prompt for Discussion: What might be some different ways (lenses) to “look” at a text? What do we know about ourselves and others that might become “lenses” through which we read? In other words, what influences how we view our world?

Activity: Develop If time allows… Purpose: to explore (get a better idea) of the types of critical lens analysis we will be using in this class Tasks: 1. Listen to the student essay read aloud; it is about the short story “Young Goodman Brown” through 3 critical lenses 2. Get into a group, re-read your assigned paragraph 3. Discuss the assigned questions, write notes (in order to share out) Outcome: share conclusions/responses to questions with the class

Hook, Housekeeping & Homework “Truth is stranger than fiction, but it is because Fiction is obliged to stick to possibilities; Truth isn't. ” – Mark Twain Who is willing to have their 3 statements read today? Or will it be luck of the draw? ! Homework: None? ! THURSDAY

Past, Present, Future THURSDAY • Pre-assessment – HAVE YOU TAKEN IT? • Perspectives • Small group activity: real estate agent, burglar, etc. • Change in Perspectives - seating • Where the Wild Things Are by Maurice Sendak • Critical Lenses – Big Picture (summative essay – report out) • Critical Lenses – Reflect • Critical Lenses – Marxist Lens

Short Stories 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 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?

Activity: Develop Purpose: to explore (get a better idea) of the types of critical lens analysis we will be using in this class Tasks: 1. Periods 6 & 7: Listen to the student essay read aloud; it is about the short story “Young Goodman Brown” through 3 critical lenses 1. Get into a group, re-read your assigned paragraph 2. Discuss the assigned questions, write notes (in order to share out) Outcome: Share conclusions/responses to questions with the class

Activity: Reflect 3 -2 -1 Reflection Outcome: (on the back) 1. What are three new insights you have about understanding texts by reading through literary/critical lenses? What have you learned so far about critical lenses? 1 2 3 2. Consider whether a 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 group’s paper in to the front basket!

Activity: Pre-reading If time allows… You Do Purpose: to reflect on your own perspectives in order to focus your thoughts for the next literary lens Task: Use the Anticipation Guide to explore your own personal beliefs in writing. Outcome: Bring it back tomorrow for some predictions!

Review and Release Where we have been…. • Check Q and Review Class Policies! • Student Information sheet • Pre-Assessment • WTWTA Activity

Hook, Housekeeping & Homework 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 FRIDAY

Short Stories Through a Critical Lens FRIDAY Standards 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 explore the history behind the Marxist critical lens as well as identify the questions a Marxist critic asks when reading a text. 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? 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 is Marxist Critical Theory?

Past, Present, Future FRIDAY • Have you checked your grade? • Perspectives • Small group activity: real estate agent, burglar, etc. • Change in Perspectives – Seating • Where the Wild Things Are by Maurice Sendak • Critical Len “Big Picture” – summative essay, 3 lenses • Critical Lens: Marxist • MLK Jr. Day = 3 day weekend • Short Story “The Necklace” – Plot Elements of Story

Activity: Pre-reading You Do Purpose: to reflect on your own perspectives in order to focus your thoughts for the next literary lens Task: Use the Anticipation Guide to explore your own personal beliefs in writing. Outcome: Share out and Predict… and now let’s take some notes!

Activity: Develop Purpose: to identify the components of a critical lens = Marxist perspective Tasks: 1. Read through and annotate the Toolkit sheet • You will be assessed on this information 2. View the PPT on Marxist Theory 3. Fill out the corresponding note sheet Outcome: Be prepared to apply the ideas/notes on Marxist Theory to the short story “The Necklace” –

Using the Marxist Lens AKA “Marxist Criticism” “The history of all previous societies has been the history of class struggles. ”

What is Marxism? Marx in a Nutshell n Marxism is an economic philosophy revolving around who controls wealth and how to earn wealth n It is based on Karl Marx, a German philosopher who lived in England

Karl (Carl) Marx Karl Marx was a philosopher of economics n He lived from 1818 -1883; he was born in Germany but lived in England most of his adult life. n Marx wrote many books about his theories, including Capital and The Communist Manifesto, as well as many other seminal texts (much of his work criticized the extremes of industrialization). n He is widely considered one of the father’s of social science & most influential thinkers of all time n Any Monty Python fans in here? See who they were “spoofing”? !

Some Terminology n n n Proletariat: worker (usually poor) Bourgeoisie: factory owners, capitalists (the super rich) Class struggle: the inevitable struggle between rich and poor Revolution: the violent overthrow of one government for another Communism: a system of government based around economy Socialism: the economic system that Communism uses.

MARXISM IN A Bigger NUTSHELL Socialism developed as a response to the very harsh realities of industrial capitalism. Marxism was a specific type of socialism that came later ( 1850 s 1880 s). n Marx witnessed the capitalism of the early Industrial Revolution, in which privately owned industries competed for profit with few or no government rules to protect workers or consumers. n Such capitalist systems, Marx argued, created a class struggle between the rich factory owners (bourgeoisie) and the working class (proletariat). n Marx said the inevitable (unavoidable) result (in the future) of this class struggle would be a workers’ revolt against the owners. n

Socialism and Communism For you nuts who are interested… In their pamphlet The Communist Manifesto (published in 1848), Marx and co-author Friedrich Engels encouraged the workers of the world to rise up as a class and defeat the wealthy capitalists who were exploiting them. n Marx believed that the workers, once in power (after the revolution), would create a new economic system - socialism - in which resources would be distributed equally by the government to create a classless society. n After a few generations of people living under the benefits of a socialist system focused on cooperation and sharing, people would learn to work for equality rather than for personal greed and profit. n Eventually, he said, the need for government itself would fade away because people would live by openly sharing their resources (with very few or no conflicts). Marx called this final goal of an industrial workers’ revolution - one that would naturally and unavoidably occur in all industrial societies - communism (a classless society without a government). Marx’s stages of society: FEUDALISM > CAPITALISM > SOCIALISM > COMMUNISM n

Why would writers (and readers) use this lens? n To show the affects of money or lack of it n To show the affects of social class on characters n To give the poor, invisible or disenfranchised a voice in literature n To evaluate whether class and inequality is a driving force in our society

5 Main Focuses for English Lit. Class When critiquing through a Marxist lens, focus on the following in a story: 1. Money and Power § Who has it & who doesn’t (including authors) § How it solves or causes problems § To what degree class conflict affects society 2. Social class § Workers (proletariat) § Capitalists (bourgeoisie) 3. Class struggle § Rich vs. poor 4. Ability to move up the economic food chain 5. Working and living conditions

Questions to ask when using this lens… q. How does the author deal with the poor in relation to the rich? q. Do poor characters dream of a better life? If so, do they act on those dreams? Why? How? q. How long have the poor been poor? . . . the rich been rich? q. Does the author create sympathy for the poor? …hatred for the upper class? q. Are the poor being exploited? (used in an unfair or selfish way) q. Can the poor become rich with or without violence?

Sources My Source Used – Marxist Criticism § https: //www. youtube. com/watch? v=HVWtb 9 Br. MDQ – Literary Theory, Marxism Pt 1: Grade 12 English § https: //www. youtube. com/watch? v=OX 4 p. Tr 4 mhrg – Literary Theory Marxism Pt 2: Grade 12 English § https: //www. youtube. com/watch? v=Wd. G 9 JW 4 VO 1 I – http: //historyhaus. weebly. com/uploads/7/1/6/6/7 166903/marxism_in_a_nutshell. pdf

Review & Release

Review & Release What did you learn today about reading through a Marxist lens? Enjoy your 3 day weekend!