Hook Housekeeping Homework TUESDAY Welcome back from your
Hook, Housekeeping & Homework TUESDAY Welcome back from your 3 day weekend! I hope is was relaxing, productive, etc. ! 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
Past, Present, Future TUESDAY Lens: Marxist Anticipation Guide + Tool Kit & Background Notes • Marxism – Quick “Review”/Connections • Short Story – “The Necklace” • Marxist Chart for Short Story “The Necklace” • Historical/Biographical Information – Setting & Author = Guy de Maupassant
Marxist Lens Made Easy … Or at least Itsy
Marxist Lens Popular/Familiar Culture • Monster, Inc. • Office Space • The Matrix trilogy • The Lion king • Star Trek • Star Wars • Titanic
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 Objective: you will be able to practice active reading skills for the short story “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. • 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?
Activity: Pre-Reading Anticipation Have out your Anticipation Guide. Flip it to the back and notice the room on the right-hand side. Use this area for the following… List 3 to 5 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: Obtain Watch part of this quick video summary to have an understanding of the plot before you begin reading The Necklace: A Summary • https: //www. youtube. com/watch? v=qxnic. BE-A 4 E • Who are the characters? • What is the setting? • What’s the conflict? What other events (rising action) occur?
Activity: Develop Purpose: to read through a Marxist lenses considering the progression of problems & solutions within the story. Tasks: As you read through a Marxist lens, consider the various problems & solutions that occur concerning things like: • Money and power • Social class • Class struggle • Ability to move up the economic food chain • Working and living conditions Problem Outcome: What’s the twist at the end? ! Solution
Activity: Develop = Review AND A Heads Up for Your Summative What literary elements can you identify for “The Necklace”? Characters/Characterization Conflict Setting Plot Point of View Foreshadowing, Flashback, Irony Symbolism Tone Style
Review & Release What did you notice about …? • Money and power • Social class • Class struggle • Ability to move up the economic food chain • Working and living conditions
Hook, Housekeeping & Homework WEDNESDAY 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
Past, Present, Future WEDNESDAY • Lens: Marxist • Anticipation Guide + Tool Kit & Background Notes • Short Story – “The Necklace” • Preparation for May (say, what? !) = Plot/Lit. Elements Review • Marxist Chart for Short Story “The Necklace” (you do) • Marxist Chart for Short Story “The Necklace” continued (we do) • Biographical Information - Author = Guy de Maupassant
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 Objective: you will be able to review the elements of a short story, “The Necklace, ” and identify textual evidence to support an analysis through a Marxist lens. 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?
Activity: Develop = Review AND A Heads Up for Your Summative What literary elements can you identify for “The Necklace”? Characters/Characterization Conflict Setting Plot Point of View Foreshadowing, Flashback, Irony Symbolism Tone Style
Instruction: Obtain We Do Characters/Characterization • Mathilde Loisel - protagonist (physical beauty, discontented) • Monsieur Loisel - husband, does best to please Mathilde, loves her • Madame Forestier - Mathilde's wealthy friend Conflict = • Person vs. Self, Person vs. Society (What are others for other stories? ) Setting = • Paris, 1800 s (10 year time span) Plot = see next slide
Instruction: Obtain We Do Plot • Exposition – Mathilde’s desires and living conditions are described • Complication/Rising Action – invitation to ball, borrowing necklace, going to ball, (losing necklace, buying and paying off the fake) • Climax – discovery of lose of necklace – OR running into M Forestier • Falling Action – paying it off - OR Conversation with M. Forestier • Resolution –Twist Ending=Realization that it is a fake
Instruction: Obtain I Do Model Theme = What might it be saying about …? • Money and power • Social class • Class struggle • Ability to move up the economic food chain • Working and living conditions When people are not happy with who they are and what they have, they can make their lives worse instead of better. The desire to look good and impress others, or to be something you are not, can lead to the opposite effect. Upward mobility may be difficult, if not impossible, but downward mobility is easy. The story shows that dissatisfaction with one's lot can make a situation disagreeable at best, disastrous at worst. A sense of entitlement can bring negative consequences. A life without money, being in a lower socioeconomic status, is difficult both physically and mentally.
Instruction: Obtain I Do Model Point of View = • 3 rd person omniscient (What are others for other stories? ) Irony = • necklace was not worth all they paid to replace it, a fake Symbolism = • necklace = greed, wealth, beauty, entitlement Tone = • serious, formal Style = • short paragraphs but that move the reader through a lot of events over a lot of time but in a short story; economical descriptions and repetition of phrases to reveal characters quickly but aptly
Activity: Develop & Apply MARXIST LITERARY THEORY IN "THE NECKLACE“ Purpose: to practice finding textual evidence for a story to support a an analysis through a Marxist lens Tasks: • On the screen are statements indicative (typical, representative) of the Marxist literary theory. You will be assigned one of these (1 -4) to start • Go back into the text and find at least 1 specific example with properly cited page number from the story to support/illustrate the statement you were assigned Outcome: Be prepared to share for a formative assessment • See model next slide 1. Society has unequally distributed wealth and inhibits (prevents, hinders) the means to achieve wealth to certain groups (the "haves" vs. the "have nots") 2. Damages caused by inequalities in wealth and power is degrading (reduces one) both physically and psychologically. In other words, inequalities in wealth and power cause people to be weakened physically and mentally. 3. An attitude of valuing things not for their utility (use) but for their value to impress others or for their resale possibilities characterizes the wealthy class. In other words, the wealthy class values things, not for their use, but because they impress others or can be sold. 4. Such total exploitation by the bourgeoisie would eventually result in the proletariat developing "class consciousness, " an awareness of their predicament. In other words, after being treated unfairly and misused by the wealthy, the poor eventually become aware of their problem as a group.
Review & Release What are 2 reasons we reviewed the literary elements (characters, point of view, theme, etc. ) of the short story “The Necklace” (and watched the video)? Do you know your number for tomorrow’s Marxist lens assignment?
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 THURSDAY
Past, Present, Future THURSDAY • Lens: Marxist - Anticipation Guide + Tool Kit & Background • Short Story – “The Necklace” - Plot/Lit. Elements Review + You Do Marxist lens • Marxist Chart for Short Story “The Necklace” continued (we do) • Biographical Information - Author = Guy de Maupassant • Incorporating Quotations • Feminist Lens – “The Story of an Hour”
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 Objective: you will be able identify textual evidence to support an analysis through a Marxist lens. 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?
Activity: Develop & Apply MARXIST LITERARY THEORY IN "THE NECKLACE“ Purpose: to practice finding textual evidence for a story to support a an analysis through a Marxist lens Tasks: • On the screen are statements indicative (typical, representative) of the Marxist literary theory. You will be assigned one of these (1 -4) to start • Go back into the story’s text and find at least 1 specific example with properly cited page number from the story to support/illustrate the statement you were assigned (see model next) Outcome: Be prepared to share for a formative assessment • See model next slide 1. Society has unequally distributed wealth and inhibits (prevents, hinders) the means to achieve wealth to certain groups (the "haves" vs. the "have nots") 2. Damages caused by inequalities in wealth and power is degrading (reduces one) both physically and psychologically. In other words, inequalities in wealth and power cause people to be weakened physically and mentally. 3. An attitude of valuing things not for their utility (use) but for their value to impress others or for their resale possibilities characterizes the wealthy class. In other words, the wealthy class values things, not for their use, but because they impress others or can be sold. 4. Such total exploitation by the bourgeoisie would eventually result in the proletariat developing "class consciousness, " an awareness of their predicament. In other words, after being treated unfairly and misused by the wealthy, the poor eventually become aware of their problem as a group.
Model Statement to Defend: People are stuck in their social and economic class. Give TWO Supporting Textual Examples 1. Mathilde was not born into money or a higher social class; she “had no dowry… no mean of being known… and she let herself be married to a little clerk…” (1). • A “dowry” is property or money brought by a bride to her husband on their marriage. She did not come from a family with money or fame and, therefore, she could not marry into one. She had to stay in her lower social class, marrying a clerk (one who does administrative duties), not a minister (or someone higher up, in charge) 2. Mathilde’s husband was saving money to buy a gun to go on a shooting trip, but he gave this money to his wife so she would buy a dress (3). • This shows that they were not rich as they had to make choices about how to spend their money. They had to save their money for special things, and he could not have the gun and get her a dress. Notice the 1 st includes a direct quote; the 2 nd is a paraphrase, but it is very specific.
Activity: Develop & Apply Purpose: to practice finding textual evidence for a story to support a an analysis through a Marxist lens Tasks: • Get into your assigned small groups. • Complete the Marxist Chart as a group • Share (and write) what you already have (If they are all “good, ” 1/2 the work is done ) • Then, together go back into the story’s text and find additional specific examples for ALL 4 statements; you need 2 entries for each of the 4 statements = 8 total on the sheet • You may want to include some of your own words to help us understand how the statement relates. (see model) • Make sure to properly cite a page number from the story for each textual support • Make sure that each entry is clear and legible! You only get ONE copy on which to write! Outcome: Star your best one for each of the 4 pairs Staple your group’s work together and turn this in for a grade
Model Statement to Defend: People are stuck in their social and economic class. Give TWO Supporting Textual Examples 1. Mathilde was not born into money or a higher social class; she “had no dowry… no mean of being known… and she let herself be married to a little clerk…” (1). • A “dowry” is property or money brought by a bride to her husband on their marriage. She did not come from a family with money or fame and, therefore, she could marry into one. She had to say in her lower social class, marrying a clerk (one who does administrative duties), not a minister (or someone higher up, in charge) 2. Mathilde’s husband was saving money to buy a gun to go on a shooting trip, but he gave this money to his wife so she would buy a dress (3). • This shows that they were not rich as they had to make choices about how to spend their money. They had to save their money for special things, and he could not have the gun and get her a dress. Notice the 1 st includes a direct quote; the 2 nd is a paraphrase, but it is very specific.
Review & Release THURSDAY • Did you star your best one for each of the 4 pairs? Did your group turn your completed chart in? Did you turn in the copies of the story? • Remember: AM Assembly Schedule tomorrow
MORNING ASSEMBLY FRIDAY • • Period 1 7: 35 - 8: 19 Period 2 8: 24 - 9: 11 Period 3 or Assembly 1 Period 4 11: 08 -11: 52 Lunch 11: 57 -12: 34 Period 5 12: 39 -1: 23 Period 6 1: 28 - 2: 12 Period 7 2: 17 - 3: 01 9: 16 -10: 07 10: 12 -11: 03
Hook, Housekeeping & Homework FRIDAY 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
Past, Present, Future FRIDAY • Lens: Marxist - Anticipation Guide + Tool Kit & Background • Short Story – “The Necklace” - Plot/Lit. Elements Review + You Do Marxist lens • Marxist Chart for Short Story “The Necklace” = TURN IN • Biographical Information - Author = Guy de Maupassant • Incorporating Quotations • Feminist Lens – “The Story of an Hour”
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 Objective: you will be able identify textual evidence to support an analysis through an Historical/Biographical lens. 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 WRITING & 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 Historical/Biographical Critical Theory?
Instruction: Obtain Purpose: to define and identify essential questions for the Historical/ Biographical lens Tasks: • Read annotated the Hist/Bio Tool Kit sheet • View PPT slide (next) Outcome: How would you define this lens in your own words?
The Historical & Biographical Lenses • By examining the times and culture the author was immersed in, we can better understand their work • View work as the product of an author’s life • By examining the author’s life, it is easy to track their influences and what circumstances birthed certain ideas • However, some believe this style of examining work makes everything relative How was this person raised? Did they suffer through any kind of tragedy or struggle? What were their personal beliefs? What age/stage of life were they in when they wrote the work? When did this person live? What events were occurring at the time that they may have been influenced by? Was there a purpose to their work at the time? Were any biases prevalent at
Activity: Develop & Apply Purpose: to apply the Historical/ Biographical lens. Tasks: 1. Pair up and borrow one copy (per pair/group) of the PPT slides on Guy de Maupassant life. 2. Read through this PPT slide information to find details about his life that may have influenced his story “The Necklace” - think about similarities in his life to the characters, setting, etc. , in the story 3. Receive one “Historical/Biographical Lens” chart sheet (one per partnership); write both of your names need to be on it. 4. Complete the chart (see model) Outcome: Turn in the chart and the packet
Instruction: Obtain If time allows… • As long as we have been looking ahead (using literary terminology) to our summative assessments, let’s look at how students discuss a literary work (since one of your assessments is a discussion) • Note: there topic/prompt is different, but they always use textual evidence when discussing their idea and the do consider some Marxist perspectives • Video 5: 44 • https: //apps. studysync. com/#!/library/texts/1255/synctv
Review & Release How would you define these lenses in your own words? What plans do you have for your weekend? !
COMING SOON… Feminist
- Slides: 39