Hook, Housekeeping & Homework Monday

Hook, Housekeeping & Homework Monday
IF YOU HAVE NOT ALREADY, TURN YOUR MICRO-THEME FINAL COPY, WITH RUBRIC STAPLED ON TOP, INTO THE FRONT BASKET! DID YOU ALSO TURN IT IN TO TUNRITIN.COM?! 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 Monday
Archetypes: Movie Application Write & turn in to Turnitin.com – Midnight! Hard copy with rubric - TODAY Archetypes: Short Story Application SS #1 - “Young Goodman Brown” Read for understanding of plot and search for archetypes Complete a graphic organizer SS #1 - “Young Goodman Brown” Lens #2 Historical/Biographical Nathaniel Hawthorne

Short Stories Through a Critical Lens Monday
Standard 2. Reading for All Purposes Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: you will be able to actively read for understanding of characters and plot of “Young Goodman Brown” and apply what you know about common archetypes by finding them in this short story 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 Question(s) What are five types of critical lenses? How are they defined? How do readers utilize critical lenses to create different interpretations of the writer’s craft? What archetypes exist in this text, and how do they work to create a broader purpose?

Instruction: Obtain & Apply We Do
WE ARE GOING ON A QUEST! A QUEST TO FIND AND BRING BACK ARCHETYPES FROM THE SHORT STORY “YOUNG GOODMAN BROWN”! Purpose: to apply what you know about common archetypes by finding them in a short story Tasks: Have out your archetype note and borrow a copy of “Young Goodman Brown” Listen to a pre-view of the story to help us with understanding it Young Goodman Brown by Nathaniel Hawthorne (Review) - Minute Book Report Read “Young Goodman Brown” aloud (see next slide) Stop periodically, discuss, and note: What archetypes do you see? Outcome: What questions can you answer? When we are done, complete a graphic organizer in order to apply identify and explain archetypes in the story

Review & Release What is the setting of the story? (time & place)
Where is Young Goodman Brown headed after sunset? What signs do we see in the text that this destination is a frightening one on this particular night of the year? With what character is the pink ribbon associated? Why is that an appropriate object for this character? Based on the first 7 paragraphs, how does Faith feel about Brown’s journey/errand? Who does Brown meet first in the dark woods? What is this figure's connection with Brown's family, if we can believe the figure's claims? Who is Goody Cloyse? Why was she special to Brown in the development of his beliefs?

Hook, Housekeeping & Homework Tuesday
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
Archetypes: Movie Application Write & turn in to Turnitin.com Archetypes: Short Story Application Note the text for Archetypes SS #1 - “Young Goodman Brown” Read for understanding of plot and search for archetypes Complete a graphic organizer SS #1 - “Young Goodman Brown” Lens #2 Historical/Biographical Nathaniel Hawthorne

Short Stories Through a Critical Lens
Objective: Standard 2. Reading for All Purposes Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: you will be able to actively read for understanding of characters and plot of “Young Goodman Brown” and apply what you know about common archetypes by finding them in this short story 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 Question(s) What are five types of critical lenses? How are they defined? How do readers utilize critical lenses to create different interpretations of the writer’s craft? What archetypes exist in this text, and how do they work to create a broader purpose?

Review What is the setting of the story? (time & place)
Where is Young Goodman Brown headed after sunset? What signs do we see in the text that this destination is a frightening one on this particular night of the year? With what character is the pink ribbon associated? Why is that an appropriate object for this character? Based on the first 7 paragraphs, how does Faith feel about Brown’s journey/errand? Who does Brown meet first in the dark woods? What is this figure's connection with Brown's family, if we can believe the figure's claims? Who is Goody Cloyse? Why was she special to Brown in the development of his beliefs?

Instruction: Obtain & Apply We Do
WE ARE GOING ON A QUEST! A QUEST TO FIND AND BRING BACK ARCHTYPES FROM THE SHORT STORY “YOUNG GOODMAN BROWN”! Purpose: to apply what you know about common archetypes by finding them in a short story Tasks: Have out a copy of “Young Goodman Brown” by Nathaniel Hawthorne AND your archetype notes Read “Young Goodman Brown” aloud (see next slide) Stop periodically, discuss, and ANNOTATE your text! (class, small group) What archetypes do you see? Outcome: What questions can you answer? (see next) When we are done, complete a graphic organizer in order to apply identify and explain archetypes in the story

“Young Goodman Brown” by Nathaniel Hawthorne
Review “Young Goodman Brown” by Nathaniel Hawthorne What falls from the sky that convinces Brown his wife is attending the witches' sabbat? Who attends the Satanic coven in the woods, i.e., what sort of people? What happens when Brown calls out to Faith to look to heaven rather than partake of the unholy ceremony? How does this event--real or imagined--affect Brown's interactions with his community? What is carved on Brown's tombstone when he dies? (trick question!)

Activity: Develop and Apply You Do
Based on your understanding of archetypes and the story of Young Goodman Brown,” fill in the graphic organizer Turn this, in by the end of class, for a grade! Archetype Name From your notes Example From the story Represents? Purpose/Effect? Reveals?? From your brain  Situations e.g. Quest for knowledge Character e.g. Damsel in distress Setting e.g. the mountain Symbols Colors Etc. Symbolic color: pink Pink is not on our list, but red (love) + white (purity) = pink. Culturally it is associated with girls = innocence & femininity The color of the ribbons Faith wears. “…the wind played with the pink ribbon of her [Faith’s] cap while she called to Goodman Brown.” Brown also finds these when he is in the woods. The purpose of her wearing pink ribbons is to associate her with an innocent, good nature; she was afraid & did not want Brown to journey into the woods. It also represents the loss of innocence that is experienced when Brown goes into the woods and discovers the evil nature of mankind, revealing that if one loses spiritual faith, he is lost. This represents the same struggle that many of experience as we try to figure out why bad things happen to good people; we may question our faith or hope in a god or humanity.

Hook, Housekeeping & Homework Wednesday

Past, Present, Future WEDNESDAY
Archetypes: Movie Application Write & turn in to Turnitin.com Archetypes: Short Story Application Annotate the text for Archetypes Complete a graphic organizer SS #1 - “Young Goodman Brown” Lens #2 Historical/Biographical Nathaniel Hawthorne

Objective: Standard 2. Reading for All Purposes Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: you will be able apply what you know about common archetypes by finding them and explaining them in the short story “Young Goodman Brown” 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 Question(s) What are five types of critical lenses? How are they defined? How do readers utilize critical lenses to create different interpretations of the writer’s craft? What archetypes exist in this text, and how do they work to create a broader purpose?

Activity: Develop and Apply You Do
Based on your understanding of archetypes and the story of Young Goodman Brown,” fill in the graphic organizer Turn this, in by the end of class, for a grade! Archetype Name & Definition From your notes Example From the story Represents? Purpose/Effect? Reveals?? From your brain  Situations e.g. Battle of Good vs. Evil Character e.g. devil figure Setting e.g. the path or crossroads Symbols Colors Etc. Symbolic color: pink Pink is not on our list, but red (love) + white (purity) = pink. Culturally it is associated with girls = innocence & femininity The color of the ribbons Faith wears. “…the wind played with the pink ribbon of her [Faith’s] cap while she called to Goodman Brown.” Brown also finds these when he is in the woods. The purpose of her wearing pink ribbons is to associate her with an innocent, good nature; she was afraid & did not want Brown to journey into the woods. It also represents the loss of innocence that is experienced when Brown goes into the woods and discovers the evil nature of mankind, revealing that if one loses spiritual faith, he is lost. This represents the same struggle that many of experience as we try to figure out why bad things happen to good people; we may question our faith or hope in a god or humanity.

Obtain: Instruction I DO Model
Archetype Name & Definition From your notes Example From the story Represents? Purpose/Effect? Reveals?? From your brain  Plot Patterns & Situations A Quest (for…) A search for … which when it is attained will help the hero … to his world and … YGB leaves his known… of … to go into the … and meet… ; he discovers… but returns to…. thinking… Many people, like YGB,… For example… This shows that we, as humans, are… It reflects our desire/fear/need to or interest in… Character e.g. the innocent Setting e.g. the forest Symbols Colors Etc. e.g. fire e.g. Symbolic color: pink Pink is not on our list, but red (love) + white (purity) = pink. Culturally it is associated with girls = innocence & femininity The color of the ribbons Faith wears. “…the wind played with the pink ribbon of her [Faith’s] cap while she called to Goodman Brown.” Brown also finds these when he is in the woods. The purpose of her wearing pink ribbons is to associate her with an innocent, good nature; she was afraid & did not want Brown to journey into the woods. It also represents the loss of innocence that is experienced when Brown goes into the woods and discovers the evil nature of mankind, revealing that if one loses spiritual faith, he is lost.

Hook, Housekeeping & Homework THURSDAY
Have you turned in your “YGB” Archetypes chart? Before you do, look at each of the 4 categories – Plot Situations, Characters, Setting, & Symbols/Colors. For each of the 4, place a big *Star* next to your best entry. So, I should see 4 ‘Stars* - 2 on front, 2 on back. Then, make sure you have your proper heading on it and turn it in now! “Truth is stranger than fiction, but it is because Fiction is obliged to stick to possibilities; Truth isn't.” – Mark Twain

Past, Present, Future Thursday
Archetypes: Short Story Application Complete a graphic organizer SS #1 - “Young Goodman Brown” Lens #2 Historical/Biographical Nathaniel Hawthorne

Objective: Standard 2. Reading for All Purposes Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: you will be able to explore the short story “Young Goodman Brown” through a historical/ biographical lens by identify events and ideas from Nathaniel Hawthorn’s life and time period that seem present in his short story “Young Goodman Brown” 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 Question(s) What are five types of critical lenses? How are they defined? How do readers utilize critical lenses to create different interpretations of the writer’s craft? What do I know about the author and the time period that influences my reading of the text?

Instruction: Obtain Purpose: to define and identify essential questions for the Historical/ Biographical lens Tasks: Read the Tool Kit sheet View the PPT slides (next) Outcome: How would you define this lens in your own words?

The Historical and Biographical Lenses
What They Are, Why They’re Important and How to Apply Them (see handout)

Historical By examining the times and culture the author was immersed in, we can better understand their work A historical lens is necessary to fully understand allusions

New Historicism Views history as subjective, rather than objective
Gained momentum in the 1970’s, and championed perspective as the defining characteristic of most historical works – i.e., winners write history To use a metaphor, everyone’s lens is differently colored and therefore they may see the same thing in a different light

Historical Lens Questions
Questions to Ask When Examining a Work Historically: Questions to Ask When Examining a Work With the New Historicism Lens: 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? What was this person’s role in the political, social or cultural happenings of their time? Were any biases prevalent at the time that may have influenced their thinking?

Biographical 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 rather than universal

How was this person raised?
Questions to Ask When Examining a Work Through a Biographical Perspective: 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?

Instruction: Obtain Nathaniel Hawthorne & "Young Goodman Brown" Background Information (3:42) Nathaniel Hawthorne (2:58)

Instruction: Obtain I Do
Purpose: to identify significant historical and biographical information about Nathaniel Hawthorne. Task: Using your notes handout, take historical and biographical notes on Nathaniel Hawthorn and his Puritan heritage (see Hawthorne PPT - next) Outcome: With a small group, complete the 2 column event & Textual Reference handout

Historical/Biographical Overview of Nathaniel Hawthorne and Puritanism 1806 - 1864

Nathaniel Hawthorne was born in Salem, MA on July 4, 1806
His father was a sea captain and a descendent of prominent men in the Puritan theocracy of the 1600s The first of his ancestors, William Hathorne, came to Massachusetts Bay Colony in 1603 with a “Bible and a sword” and persecuted Quakers. He was said to have whipped a Quaker woman through the streets of Salem. Hawthorne died in 1864

His great-great grandfather, John Hathorne, was one of the three judges that presided over the Salem Witch Trials in Another ancestor helped fight the Indians in the 1600s. Hawthorne felt extreme pride and guilt for the sins of his ancestors. His ancestors’ attacks against Quakers, Indians, and accused witches were both a source of interest and conflict for him. He changed the spelling of his name from Hathorne to Hawthorne to disassociate himself.

The Puritan Doctrine The Puritans set up a theocracy in New England when they came to America from England in The church was a self-governing body, answerable to no higher authority. They wanted to “purify” the Church of England of remnants from the Roman Catholic “popery”. Their civil government strictly enforced public morality by prohibiting vices like drunkenness, gambling, ostentatious dress, swearing, and Sabbath- breaking. The Church was the political and social center of life in Salem. Puritanism emphasized the Calvinistic obsession toward morality, sexual repression, shame and declaration of guilt, and spiritual salvation.

Basic Beliefs of Puritanism
Original Sin: Because of Adam and Eve’s sin in the Garden of Eden, all humans were born in a state of sin and without God’s salvation, man remained in a state of sin. Predestination: Whether one achieved salvation was determined by God; only God could decide a person’s future and everything that happened was at God’s will. This decision would not be affected by how human beings behaved during their lives. God offered no incentives for upright moral behavior. No good actions on their part could change God’s divine decree and alter their preordained fates. They did not believe in free will to decide their fate.

Reasons Predestination Appealed to the Puritans
The Puritans embraced predestination and were comfortable with the idea as it provided them solace and security in a very confusing world. At this time growth of commerce brought profit for some but unemployment, inflation, misery, vagrancy and crime to others. Tension between Catholics and Protestants made their lives uncertain. America was a strange wild place that they sought to tame. Predestination answered their inner needs for comfort and reassurance: God had a plan for all humanity and everyone had a role to play. Suffering in the present world would produce a perfect peace, heaven on earth. Every event tended toward triumph of good over evil, order from disorder, Christ over Satan.

The Elect: They also believed that God, in His infinite mercy, would spare a small number of “elect” individuals from eternal hellfire that all men deserved. This elect group would be blessed by a profound sense of inner assurance that they possessed God’s saving grace (conversion). They believed that living a godly moral life was not a CAUSE of a person’s salvation, but an EFFECT of being chosen by God to enjoy bliss in Heaven. The uncertainty (not knowing who would be saved) only made believers redouble their efforts to practice self-examination and to purify their lives and society as whole.

Conversion: Despite the baptism and religious education, the only way to receive full membership into the church and receive communion was to experience a conversion. A conversion was a sudden realization brought about by divine intervention, a vision, or perhaps a dream. This was the ultimate sign of faith and election (that they were among one of God’s chosen). So, people were eager to experience a conversion.

Baptism and Education: Children were baptized into the church and taught Puritan doctrine. They believed that man had to be instructed to realize his own wickedness so at childhood, education began. Children were taught that man was not only suspect but guilty of depravity. Persons instructed in the catechism from their youth could consider a person of good works and character to be a witch merely on the basis of spectral evidence in spite of his or her good standing in the community.

Wealth: Outward wealth was a sign of inner grace
Wealth: Outward wealth was a sign of inner grace. Success on earth reflected God’s love. This encouraged the Puritans to work had in order to achieve earthly success. They led godly and disciplined lives – not because it would earn them salvation – but because their ability to master their evil inclinations and live in an upright society provided them some evidence that they were among God’s chosen.

Relations With Indians
The religious and social practices of the Indians were unfamiliar and strange to the straight-laced conservative Puritans. The Puritans believed Indians were uncivilized, inferior, and associated them with the devil, witches, and evil spirits. Puritan settlers had several belligerent encounters with Indians and they lived in fear of Indian attacks. One bloody incident was King Phillip’s War ( ) led by Chief Metacom (a.k.a. King Phillip) and several tribes. Fighting lasted 14 months and destroyed 12 villages. The Puritans saw their victories as a sign of God’s favor.

Salem Witch Trials In 17th century New England, most people shared a strong belief in witchcraft and in “wonders of the invisible world” (witches, the power of Satan to assume visible form, the foretelling power of dreams and omens, and other supernatural phenomena). In 1692 Salem experienced mass hysteria and paranoia that resulted in twenty people put to death for witchcraft. More than 100 people were jailed and many died during their imprisonment. Almost all accused “witches” were older women, who tended to be independent and nonconformist. This episode and its aftermath marked the end of Puritan authority in New England and, with dawning rationalism, the belief in devils striking out from some “invisible” world.

Hawthorne’s Times In 1820’s and 1830’s, America was undergoing the Second Great Awakening . This was a time of religious tent revivals, people regaining an enthusiasm for religion and marked by an emphasis on personal piety. Additionally, these revivals focused on developing a strong work ethic, frugality, and temperance. Hawthorne observed this religious movement and became deeply concerned with the merits and consequences of religious fanaticism. He saw this as another attempt by a church to sway its membership toward total obedience and faith.

Growing up, Nathaniel Hawthorne could not escape the influence of Puritan society, not only from residing with his father’s devout Puritan family as a child but also due to Hawthorne’s realizations of his own family history. Many of Hawthorne’s literary works reflect his ambivalence toward his Puritan heritage. This was even more disturbing because critics of this period condemned Puritan ideals. Writing during the Second Great Awakening in 1835, Hawthorne commented on the dangers of extreme religious enthusiasm, as well as shedding light upon the dual nature of the Puritans – they realized man was flawed and needed to constantly better himself, yet persecuted those they deemed unfit for society.

Major Themes in Hawthorne’s Works
Hawthorne's family history and specific events in his life informed his writings. In many of his stories, Hawthorne uses history to examine issues of community and individualism, explaining both the madness in Salem and much subsequent madness. An analysis of the works of Nathaniel Hawthorne will not only reveal his interest in exploring the themes and ideas behind the Puritan period, but also, in the true spirit of the tradition of Romanticism that he was writing, they examine more ethereal notions such as nature, beauty, romantic love, and of course, the supernatural. Some of Hawthorne's major themes include self-trust versus accommodation to authority; obsessive versus open-mindedness; hypocrisy versus candor; presumed guilt or innocence; the penalties of isolation; crimes against the human heart; patriarchal power; belief in fate or free will; the truths available to the mind during dream and reverie; and the impossibility of earthly perfection.

Bibliography

Hook, Housekeeping & Homework FRIDAY

Past, Present, Future FRIDAY
Archetypes: Short Story Application Complete a graphic organizer SS #1 - “Young Goodman Brown” Lens #2 Historical/Biographical Nathaniel Hawthorne Nathaniel Hawthorne – Turn in group assignment (2 column chart) Edgar Allan Poe

Instruction: Review Nathaniel Hawthorne & "Young Goodman Brown" Background Information (4:50)

Activity: Develop & Apply
Purpose: To show what you know about analyzing a story through the Historical/Biographical lens Tasks: With a small group, share and compare the notes that you took about what you thought was important to know about Nathaniel Hawthorne and the time periods in relationship to the story “Young Goodman Brown” Discuss what you think are the 5 best parallels (between the story and his bio and history) Outcome: As a group, neatly complete the 2 column Event & Textual Reference handout and turn it in (make sure everyone’s first and last names are on it!)

I Do Model: Pretend Story “Hope is Alive” Annie Author
Historical/Biographical Event Textual Reference Annie Author’s brother died in World War II. In 1941, Pearl Harbor was bombed. In the beginning of the story “Hope Is Alive,” a telegraph arrives saying that the protagonist's father has just been killed in a “great war across the water.” In the story, Hope hears her grandfather make racial slurs about Japanese.

Complete and turn in the survey for your senior yearbook!
Yearbook Survey! Complete and turn in the survey for your senior yearbook!

Coming Soon… Yearbook Survey
Nathaniel Hawthorne/”YGB” + Hist/Bio Chart

Hook, Housekeeping & Homework Monday

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