1. Hook, Housekeeping & Homework Monday
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
HMWK: Watch movies!

2. Past, Present, Future Monday
Patterns in Top Grossing Movies
Archetype notes
Application of notes to a movie
Application of notes to a movie: Written micro-theme

3. Short Stories Through a Critical Lens Monday
Standard
1. Oral Expression and Listening
2. Effective collaborative groups accomplish goals
Objective: you will be able to compare/contrast top grossing movies in order to determine common plot patterns and character types.
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? What is a critical lens? What are five types of critical lenses? How were they established? How are they defined?
What archetypes exist in this text, and how do they work to create a broader purpose?
What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ?

4. Literary Perspectives Tool Kit
Instruction: Obtain
Unit 1 Critical Lenses
Literary Perspectives Tool Kit
Remember: Understanding the various lenses (perspectives) from which readers, over time, have viewed literature helps us…
explain why people might interpret the same text in different ways
understand what is important to individual readers
see why those readers end up seeing what they see
Literary perspective/theory =
a lens through which we can examine a text.
No single lens gives clearest view,
but can discover something intriguing
& unexpected

5. Instruction: Obtain What is an archetype?
Purpose: to generally define critical lens theory and identify our first critical lens
Tasks: As I read, highlight/underline answers to 5 questions at bottom!
Outcome: Respond to 5 Questions at the Bottom!
Lens #1 = A classic!
What is an archetype?
In literature, an archetype is a typical character, an action or a situation that seems to represent universal patterns of human nature.
An archetype (a.k.a. universal symbol) may be a character, a plot structure, a symbol or even a setting.
Many literary critics are of the opinion that archetypes, which have a common and recurring representation in a particular human culture or entire human race, shape the structure and function of a literary work.
Carl Jung, Swiss psychologist, argued that the root of an archetype is in the “collective unconscious” of mankind.
“collective unconscious” refers to experiences shared by a race or culture
including love, religion, death, birth, life, struggle, survival etc.
These experiences exist in the subconscious of every individual and are recreated in literary works or in other forms of art.
More on this later…

6. Activities: Develop We Do
Purpose: to determine common plot patterns and character types among the top grossing movies.
Tasks:
Form small groups and assign a scribe; write everyone’s name on a sheet of paper; you will record answers to #4 and 5 below on this sheet, but first…
Look at the list of Top Grossing Movies and share/discuss: What do you know about these movies? Which ones have you seen? Like? Dislike? Etc?
What other movies have you seen recently? What are some of your favorite all time movies?
When you think about the movies on the list, the ones you’ve seen recently, and your all-time favorites, what do you notice that they have in common? Common settings? Common story lines? Common character types? What patterns do you see? Discuss.
Categorize the movies: Based on plot patterns (situations), character types, settings, and themes, create at least 2- 3 broad categories (e.g. Boy Gets Girl, Future in Space, Good vs. Evil)
Then, for each category, write at least 4-6 movie titles under each category.
Outcome: Groups report out on 1 category with movie list (see 5 & 6 above)
HMWK: Watch some movies

7. Activity: Develop/Review I Do - We Do
Purpose: to discover common plot patterns and character types that your peers see among the top grossing movies.
Task:
Category name
Movie titles
Example: 
Underdog Protagonists (characters who, although one wouldn't expect it, rise above struggle)
Finding Nemo
Home Alone
Forest Gump
The Lion King
Outcome: Ready to examine the purpose and effect of these patterns. Groups report out about one of your categories.

8. Activities: Develop I Do - We Do
Purpose: to determine the purpose/reasoning behind common plot patterns and character types among the top grossing movies.
Tasks:
Look at one of your group’s categories on the board, write a note under the movie list/category that explains what this pattern
reveals about us a humans, a society, a culture, Americans, etc.
What does this category reveal about people’s hopes, desires, fears, values, history?
Example:
Underdog Protagonists
Because America was founded after small colonies broke away from British rule, we tend to celebrate and admire those who can do the same.
Outcome: Groups report out about one of your categories: category name, movie titles, & reason (purpose/effect) behind pattern

9. Other Examples Boy Gets Girl
Appreciate romance and (for the most part) monogamous society
Future in Space/Futuristic
Concerns for longevity of Earth, our abuse of it
Race for space – another way to achieve & colonize (vs. other countries)
We like to imagine possibilities of what could happen, good & bad.
Good vs. Evil
Reflects our beliefs in religious morals & values – right & wrong, do unto others..
Hero/Heroes
They are fighting for a cause.
As a society we want to be that hero and receive a sense of fulfillment when the good guy wins. We aspire to become heroic, to become better.
People hope to fight for what is right.
Made-up Worlds
We want to escape reality and be entertained with something different than our daily, hum-drum, work-a-day life.
Older characters who help protagonists
We rely on guidance from people older and/or more experienced so that we can do well in our lives and help the world be a better place in the future.

10. If Time Allows… Instruction: Obtain
See Introduction to archetypes PPT
Purpose: to obtain information about common archetypes in literature
Tasks:
Fill in the missing notes on the graphic organizer
Stop periodically and discuss:
What movies (that we’ve discussed) include one of the archetypes recently identified in our notes?
How does it exist in the movie?
Outcome: graphic organizer completed in order to apply ideas movies you know and to SS #1
AND, eventually… Write a micro-theme that identifies, illustrates and explains archetypes in a movie (or children’s story)

11. Review and Release
What new understanding do you have today about critical lenses, specifically the archetypal lens?
HMWK: Watch movies!
Which one will you use for your micro-theme?!
You need to know by Tuesday!

12. Tuesday = Senior Guidance Schedule Below
HMWK: Watch movies!
Which one will you use
for your micro-theme?!
You need to know by Monday!

13. Hook, Housekeeping & Homework Wednesday /Thursday
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
HMWK: Watch movies!
Which one will you use for your micro-theme?! You need to know by Monday!

14. Past, Present, Future Wednesday /Thursday
Patterns in Top Grossing Movies
Archetype notes
Application of notes to a movie
Watch movies!
Which one will you use for your micro-theme?!
You need to know by Monday!
Application of notes to a movie: Written micro-theme

15. Short Stories Through a Critical Lens Wednesday /Thursday
Standard 1. Oral Expression and Listening
2. Effective collaborative groups accomplish goals
Objectives:
you will be able to identify common archetypes in literature.
You will be able to identify and give examples of how top grossing movies include one or more of these archetypes.
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 is critical theory? What is a critical lens? What are five types of critical lenses? How were they established? How are they defined?
What archetypes exist in this text, and how do they work to create a broader purpose?
What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ?

16. Lens #1 = A classic! What is an archetype?
Instruction: Review
Lens #1 = A classic! What is an archetype?
In literature, an archetype is a typical character, an action or a situation that seems to represent universal patterns of human nature.
Many literary critics are of the opinion that archetypes, which have a common and recurring representation in a particular human culture or entire human race, shape the structure and function of a literary work.

17. Instruction: Obtain See Introduction to archetypes PPT
Purpose: to obtain information about common archetypes in literature
Tasks:
Fill in the missing notes on the graphic organizer
Stop periodically and discuss:
What movies (that we’ve discussed) include one of the archetypes recently identified in our notes?
How does it exist in the movie?
Outcome: graphic organizer completed in order to apply ideas movies you know and to SS #1
AND, eventually… Write a micro-theme that identifies, illustrates and explains archetypes in a movie (or children’s story)

18. Review and Release HMWK: Watch movies!
Look at common plot patterns
– name one movie you know that follows one of those patterns
Look at the various character types
– name one movie you has one of those types of characters
Look at the setting types
- name one movie you has one of those types of settings
Look at the colors and other symbols types
- name one movie you uses one of those colors or symbols
HMWK: Watch movies!
Which one will you use for your micro-theme?!

19. Friday = No School for Students
HMWK: Watch movies!
Which one will you use for your micro-theme?!

20. Coming Soon….
Shrek Model (on back of Tool Kit)

21. 4 3 2 1
Organization
5 points 5
1-below
Begins with an intriguing opening paragraph that identifies work by title & genre within a closed thesis statement, & shares the purpose/importance.
Supporting sentences expertly follow topic sentence with varied transitions.
Conclusion leaves the reader with a sense of cohesion & memorable, final impression.
Begins with pertinent opening paragraph that identifies work by title & genre within a closed thesis statement, & shares the purpose/importance.
Supporting sentences clearly follow topic sentence with adequate transitions.
Conclusion brings the analysis to a satisfactory close.
Begins with information about the work (may be formulaic)
Supporting sentences mostly follow the topic sentence with formulaic transitions.
Some transitions or paragraph breaks make ideas difficult to follow.
Conclusion may be weak, repetitive, or missing.
No organizational plan for a multi-paragraph essay is evident.
Elements of Literary Analyses/ Interpretations
10 points
10-9 8 7 6
5-below
Analysis is directly & completely tied to prompt.
Analysis summarizes the work to the extent needed to clarify main points but does not retell the work.
Analysis expertly explains
& develops the topic, provides specific supporting examples from the work itself as well as definitions & clarifications. Purpose of explaining meaning & importance is achieved, deepening the reader’s understanding of the work.
Word choice is consistently precise, vivid, or powerful.
Analysis is directly tied to prompt.
Analysis may not consistently summarize the work to the extent needed to clarify main points, or it may unnecessarily retell the work.
Analysis explains & develops the topic & provides supporting examples from the work.
Writing offers some new insight into the work, its purpose/importance.
Word choice is generally precise.
Analysis is indirectly tied to or strays from prompt.
Analysis may summarize instead of analyze, or fail to summarize as needed.
Analysis only partially explains/ develops topic; few supporting examples are given.
Writing does little to deepen the reader’s understanding of the work; misreads or misrepresents the text.
Word choice is generally imprecise and may be misleading.
Analysis does not address prompt.
Summary may be substituted for analysis.
Analysis does not develop topic & provides vague, unclear, or no examples.
Writing does not deepen the reader’s understanding of the work.
Word choice is incorrect or confusing.
Grammar, Usage,
Mechanics, and
Spelling
Few or no errors in mechanics, usage, grammar, or spelling.
Title of the work & evidence from the work are
correctly capitalized
& punctuated throughout.
Properly headed, legible & neat.
Some errors in mechanics, usage, grammar, or spelling.
Most conventions related to capitalizing & punctuating the title of the work & supplying evidence from the work are followed.
Several errors in mechanics, usage, grammar, or spelling.
Only some of the conventions related to capitalizing & punctuating the title of the work & supplying evidence from the work are followed.
Many serious errors in mechanics, usage, grammar, & spelling. Few or none of the conventions related to capitalizing & punctuating the title of the work & supplying evidence from the work are followed.