1. Hook, Housekeeping & Homework MONDAY
“Truth is stranger than fiction,
but it is because Fiction is obliged
to stick to possibilities;
Truth isn't.”
– Mark Twain
“The Story of an Hour” through a Feminist Lens Micro-theme DUE TODAY!
Remember, I need a printed hard copy AND a turnitin.com copy on time!
Both of these are due no later than 3:01
ALSO
Fiction Research Log AND copy of your Book of Fiction due NOW! 
Place your Fiction Research Log in the basket!

2. Past, Present, Future Monday
Lens – Feminism - Apply to Short Story “The Story of an Hour”
Outline your micro-theme! Models available
Incorporate Quotes Correctly!
PPLD Book Talks (assignment sheet AND novel in hand due Monday)
Fiction research long due!
Book of fiction – pre-reading and introductory activities
Micro-theme due!
Marxist Lens!
“The Necklace”
Lens Marxist Theory & Reading “The Necklace” Through Various Lens

3. The Novel Monday Standards 2. Reading for All Purposes
4. Research and Reasoning
Objective: you will be able to read, analyze and research a complex piece of fiction for understanding of plot and theme, author background and historical context, writing style, and perceptions of the text through various critical lenses.
Key Concepts
Character (representation of persons in narrative)
Context (social, historical, cultural setting in which text is produced)
Point of View (particular perspective brought)
Setting (the time and place in which the book happens & mood, atmosphere thereof)
Style (characteristic way writer uses linguistic devices, literary devices, and features for particular purpose and effect)
Theme (the central idea(s) the creator explores through a text)
Relevance
Connections: Identities and Relationships (Who am I? Who are you? What does it mean to be human?)
As readers, the characters, point of view, setting, style, and theme draw us to particular texts that can span both time and culture. The knowledge and experiences from which a writer draws enables us, as readers, to make connections among text, creator, and audience, and allow us to explore our unique identities.
Inquiry Questions:
Who are the characters? What are the like? What is the setting? What is the main conflict? How is it resolved?
What is the style and structure of this text? What craft tools does the author employ?
What do you know about the author? How does the author’s life or experiences contribute to this text?
In what literary period was it written? How does this work reflect this literary period?
What do you know about the time period in which it was written? What does this text reveal about its historical or cultural context?
What does this work reveal about what it means to be a human being in this world? What are the big ideas of this work of literature? How are they expressed through characters, point of view setting, setting and style?
How can readers identify with this author or with this text? Is this work relevant today? How and why? Who should read this and why?

4. Activity: Obtain Purpose: to familiarize ourselves with the text
Tasks: Preview the text
Look at the front cover. What do you notice? What inferences can you make about any images provided? About the title? About the quality of the text?
Look at the back cover. What information is provided? What do you notice or what stands out to you? Why?
Flip through the first few pages of the book. What information is provided? When was the book first published? Is there a dedication page, reviews, introduction or preface, or other information?
Flip through the book. Are there chapters, sections, or parts? If so, are these title or numbered? How large is the font? How much print is on a page?
How long is the novel? On what page does the story start? On what pages it end? How long is the actual novel?
Flip through the last few pages of the book. Is there any additional information (e.g. a glossary, information about the author, historical or other footnotes, reading guides, etc.) at the end?
Flip to a random page and read a paragraph. What do you notice about writing style, characters, setting, vocabulary, etc.?
Outcome: What structures does the text provide that could be helpful to you? What predictions do you have about what this novel is about?

5. Activity: Develop & Apply Monday
Purpose: to determine the amount of time it would take you to finish this book if read only 10 minutes a day.
Tasks:
Create a book mark(Your name & period, Title of Book, Author’ Name, total number of pages)
How many pages is your book?
287 end page – 3 first page = 284
Read quietly for 10 minutes
How many pages did you read?
page 3 – page 10 = 6 pages
Outcome: Based on how many pages you read in 10 minutes, how many days would it take you to read this book if you read for 10 minutes every day?
284 divided by 6 = 47 days
Could you finish this book if you ONLY read during the time given in class? (about 27 days at 10 minutes a day) No, I need to read about 1o extra minutes each class day and/or on weekends and days off.

6. Instruction: Obtain Monday
You will be given approx minutes in class each day to read.
Here are the requirements for receiving credit during reading time:
You are not using or referring to electronics during reading time
(unless your book is on the devise & I can see it each day)
Your choice, independent reading novel (fiction) is in your possession when you come to class
You are on time to class and reading when the bell rings
You are actively & quietly reading during the entire given time
You are not talking to others, writing, working on other assignments
If you do not have your book with you, you must read something else of literary value.
At the end of reading time, I might ask students about what they have read. Be prepared to respond.
If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! – BTW, 10% RULE!
You must be prepared to read another book after you finish one.
Note: The grade for reading goes into Q once a week for an average score of your week’s participation.

7. Activity: Develop & Apply
Purpose: to determine how many pages you can read in 10 minutes AND to consider what you can about your book so far
Tasks: Let’s read a little further
Who are the characters? What is the setting?
Is it confusing? Interesting? Strange? Easy? Intriguing? What?!
Outcome: Share out
READ!

8. Hook, Housekeeping & Homework TUESDAY
Be ready to read for 5-10 minutes!
Here are the requirements for receiving credit during reading time:
You are not using or referring to electronics during reading time
(unless your book is on the devise & I can see it each day)
Your choice, independent reading novel (fiction) is in your possession when you come to class
You are on time to class and reading when the bell rings
You are actively & quietly reading during the entire given time
You are not talking to others, writing, working on other assignments, using electronics (including music)
If you do not have your book with you, you must read something else of literary value.
At the end of reading time, I might ask students about what they have read. Be prepared to respond.
If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! – BTW, 10% RULE!
You must be prepared to read another book after you finish one.
Note: The grade for reading goes into Q once a week for an average score of your week’s participation.
Homework: Read your choice novel!

9. Past, Present, Future TUESDAY
Feminism/”The Story of an Hour” Micro-theme – turned in for a grade!
Choice Novel Selection Due (fiction first!) + Fiction Research Log turned in
Next Story – “The Necklace”
Homework: Read your choice novel!
Biographical Information – Next author = Guy de Maupassant
Lens Marxist Theory

10. Short Stories Through a Critical Lens TUESDAY
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?

11. Activity: Pre-Reading You Do
On a sheet of paper, (under “The Necklace” title),
list 5 to 10 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!

12. Activity: Obtain
Watch part of this quick video summary to have an understanding of the plot before you begin reading
The Necklace: A Summary
Who are the characters?
What is the setting?
What’s the conflict? What other events occur?

13. What’s the twist at the end?!
Activity: Develop
Sometimes the plot is made up of several separate, but related, problems. In this story, the main characters, Monsieur and Madame Loisel, encounter three main problems.
Purpose: to identify the progression of problems & solutions within the story.
Tasks: As you read, complete a Problem/Solution chart like the one below.
Problem Solution 1. 2. 3.
What’s the twist at the end?!

14. If time allows… Initial Reader’s Response Lens
Respond in writing:
Is Mathilde a sympathetic character? Can you identify with her? Do you care about her at the beginning, or at the end? Why or why not?
What signs are there at the beginning of the story that Mathilde is a proud woman? In what way is she proud? Of what is she proud? Is being proud good or bad, in your opinion?
Is it pride which prevents the Loisels from telling Mme. Forestier they’ve lost her necklace? If so, whose pride is it? Or is it something else?

15. Hook, Housekeeping & Homework THURDAY
Have out your novel (fictional text) to read 
Quietly read for approx. 10 minutes
Remember…
no electronics out/on during reading time
you are receiving credit for being on time,
ready to read with your choice, independent reading novel,
and actively reading during the given time.
If you do not have your book with you, must read something else.
If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room!
Homework: Read your choice novel!

16. Past, Present, Future WEDNESDAY
“The Necklace”
Lens - Marxist Theory
Homework: Read your choice novel!
Counseling Fly-By
Preparation for Formative Fishbowl Discussion
Be here Friday AND Tuesday for graded discussion!
Biographical Information –author = Guy de Maupassant
Choice Novel

17. Short Stories Through a Critical Lens WEDNESDAY
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?

18. If needed… Review The Necklace by Guy de Maupassant (Review)
Who are the characters?
What is the setting?
What’s the conflict? What other events occur?
How is the conflict resolved?

19. Activity: Pre-reading You Do
Purpose: to reflect on your own perspectives in order to focus your thoughts for the next literary lens
Task: Open to your notes, and write for 3 minutes about the following:
Do you work? What type of work? How do you feel about work, in general or specifically? What type of work do you like to do? Would you like to do?
How do you feel about money? What opinions do you have about it?
How would you describe your current economic status: pay-check-to paycheck, poor, getting by, middle class, just enough, not to worry, wealthy, privileged, or how? Why? How would you like to describe your economic status?
When you think of work and money, how do you see yourself in the future?
Outcome: Share out and Predict

20. Activity: Develop
Purpose: to identify the components of another critical lens = Marxist perspective
Tasks:
Read through the Toolkit sheet
View the PPT on and read the handout on Marxist Theory
Fill out the corresponding note sheet
Outcome: Be prepared to apply the ideas/notes on Marxist Theory to the short story “The Necklace” –

21. AKA “Marxist Criticism”
Using the Marxist Lens
AKA “Marxist Criticism”

22. Marx in a nutshell
“The history of all previous societies has been the history of class struggles.”

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

24. Karl Marx
Lived from ; born in Germany but lived in England for most of his adult life.
Wrote The Communist Manifesto, as well as many other seminal texts
Is widely considered one of the father’s of social science and most influential thinkers of all time
Never directly involved in communist uprising

25. Some Terminology 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 (see next slide)
Socialism: the economic system that Communism uses.

26. What is communism? System of government based on economy
Command economy
Shared possessions and property
No religion
No class structure
No government is necessary
Goal: pure social equality

27. Marxist theory
The harder workers work and the more money they make for their bosses, the poorer they become
Workers will tire of this and overthrow their masters
Workers will then take control of the means of production AND government
All of history can be seen through the lens of class struggle and reform

28. Marxist theory, cont.
3. A communist system will be put into place with a temporary government
4. The temporary government will eventually dissolve, leaving behind a perfect communist state with in which everything functions perfectly and everyone makes the same amount of money doing the job they want (ha!)

29. Why would authors use this lens?
To show how money or lack of it affects a story
To show how social class affects a story
To give the poor, invisible or disenfranchised a voice in literature
To evaluate whether class and inequality is a driving force in our society

30. How do we use this lens to read a story in English 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

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

32. Sources My Source Used Marxist Criticism
Literary Theory, Marxism Pt 1: Grade 12 English
Literary Theory Marxism Pt 2: Grade 12 English

33. Marxist Lens Reflect in writing on any you can…
1. What social classes are represented in the story “The Necklace”? What social classes do the characters represent? 2. How are working people portrayed in the text? What are their living/working conditions like? 3. How are wealthy people portrayed, and what are their living/working conditions like? Which class does the work seem to represent? 4. How does the author portray working conditions or class divisions? Does the text support class struggle or reinforce class division? 5. Why does Mathilde want to live the life of the rich so much? Are her dreams understandable, or do they seem silly and exaggerated? Why? 6. What difference does money make in the lives’ of the story’s characters? 7. Does Mathilde experience of poverty humble her? Does it make her proud in a different way? 8. Is Mathilde’s suffering worse when she is comfortable but unhappy (the beginning of the story) or when she’s a poor women (at the end of the story)? Why? In what ways is she suffering, and why is it worse? Or is it neutral? 9. How are wealth and femininity connected in “The Necklace”? When in the story do you see a connection? 10. What position is “The Necklace” taking on wealth: bad, good, neutral? Is it saying wealth is bad or good? Explain. 11. How do characters from different classes interact? 12. Is the appeal of wealth as real or as fake as the necklace? Explain. Can wealth make you happy? 13. Who is more trapped in this story, Mathilde or her husband? Explain.

35. Hook, Housekeeping & Homework THURSDAY
5 minute Have out your novel (fictional text) to read  Quietly read for approx. 5 minutes Homework: Read your choice novel!

36. Past, Present, Future THURSDAY
“The Necklace”
Lens - Marxist Theory
Homework: Read your choice novel!
Counseling Fly-By
Information on set-up and grading of Formative Fishbowl Discussion
“The Necklace” Through Various Lenses =
Biographical Information – author = Guy de Maupassant
Choice Novel
Formative Fishbowl (no reading time)
Graded Discussion Friday & Tuesday (no school for students Monday)
Make-up = Wednesday lunch

37. Short Stories Through a Critical Lens THURSDAY
Standards
Oral Communication and Listening
Reading for All Purposes
Objective: you will be able to…
identify the components of a fishbowl discussion to assess oral communication and listening
Prepare to show your understanding of the Marxist lens and short story “The Necklace” for a formative
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?

38. Instruction: Obtain
How does discussion work? You will either be observing OR discussing
Observing
Closely and quietly observe an assigned student
Show your listening skills: Fill out observation sheet completely and accurately
Turn in on time
Discussing
Show your understanding of the text through oral communication with those in the inner circle.
Show your understanding of the lenses (specifically the Marxist lens in this case) with those in the inner circle (Through a ___________ lens, the reader would think _____)
Consider PIE
Make a POINT
Give a specific ILLUSTRATION from the story
EXPLAIN it through a particular lens
ELABORATE on seeing the story through this perspective (lens) and/or it significance to the story over all

39. What criteria will be used to measure the effectiveness of a group?
Instruction: Obtain
What criteria will be used to measure the effectiveness of a group?
Peer ideas
Prepared – novel, notes, paper etc.
Know what you’re talking about
Everyone contributes
“Nothing” to contribute, ask a meaningful question
Stay on topic
Don’t repeat what has already been said (agree & make additions)
Switch topics in a respectful manner
Respect each other
Let others finish thought
No side tracks, side conversations, other work or electronics out
Acknowledge previous speaker’s ideas
No bashing
Use academic vocabulary

40. Instruction: Obtain Thursday
How will I be assessed?
Keep in mind part of your grade is to show your close reading of the text; you’ll need to speak to do this!
BUT, it’s not just the number of times you participate (speak) but what you have to say
see the ideas at the top of the observation sheet
See next slide
Turn in a completely filled out, thoughtful observation form; one that shows you were really listening to what was being said
If you are absent, you must come in for a make-up discussion (lunch).

41. Instruction: Obtain
In order to score proficient or above during a graded discussion,
a student must participate actively and consistently by…
Coming prepared with written notes, story, etc.
Participating in a collaborative, respectful group effort to achieve understanding of the text
Conveying clear and distinct perspectives related to course objectives (P)
Referring to and explaining specific passages in the text; using supporting illustrations (I)
Correctly referring to & thoughtfully analyzing through critical lenses, including how using this lens enables the reader to understand the story in a different way
Making connections between and among passages in text and/or lens
Making connections to a larger context (community, world, history, and/or other text); how using this lens enables the reader to understand the story in a different way
Addressing and responding to another speaker with an opinion or support
Propelling conversations by posing and responding to probing, purposeful questions that prompt analysis and including other participants

42. Activity: Develop & Apply
What’s a good class goal for our practice fishbowl? Fill this in on your form!

43. Activity: Develop & Apply You Do
Purpose: to practice analyzing a story through various lenses in order to discuss the story from various perspectives
Tasks:
Using the handout, analyze the story from the Marxist lens; record ideas on paper
Using the handout, analyze the story from at least 1 other lens; record ideas on paper
Select from… (see other slides if needed)
Historical/Biographical
(PPT slides also on my SharePoint page)
Psychoanalytical
Feminist
Combo of Reader’s Response and Thematic
Outcome: Be prepared to show what you know about analyzing the short story “The Necklace” through various lenses. (Through a ____ lens, a reader would think _____)

44. Marxist Lens
What social classes are represented in the story “The Necklace”? What social classes do the characters represent? How does the author portray working conditions or class divisions? Does the text support class struggle or reinforce class division?
How are working people portrayed in the text? What are their living/working conditions like? How are wealthy people portrayed, and what are their living/working conditions like? Which class does the work seem to represent?
Why does Mathilde want to live the life of the rich so much? Are her dreams understandable, or do they seem silly and exaggerated? Why?
What difference does money make in the lives’ of the story’s characters?
Does Mathilde experience of poverty humble her? Does it make her proud in a different way?
Is Mathilde’s suffering worse when she is comfortable but unhappy (the beginning of the story) or when she’s a poor women (at the end of the story)? Why? In what ways is she suffering, and why is it worse? Or is it neutral?
How are wealth and femininity connected in “The Necklace”? When in the story do you see a connection?
What position is “The Necklace” taking on wealth: bad, good, neutral? Is it saying wealth is bad or good? Explain.
How do characters from different classes interact?
Is the appeal of wealth as real or as fake as the necklace? Explain. Can wealth make you happy?
Who is more trapped in this story, Mathilde or her husband? Explain.

45. Historical/Biographical Lens See PPT on SharePoint
1. What was the social class of the author? How might this influence the story?
2. What do you think Maupassant/the narrator feels about his characters? Is he sympathetic? Distant? Judgmental? Does his attitude toward her change by the end of the story? Give reasons for your answer.
3. When was the work written?
4. What major issues does it deal with?
5. Does it reflect any social, political, economical or philosophical ideas of the time?
Naturalism was a literary movement or tendency from the 1880s to 1930s that used detailed realism to suggest that social conditions, heredity, and environment had inescapable force in shaping human character. It was a mainly unorganized literary movement that sought to depict believable everyday reality, as opposed to such movements as Romanticism or Surrealism, in which subjects may receive highly symbolic, idealistic or even supernatural treatment.

46. Psychoanalytical Lens
What forces motivate the characters? What do they want, need, value, fear?
Which behaviors of the characters are conscious ones? What do you think are unconscious?
Are there inner conflicts within the characters? How are these conflicts revealed? Are they resolved? How?
What do character's emotions and behaviors reveal about the emotional/psychological states?
How do characters view themselves? What discrepancies exist between a character's view of himself and other character's reactions? How do characters view others

47. Feminist Lens
How are women portrayed (roles, attributes, etc.) in the story?
How are men portrayed?
How is the relationship between men and women portrayed? What are the power relationships between men and women?
How does Mathilde strike you as a woman? Does she capture some important part of what is means to be a woman now? Or is she just an old, bad stereotype? Is she a greedy characters? What signs can you find that she is or is not?
Madam Loisel wishes to have an expensive dress for the reception. How does her husband react to her wish?
What does this incident reveal about the values of Madam Loisel and of her husband?
Is there anything Mathilde could have done to make herself happy in her initial situation? Could her husband have done anything more?
In what ways is Mathilde a “typical” woman according to the story? How are her desires feminine desires?
What does the work reveal about the operations (economically, politically, socially, or psychologically) of patriarchy?
How might being a woman be a cause for her unhappiness? Do you think it is the primary cause of her unhappiness? Why or why not?
Does “The Necklace” paint a bad picture of women?

48. Thematic Conclusions 1. Is “the Necklace” a cynical story
– does it reflect a really bleak and jaded view of life?
Does it have some other attitude towards life?
2. Does the story itself have message
about whether wealth is a “good thing”?
Is it shown to be worth pursuing, or not pursuing?
Or is the story’s own attitude towards wealth neutral?
3. What values does the story seem to promote?
What values might it subvert (undermine, or ignore)?

49. Hook, Housekeeping & Homework FRIDAY
CHOICE:
Spend the next 10 minutes quietly reading from your novel OR
Preparing for your formative discussion by
reading and taking notes on “The Necklace” – Marxist lens, and 1 other lens
Remember…
no electronics out/on during reading time
you are receiving credit for being on time,
ready to read with your choice, independent reading novel,
and actively reading during the given time.
If you do not have your book with you, must read something else.
If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room!
Homework: Make sure you are here on Tuesday for the second ½ of the Fishbowl (make-up is Wednesday at lunch)

50. Past, Present, Future FRIDAY
Marxist Lens /Theory
Reading “The Necklace” Through Various Lens
Graded Fishbowl Discussion Preparation
“The Necklace” Through the Marxist Lens
& Various Lenses
Formative Fishbowl Discussion
Formative Discussion Make-up at lunch
Assign short stories for SUMMATIVE Fishbowl Discussion

51. Short Stories Through a Critical Lens
Standards
1. Oral Communication and Listening
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 your analytical oral communication skills by examining a short story through various lenses
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?

52. Instruction: Obtain
In order to score proficient or above during a graded discussion,
a student must participate actively and consistently by…
Coming prepared with written notes, story, etc.
Participating in a collaborative, respectful group effort to achieve understanding of the text
Conveying clear and distinct perspectives related to course objectives (P)
Referring to and explaining specific passages in the text; using supporting illustrations (I)
Correctly referring to & thoughtfully analyzing through critical lenses, including how using this lens enables the reader to understand the story in a different way
Making connections between and among passages in text and/or lens
Making connections to a larger context (community, world, history, and/or other text); how using this lens enables the reader to understand the story in a different way
Addressing and responding to another speaker with an opinion or support
Propelling conversations by posing and responding to probing, purposeful questions that prompt analysis and including other participants

53. Activity: Develop & Apply
What’s a good class goal for our practice fishbowl? Fill this in on your form!

54. Activity: Develop and Apply
Purpose:
to practice your listening and speaking skills for the summative
to show your understanding of the Marxist lens (and story) for a formative
Tasks:
Create a fishbowl – First part of alpha in the center – last part (your partner) on the outside (Have you exchanged names with assigned student?)
½ in center to discuss (with text and notes)
½ on outside to observe (with observation form)
Have out your observation sheet, Have out your copy of the story “The Necklace,” your handouts on Marxism and “The Necklace” questions and handwritten notes
Check with your partner that he/she has these items and check it off on your form. If your partner is not hear, sit tight.
If you were absent yesterday, stand over by the closet area and wait for instruction.
Outcome: Plus/Delta
Next time…
Flip-flop
Turn in your observation form at the end of both discussions

55. Coming Soon…