1. Hook, Housekeeping & Homework Monday While you wait… Turn in your Book Talk Information sheet (from Friday) to the front table (If you weren’t here, you may ask for one later and turn it in tomorrow!) and have out your choice novel! Last ones! 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

2. Past, Present, Future Monday PPLD Book Talk & Check Out Choice Reading Novel (fiction) – Fill out your Book Talk Information Log AND Have a choice novel book in your possession, in class on Monday! Write your Feminist Lens “The Story of an Hour” Micro-Theme & turn it in to turnitin.com by midnight last Friday Begin reading choice novel Continue with next lens (Marxism) and next story (“The Necklace”)

3. The Novel Monday Standards 2. Reading for All Purposes 4. Research and Reasoning Objective: you will be able to read and research a complex piece of fiction for understanding of plot, author background, writing style, and historical context. 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: Develop & Apply Monday Purpose: to determine the amount of time you need to devote to finishing at least one book, this one, on time Tasks: 1.How many pages is your book? 288 end page – 3 first page = 285 2.Read quietly for 10 minutes 3.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? 285 divided by 6 = 47 days If you have 37 school days before you have to be done, and you read for 10 minutes each school day, would you be done? no

5. Activity: Develop & Apply Monday Purpose: to determine the amount of time you need to devote to finishing at least one book, this one, on time Tasks: 1.Read another 10 minutes. How many pages did you read this time? Page 10 – page 16 = 7 pages 2.You have until November 20 th to read at least one book. If you only read for 10 minutes each school day from now until then, 37 days, how many pages would you need to read a day? 285 pages/37 days = 8 pages a day Outcome: Take the average of how many pages you read in the 10 minute segments; how many minutes do you need to read during the next 37 school days? 6 + 7 divided by 2 = 6.5 pages in 10 minutes 285 pages divided by 37 school days = 7.7 pages Takes me 10 minutes to read 6.5 pages, so I probably need to read an additional 5 minutes a school day (15 minutes) or read more often on none school days

6. Instruction: Obtain You will be given approx. 10 minutes in class each day to read. Here are the requirements for receiving credit during reading time: 1.You are not using or referring to electronics during reading time (unless your book is on the devise & I can see it each day) 2.Your choice, independent reading novel (fiction) is in your possession when you come to class 3.You are on time to class and reading when the bell rings 4.Your actively 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. 5.At the end of reading time, I will ask students about what they have read. Be prepared to respond. 6.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! 7.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. Hook, Housekeeping & Homework Tuesday Have out your novel (fictional text) and be ready when the bell rings 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 of literary value. If you are absent for reading time, come talk to me before or after class! 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: Spend 10 – 30 minutes reading from your choice, independent novel tonight!

8. Returns & Peer Responses Tuesday Purpose: to compare & contrast your first formative micro-theme to your peer’s responses Tasks: 1.Read at least two of the model responses 2.Re-read your response with my comments & rubric notes Outcome: What did you do well? What can you improve upon? What questions do you still have?

9. Past, Present, Future Tuesday Choice Reading Novel Book talk Information Log Due Choice Novel Due & Reading Time Next Story – “The Necklace” Biographical Information – Next author = Guy de Maupassant Lens #4 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 short story #3 “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 Tuesday In your comp notebook (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: Develop Tuesday 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. ProblemSolution 1. 2. 3. What’s the twist at the end?!

13. Hook, Housekeeping & Homework Wednesday Have out your novel (fictional text) to read Quietly read for approx. 5 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 you choice novel!

14. Past, Present, Future Wednesday Returns (Archetypes& Movies) with models Next Story – “The Necklace” Biographical Information – Next author = Guy de Maupassant Lens #4 Marxist Theory “The Necklace” Through Various Lenses “The Necklace” & Marxist Theory – Debate!

15. 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 by identifying details about the author of “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?

16. Activity: Obtain Wednesday Watch 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=qxnicBE-A4E OR The Necklace by Guy de Maupassant (Review) - Minute Book Report https://www.youtube.com/watch?v=K-PIk8hpf48 Who are the characters? What is the setting? What’s the conflict? What other events occur? How is the conflict resolved? Return to previous slide

17. Activity: Develop Wednesday 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. ProblemSolution 1. 2. 3. What’s the twist at the end?!

18. Activity: Develop & Apply We Do – You Do Wednesday Purpose: to identify some biographical information about our next author. Task: Partner Scavenger Hunt Using the handout and PPT (found on my SharePoint calendar) find answers to the 15 + 4 questions! Record brief answers on your own paper Outcome: Who found the answers I’m wanting first?! Top 3 (podium) will be rewarded! You have from now until tomorrow at 11:30 AM!

19. Historical/Biographical Note: 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.realismliterary movementbelievableeveryday realityRomanticism Surrealism

20. Hook, Housekeeping & Homework Thursday 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 you choice novel!

21. Past, Present, Future Thursday Biographical Information – Next author = Guy de Maupassant Lens #4 Marxist Theory “The Necklace” Through Various Lenses “The Necklace” & Marxist Theory – Debate!

22. Short Stories Through a Critical Lens Thursday 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?

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

24. Activities: Develop We Do Thursday Purpose: to identify the components of another critical lens = Marxist perspective Tasks: 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” – written responses (Friday) and a graded discussion (Monday)

25. Using the Marxist Lens AKA “Marxist Criticism”

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

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

28. Karl Marx Lived from 1818-1883; 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

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

30. What is communism? System of government based on economy 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

31. Marxist theory 1. The harder workers work and the more money they make for their bosses, the poorer they become 2. Workers will tire of this and overthrow their masters 3. Workers will then take control of the means of production AND government 4. All of history can be seen through the lens of class struggle and reform

32. 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!)

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

34. What does this have to do with English? When someone critiques through a Marxist lens, they focus on how the following affect a story: When someone critiques through a Marxist lens, they focus on how the following affect 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 See next slide…

35. What does this have to do with English, Cont.? 2. Class struggle  Rich vs. poor 3. Working and living conditions 4. Ability to move up the economic food chain 5. Social class  Workers (proletariat)  Capitalists (bourgeoisie)

36. 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?  Can the poor become rich with or without violence?

37. Ultimately… –Use your answers from all these questions to tell how they affect the plot and develop a theme.

38. Activity: Develop Thursday Watch this quick video summary to have another understanding of the plot The Necklace by Guy de Maupassant (Review) - Minute Book Report https://www.youtube.com/watch?v=K-PIk8hpf48 Who are the characters? What is the setting? What’s the conflict? What other events occur? How is the conflict resolved? What new learning do you have about the story from this video? What did you learn yesterday about the author?

39. If time allows… Thursday Do some more reading from your choice novel until the bell rings!

40. Hook, Housekeeping & Homework Friday 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 you choice novel!

41. Past, Present, Future Friday Biographical Information – Next author = Guy de Maupassant Lens #4 Marxist Theory “The Necklace” Through Various Lenses “The Necklace” & Marxist Theory – Debate!

42. Short Stories Through a Critical Lens Friday 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 analyze the story “The Necklace” 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 strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ? How is literature a voice of social commentary?

43. Activity: You Do Friday Review: When you are reading through this lens, what are you “looking for”? Archetypal Lens Historical/Biographical Lens Feminist Lens And now… Marxist Lens! Purpose: to prepare some written analysis of the short story “The Necklace” Tasks: In preparation for your graded discussion… 1. Spend 10-15 minutes responding in writing to some of the questions labeled: “Initial Reader’s Response” (1-3), Historical/Biographical Lens” (1-5), and “Feminist Lens” (1-9) 2. Spend 15 minutes responding in writing to some of the questions labeled: “Marxist Lens” (1-13) – this is the one you will be expected to talk most about the most to show what you know. 3. Spend 5 minutes responding in writing to a couple of the questions labeled: “Thematic Conclusions” (1-3) Outcome: Be prepared with written ideas in order to participate in the graded discussion Monday!

44. If time allows… Friday Do some more reading from your choice novel until the bell rings!

45. Coming Soon….

46. Academic Standards 1. Oral Expression and Listening 1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness 2. Effective collaborative groups accomplish goals 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills 3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose 2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes 3. Standard English conventions effectively communicate to targeted audiences and purposes 4. Research and Reasoning 1. Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes 2. Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment