1. Monday No School for Students – Teacher Work Day

2. Tuesday No School for Students – Professional Development Day

3. Hook, Housekeeping & Homework Wednesday Welcome Back, Palmer Terrors! Ms. Durland English 8 Literature How does it feel to be a senior? Please be prepared for attendance. Homework (What? Already?): Make sure you come prepared with class materials (so easy) tomorrow. 1. Composition notebook/reading journal for interacting with texts (used for this class only!) 2. Three-ring binder or folder for additional handouts & notes 3. Loose-leaf, lined paper (full sheets) or a spiral with the perforated line for tearing pages out neatly 4. Pencils and pens

4. Past, Present, Future Wednesday Winter Break! Let’s play a game! Class policies & procedures and an overview of the course Unit 1 Introduction Perspectives

5. Short Stories Through a Critical Lens Wednesday Standards 2.2 Reading for All Purpose: Interpreting complex informational texts requires critical reading skills 3.1. Writing and Composition: Detail and expressive language create a well- crafted statement directed at an intended audience and purpose Objective: you will be able to read closely to infer key ideas and write based on those ideas Relevance: Understanding and knowing expectations, rules, and fellow colleagues up front enables you to be more successful, comfortable and/or engaged in you learning environment. Essential Question: How do I function effectively in this literature class?

6. Activity: We Do Wednesday Today we’ll start with a game; be ready! Purpose: to identify and explain the characteristics of the Paperclip Game and to get us “warmed-up” for the next activity Task: Game 1.Form small groups 2.Grab a stack of playing pieces (paper clips) per team 3.Stand up in a line 4.Begin! 5.Supposed to be in a single file line! Only the first person should have all the paperclips to start! 6.All the paper clips should be the same size and color! 7.You should only have the number of paperclips of the number of people in your group! Task: Discuss 1.How did you feel (emotions) during this game? Why? 2.What did you notice about yourself/your reaction? What did you do or not do? 3.What did you notice about others? Outcome/Demonstration of Learning: What was the purpose of the paper clip game as a warm-up? Why do we have rules and expectation? Why is it important to know and understand rules and expectations? (consider sports, driving, playing music, anything in life!) What did you notice about yourself as a “player” during this game? What does that say negatively and/or positively about you in a situation like this?

7. Activity: You Do Wednesday Purpose: to familiarize yourself with the course, class expectations, your classmates, and your instructor (so you don’t feel like you may have during the Paperclip game!) Task: read through the overview, underlining key ideas, and placing question marks where need Outcome: knowledge related to the four ideas above; be prepared to share one idea in case you are asked My SharePoint Page http://teachers.d11.org/teachers/durlakr/Pages/home.aspx

8. Activity: You Do Wednesday Purpose: to help me get to know you Task: fill out upper section We’ll worry about the bottom section tomorrow Outcome: I’ll know more about you and your needs/interests!

9. Hook, Housekeeping & Homework Thursday “Truth is stranger than fiction, but it is because Fiction is obliged to stick to possibilities; Truth isn't.” – Mark Twain Which one of the following is a lie about me, Mrs. Durland? 1.I have three children, Chloe, Sam, and Cynthia, all under 8 years old. 2.I have ridden an ostrich in South Africa. 3.I met my husband when we both rock climbed, and now we race single speed mountain bikes.

10. While you wait… fill out the bottom half of your sheet from yesterday Thursday You Do State ideas that are always a truth Don’t say: I’m wearing red shoes. State ideas that are interesting details about yourself. Don’t say: I am the youngest in my family. State truths that could possibly be unbelievable. Create a lie that sounds possible. Turn this sheet in (no later than tomorrow).

11. Past, Present, Future Thursday Class policies & procedures and an overview of the course Unit 1 Introduction Perspectives Begin 1 st Lens for Unit 1 Introduction to archetypes

12. Short Stories Through a Critical Lens Wednesday Standards 2.2 Reading for All Purpose: Interpreting complex informational texts requires critical reading skills 3.1. Writing and Composition: Detail and expressive language create a well-crafted statement directed at an intended audience and purpose Objective: you will be able to read closely & purposefully to identify key details. 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?

13. Activity: We Do Thursday Perspective What is perspective? What does it mean to have a different perspective? There often are multiple ways to see the same thing-- there isn't only ONE way to see or interpret something

14. What do you see? Thursday

15. Activity: We Do Thursday Purpose: to experience how perspective/purpose can influence reading Tasks: Divide into different groups of approx. 4 Read the following story aloud. (You have been given a particular perspective/purpose for reading.) As you read, note (on their own paper) the items and ideas of interest to you based on your given perspective. Outcome: Share your details, what you noticed, with the larger group. See if each of you can guess the perspective role that the other groups were given based on what they say. Perspectives: a real estate agent a burglar a family of four an elderly couple a group of kids going on spring break a house painter We’ll be approaching short stories from different perspectives or “lenses” starting next week. Return stories to front table.

16. Hook, Housekeeping & Homework Friday Late Start! Have you turned in your Student Information sheet? If not, bring it up to the front table. Don’t get too comfortable, your seat might be changing. I had the computer re-seat you, so if you need an accommodation based on sight, etc., see me later and I’ll switch it form Monday.

17. Past, Present, Future Friday Introduction to class policies, etc. Introduction to perspectives/purpose for reading Intro Unit 1 Begin 1 st Lens for Unit 1 Introduction to archetypes Movies Archetypes in literature Movies SS #1 - “Young Goodman Brown”

18. Short Stories Through a Critical Lens Friday 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? 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?

19. Instruction: Obtain Friday Unit 1 Critical Lenses Literary Perspectives Tool Kit 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

20. Instruction: Obtain Friday 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.

21. Activities: Develop We Do Friday Purpose: to determine common plot patterns and character types among the top grossing movies. Tasks: 1.Share/discuss: What do you know about these movies? Which ones have you seen? Like? Dislike? Etc? 2.Categorize: What patterns do you see? Discuss. 3.Based on plot patterns (situations), character types, settings, and themes, create at least 3 categories (e.g. Boy Gets Girl, Future in Space, Good vs. Evil) 4.Then, for each category, write at least 4-5 movie titles under each category. Outcome: Groups report out on Monday

22. Coming Soon….

23. Activities: Develop I Do - We Do Monday Purpose: to determine common plot patterns and character types among the top grossing movies. Tasks: 1. Categorize movies based on plot patterns (situations), character types, settings, and themes. Example: Underdog Protagonists (characters who, although one wouldn't expect it, rise above struggle) 1.Finding Nemo 2.Home Alone 3.Forest Gump 4.The Lion King 2. THEN, write a note under each 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: 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.

24. Instruction: Obtain See Introduction to archetypes PPT Purpose: to obtain information about common archetypes in literature Task: 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 Select one of the movies we’ve discussed and identify what archetypes exist within it; look for journey patterns, situational/plot archetypes, character archetypes, setting archetypes, and other symbols. Write a short constructed response that identifies the movie title and general topic/subject of the movie, gives an example from the movie and explain how this example fits an particular archetype.

25. ARCHETYPE: An original model or pattern from which other later copies are made, especially a character, an action, or situation that seems to represent common patterns of human life. Often, archetypes include a symbol, a theme, a setting, or a character that some critics think have a common meaning in an entire culture, or even the entire human race. These images have particular emotional resonance and power. Archetypes recur in different times and places in myth, literature, folklore, fairy tales, dreams, artwork, and religious rituals. Using the comparative anthropological work of Sir James Frazer's The Golden Bough, the psychologist Carl Jung theorized that the archetype originates in the collective unconscious of mankind, i.e., the shared experiences of a race or culture, such as birth, death, love, family life, and struggles to survive and grow up. These would be expressed in the subconscious of an individual who would recreate them in myths, dreams, and literature. Examples of archetypes found cross-culturally include the following: collective unconscious (1) Recurring symbolic situations (such as the orphaned prince or the lost chieftain's son raised ignorant of his heritage until he is rediscovered by his parents, or the damsel in distress rescued from a hideous monster by a handsome young man who later marries the girl. Also, the long journey, the difficult quest or search, the catalog of difficult tasks, the pursuit of revenge, the descent into the underworld, redemptive rituals, fertility rites, the great flood, the End of the World),descent into the underworld (2) Recurring themes (such as the Faustian bargain; pride preceding a fall; the inevitable nature of death, fate, or punishment; blindness; madness; taboos such as forbidden love, patricide, or incest),Faustian bargain (3) Recurring characters (such as witches or ugly crones who cannibalize children, lame blacksmiths of preternatural skill, womanizing Don Juans, the hunted man, the femme fatale, the snob, the social climber, the wise old man as mentor or teacher, star-crossed lovers; the caring mother-figure, the helpless little old lady, the stern father-figure, the guilt-ridden figure searching for redemption, the braggart, the young star-crossed lovers, the bully, the villain in black, the oracle or prophet, the mad scientist, the underdog who emerges victorious, the mourning widow or women in lamentation), (4) Symbolic colors (green as a symbol for life, vegetation, or summer; blue as a symbol for water or tranquility; white or black as a symbol of purity; or red as a symbol of blood, fire, or passion) and so on. (5) Recurring images (such as blood, water, pregnancy, ashes, cleanness, dirtiness, caverns, phallic symbols, yonic symbols, the ruined tower, the rose or lotus, the lion, the snake, the eagle, the hanged man, the dying god that rises again, the feast or banquet, the fall from a great height).phallic symbolsyonic symbols The study of these archetypes in literature is known as archetypal criticism or mythic criticism. Archetypes are also called universal symbols. Contrast with private symbol.archetypal criticismprivate symbol Wheeler, --- Dr. “Literary Terms and Definitions.” Carson-Newman University. 3 Sept 2014. 20 Oct 2014. “http://web.cn.edu/kwheeler/lit_terms_A.html “http://web.cn.edu/kwheeler/lit_terms_A.html

26. Short Stories Through a Critical Lens day 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 strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ? How does one’s perspective influence the reading of a text? How is literature a voice of social commentary?