Hook, Housekeeping & Homework Monday

While you wait…Have out your notes on your debate ideas for “The Necklace.”If you were absent, grab a copy of the handout off the front table, and I will speak to you in a moment.

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

• Preparation for Debate!

• 2 Debates

• 2 More Debates• Turn in self- & peer-assessments

• Next story and lens!

Short Stories Through a Critical Lens Monday/Tuesday

1. Oral Expression and Listening1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness2. Effective collaborative groups accomplish goals

2. Reading for All Purposes1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies

Objective: you will be able to demonstrate your understanding of the short story “The Necklace”, & a Marxist approach to literature, by defending a specific argument.

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?

Observe & Give Feedback to the group in the opposite columnMonday/Tuesday

• Group 1 Affirmative

• Group 1 Negative

• Group 4 Affirmative

• Group 4 Negative

• Group 3 Affirmative

• Group 3 Negative

• Group 2 Affirmative

• Group 2 Negative

Activity: ApplyWe Do Monday/Tuesday

Note, your group needs to prepare approx. 6-10 minutes of speaking time.• USE TEXT EVIDENCE• USE REPUTABLE, OUTSIDE SOURCES

Opening Argument - Approximately 4 minutes total– max. 6 minutes total • Opening Argument – Affirmative - 2 minutes, 3 max• Opening Argument – Negative - 2 minutes, 3 max2 Questions then Defense Approximately 6 minutes– max. 8 minutes total• 2 Questions by Affirmative with Defense from Negative -3 minutes, 4 max • 2 Questions by Negative with Defense from Affirmative -3 minutes, 4 max Closing Statements - Approximately 2 minutes total – max. 4 minutes total• Closing Statements – Affirmative - 1 minute, 2 max • Closing Statements - Negative - 1 minute, 2 max

Debates are Monday and Tuesday!! You need to be here to earn the grade!

Period 3

Affirmative

1. Bayliegh, Tonas, Dylan, Samuel

2. Ryan, Bobby, Sky, Jordan3. Kiel, Zacc, Tiffany,

Madelien4. Gilbert, Marten, Travis

Absent: Caesar, Cordell (must present beginning of class Wednesday) – Topic 1

Negative1. Rachael, Alex, Manuel2. Emani, James, Julia3. Aaron, Noah, Austin4. Cameron, Tim, Cody

Absent: Eddie (must present beginning of class Wednesday) – Topic 1

Still absent: AlejandroIsaac

Period 6

Affirmative

1. Jonas, Anna, Jack2. Eddie, Conner, Dan3. Vincent, Brycen4. Renae, Mariah

Absent: Delphy, Alisha(must present beginning of class Wednesday) – Topic 1

Negative

1. Trevas, Alyssa2. Alphonsine, James3. Joe, Aiden4. Donovan, Megan

Absent: Jake (must present beginning of class Wednesday) – Topic 1

Period 7

Affirmative

1. Joe A, Matt, Dominic2. Joey, Gab3. Christian, Lizzie 4. Chance, Destiney,

Absent:Mauro, Robbie

Negative

1. Alena, Sophia2. Dylan, Manny3. Meghan, Jacob 4. Ijah

Absent:Anwar, Orion, Tarik,

Peer Assessment ½ sheetTuesday/Wednesday

• For each member of your debate group (starting with yourself), write his/her name.

• Using the scale below, give him/her a score for each questions, AND

• write a corresponding, specific comment with each score.

4 – excellent3 – good, satisfactory2 – okay1 – not good, unsatisfactory

Name1. How well did he/she

participate in the planning stage?

2. How well did he/her perform during the debate?

3. Overall, how would you rate his/her overall participation and performance in your group?

See model next slideTurn this in with the following… (see 2 slides)

Model Tuesday/Wednesday

• For each member of your debate group (starting with yourself), write his/her name.

• Using the scale below, give him/her a score for each questions, AND

• write a corresponding, specific comment with each score.

4 – excellent3 – good, satisfactory2 – okay1 – not good, unsatisfactory

• Tania Terror1. 1 - She had her head down

most of the planning time & did not interact with us much.

2. 3 – We told her to do the closing statement, and she actually did a good job summarizing our points

3. 2 – I decided to average the two scores because she was not good at first but came through okay at the end

Overall Assessment of DebateWednesday

Use the Rubric… 1. Everyone fluently uses

facts2. 3 specific quotes/ textual

evidence3. Each text example

explained & analyzed4. Targeted questions5. Polished responses to

questions6. Strong rebuttals & closing7. Everyone equally

participated

… to rate your groups performance.• 5 – advanced• 4 – proficient• 3 – partially proficient• 2 – poor• 1 – unsatisfactory• 0 - non-existent

• Total = ____/35

• Staple this to the top of your peer assessments & turn these in

Hook, Housekeeping & Homework Wednesday

Any make-up debates need to be done today!Who’s ready?!• Period 3: Caesar, Cordell - Topic 1, Affirmative; Eddie, Topic 1, Negative

• Period 6: Delphy, Alisha - Topic 1, Affirmative; Jake, Topic 1, Negative

• Period 7: Orion- Topic 2, Affirmative; Robbie, Negative

Past, Present, Future Wednesday

Debates

Finish self- & peer-assessments

Edgar Allen Poe – Bio

Lens #5 PsychoanalyticalShort Story #5 – “The Cask of Amontillado”

Short Stories Through a Critical Lens Wednesday

Standard2. Reading for All Purposes

1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills

Objective: to identify some biographical (& historical perspective) information about Edgar Allan Poe in order to apply this lens to the next 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 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?

Peer Assessment ½ sheetTuesday/Wednesday

• For each member of your debate group (including with yourself), write his/her name.

• Using the scale below, give him/her a score for each questions, AND

• write a corresponding, specific comment with each score.

4 – excellent3 – good, satisfactory2 – okay1 – not good, unsatisfactory

Name1. How well did he/she

participate in the planning stage?

2. How well did he/her perform during the debate?

3. Overall, how would you rate his/her overall participation and performance in your group?

See model next slideTurn this in with the following… (see 2 slides)

Model Tuesday/Wednesday

• For each member of your debate group (starting with yourself), write his/her name.

• Using the scale below, give him/her a score for each questions, AND

• write a corresponding, specific comment with each score.

4 – excellent3 – good, satisfactory2 – okay1 – not good, unsatisfactory

• Tania Terror1. 1 - She had her head down

most of the planning time & did not interact with us much.

2. 3 – We told her to do the closing statement, and she actually did a good job summarizing our points

3. 2 – I decided to average the two scores because she was not good at first but came through okay at the end

Overall Assessment of DebateWednesday

Use the Rubric… 1. Everyone fluently uses

facts2. 3 specific quotes/ textual

evidence3. Each text example

explained & analyzed4. Targeted questions5. Polished responses to

questions6. Strong rebuttals & closing7. Everyone equally

participated

… to rate your groups performance for each of 7 areas.• 5 – advanced• 4 – proficient• 3 – partially proficient• 2 – poor• 1 – unsatisfactory• 0 - non-existent

• Total = ____/35

• Staple this to the top of your peer assessments & turn these in

Activity: Obtain Wednesday

Purpose: to identify some biographical (& historical perspective) information about Edgar Allan Poe in order to apply this lens to the next short story.

Task: View the following video and respond to the given prompts.

• Edgar Allan Poe Biography• Writer (1809–1849)• (TV-PG; 3:49)• http://www.biography.com/people/edgar-allan-poe-9443160

• Edgar Allan Poe - His Own Worst Enemy • (TV-PG; 01:46) Edgar Allan Poe, writer and editor, was haunted by his past as an orphan and a life alone

which led him to alcohol abuse, madness, and self-destruction.• http://

www.biography.com/people/edgar-allan-poe-9443160/videos/edgar-allan-poe-his-own-worst-enemy-2080054556

• Edgar Allan Poe - Master of Mystery • (TV-14; 01:10) Watch a short video about Edgar Allan Poe to find out how the tragic losses in his life may have contributed to his

transformation into one of the most popular authors in history.• http://www.biography.com/people/edgar-allan-poe-9443160/videos/edgar-allan-poe-master-of-mystery-21623363698

• Full Episode• http://www.biography.com/people/edgar-allan-poe-9443160/videos/edgar-allan-poe-full-episode-2104513528

Activity: Obtain Wednesday

Biographical Lens• When did he live? • Where was he born?• Who raised him? Why?• Who did he marry?• Was he successful financially as a writer?• List two details (information) about the writing that he did. • What details make his death at age 40 a mysterious death?• What other information did you find interesting?

Pre-Reading Activity: Develop Wednesday

Revenge• What is it?• Have you ever “practiced” it or “sought” it? When? Why? How?• When do people seek it? Why do they?• Have you seen it in real life? When? Where? Who? • Have you seen it in movies or books? When? Where? What?

Respond: Yes or No1. For revenge to be sweet, my enemy has to know it's me getting revenge --

it cannot be anonymous. 2. Revenge isn't as sweet if you get caught. 3. A premeditated crime is worse than one committed in the heat of the

moment. 4. Time eases a guilty conscience. 5. No one harms me and gets away with it. 6. It is okay to take the law into my own hands.

Short Stories Through a Critical Lens Wednesday

Standard2. Reading for All Purposes

1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills

Objective: to identify some biographical (& historical perspective) information about Edgar Allan Poe in order to apply this lens to the next 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 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?

Hook, Housekeeping & Homework Thursday

Have out your fill-in-the-blanks handout from yesterday = biographical notes about Edgar Allan Poe.

Two Truths, One Lie:• Which 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 Thursday

Finish debates & self- & peer-assessmentsEdgar Allen Poe – Bio

Lens #5 Psychoanalytical

Short Story #5 – “The Cask of Amontillado”

Short Stories Through a Critical Lens Thursday

Standard2. Reading for All Purposes

1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills

Objective: to identify the components of another critical lens #5 = psychoanalytic perspective

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?

Instruction: Obtain Thursday

Purpose: to identify the components of another critical lens #5 = Psychoanalytic perspective

Tasks:1. View Psychological Approach to Literary Analysis – ppt 2. Read Psychoanalytic Criticism (1930s-present) - handout3. View the video Psychoanalytic Criticism - video

Brittany Thompson; Published on Nov 10, 2014; Explains basics of Psychoanalytic Criticism.; All information taken from Donald Hall's Literary and Cultural Theory. 2:08 into the 5:31 video

https://www.youtube.com/watch?v=nf_twT2nVkU4. Fill out the corresponding question sheet5. Get into small groups and share.

Outcome: Apply the ideas/notes on Psychoanalytic Theory to the short story “The Cask of Amontillado”

Short Stories Through a Critical Lens Thursday

Standard2. Reading for All Purposes

1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills

Objective: to identify the components of another critical lens #5 = psychoanalytic perspective

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?

Hook, Housekeeping & Homework Friday

Have out your Lens #5 Psychoanalytical notes from yesterday. Confer with others in the class to fill in ideas you are missing.

Based on what you have, what is your general understanding of this literary criticism?

Returns

Two Truths, One Lie:• Which of the following is a lie about… ?

Past, Present, Future Friday

Lens #5 Psychoanalytical

Short Story #5 – “The Cask of Amontillado”

Case Study Activity

Short Stories Through a Critical Lens Friday

Standard2. Reading for All Purposes

1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills

Objective: to identify the plot of short story #5 = “The Cask of Amontillado.”

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?

Pre-Reading Activity: Develop Friday (From Wednesday)

Revenge• What is it?• Have you ever “practiced” it or “sought” it? When? Why? How?• When do people seek it? Why do they?• Have you seen it in real life? When? Where? Who? • Have you seen it in movies or books? When? Where? What?

Respond: Yes or No1. For revenge to be sweet, my enemy has to know it's me getting revenge -- it

cannot be anonymous. 2. Revenge isn't as sweet if you get caught. 3. A premeditated crime is worse than one committed in the heat of the moment. 4. Time eases a guilty conscience. 5. No one harms me and gets away with it. 6. It is okay to take the law into my own hands.

These statements probe into your belief systems, who you are. What is the psychology behind why one of us might think, act, or react one way and

another person another?

Activity: Develop We Do Friday

Purpose: to identify the plot of short story #5 = “The Cask of Amontillado.”

Task: Read Short Story #5 – “The Cask of Amontillado”http://archive.org/stream/thecaskofamontil01063gut/1063.txt(see next slide for vocabulary assistance)

Outcome: Who are the characters? What is the conflict? What is the climax? What is the resolution?

VocabularyAmontillado [uh MON te YAH doh] Dry, amber wine. Aperture Opening. Carnival Festival just before Lent. It is called Mardi Gras in some western countries. The word carnival is derived from the Latin words carne (meat) and vale (farewell). Thus, it literally means ~ez_ldquo~farewell to meat.~ez_rdquo~ During Lent, Roman Catholics do not eat meat on Ash Wednesday and all the Fridays thereafter, until Easter. Catacombs Underground burial places. Circumscribing Encircling, surrounding; tracing a line around. Fetter Shackle, chain, bond. Flambeau Torch; plural, flambeaux. Hearken Listen carefully. Immolate - Kill a person as a sacrifice. Imposture Deception, fraud. Impunity Freedom from punishment; exempt from punishment. Médoc Red wine from the Bordeaux region of France. Motley Apparel of many colors; jester~ez_rsquo~s costume. Nemo me impune lacessit [NAY moh MAY im POO nay lah CHESS it] Latin for No one injures me with impunity. This sentence appeared on coins of James I of England. Nitre Potassium nitrate. Palazzo Palace; splendid home. Pipe Cask holding 126 gallons. Puncheon Cask holding 84 gallons. Rapier [RAY pe er] Two-edged sword. Rheum [ROOM] Watery discharge. Roquelaure [rok uh LAHR or rok LAHR] Knee-length, often fur-trimmed cloak after Duc de Roquelaure (1656-1738) Sconce Bracket on a wall for holding a candle or a torch.

Activity: Develop & ApplyWe Do Friday

Purpose: to compare and contrast a film version of Poe’s short storyTasks: Respond• What differences do you notice between the short story and

the film version? • Why do you think these ideas are added and/or changed?• “The Cask of Amontillado” - Starring John Heard & Rene

Auberjonois & produced by Karen Thomas (15:49)• https://www.youtube.com/watch?v=SoUPJId_AWk

• Outcome: understanding of story to apply a psychoanalytical lens

DiYanni’s “Checklist of Psychological Critical Questions”1. What connections can you make between your knowledge of an author’s life and the

behavior and motivation of characters in his or her work?2. How does your understanding of the characters, their relationships, their actions,

and their motivations in a literary work help you better understand the mental world and imaginative life, or the actions and motivations, of the author?

3. How does a particular literary work – its images, metaphors, and other linguistic elements – reveal the psychological motivations of its characters or the psychological mindset of its author?

4. To what extent can you employ the concepts of Freudian psychoanalysis to understand the motivations of literary characters?

5. What kinds of literary works and what types of literary characters seem best suited to a critical approach that employs a psychological or psychoanalytic perspective? Why?

6. How can a psychological or psychoanalytic approach to a particular work be combined with an approach from another critical perspective – for example, that of biographical or formalist criticism, or that of feminist or deconstructionist criticism?

Two-Pronged Approach

• Psychological Analysis can look closely at the characters and the psychological motivations present in their story and/or back story.

• Psychological Analysis can also look closely at the life of the author to determine what in his/her life caused him/her to write characters in a specific way and give the characters specific attributes.

Model: “Young Goodman Brown”: Id versus Super-ego• Theme of innocence betrayed• Classic traumatic experiences of youth (events in forest)• Changed man• “Young Goodman Brown” means more than it says:• Village a place of light and order

• Consciousness – the ego• Conscience – the super-ego

• Move to forest is move to the night, the unknown• Unconscious – the id

• Brown becomes the mediator between the super-ego and the id• The devil is seated at the foot of an old tree (the apple tree from Adam and Eve?)• Is the devil Brown’s alter-ego?• Satan’s staff is like a “great black snake” – a phallus? • Pink ribbons – mixture of purity (white) and passion (red)

• Don’t men dream of the pure woman who can unleash her passions?

Model: Brown’s Idealized View of Himself• Comes back from the forest disillusioned• Suppresses his own libido • Sees himself as the only “pure” soul in town• Isolates himself because of his idealized view of himself

• Puritans saw “nature” as synonymous with “sin”• Entering the forest was entering an area for “sin”• Brown willing to enter, but not willing to have wife there

• Wife’s job is to remain pure

• Is Brown’s trek into the forest a view of his evil side, or natural youthful curiosity?

• Are his reactions an observation of his own repressions, or his moral compass coming into control?

Consider: The Death Wish in Poe• Does Montresor view Fortunato as a father figure? • Does he want the father-figure dead because of an Oedipus

complex?• Does he want Fortunato dead because he is rejecting Fortunato’s

place in society? • How does Poe’s loss of his mother at an early age effect his writing?• According to Bonaparte, “Ever since he was three, in fact, Poe had

been doomed by fate to live in constant mourning. A fixation on a dead mother was to bar him forever from earthly love, and make him shun health and vitality in his loved ones” (83).

• Since Montresor recalls the murder 50 years later, does part of him want to be entombed with Fortunato?

• How interesting is it that there is no female character in “The Cask of Amontillado”?

Academic Standards1. Oral Expression and Listening1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness2. Effective collaborative groups accomplish goals 2. Reading for All Purposes1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills 3. Writing and Composition1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes3. Standard English conventions effectively communicate to targeted audiences and purposes 4. Research and Reasoning1. Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes2. Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment