Monday October 19-November 13

SHORT STORIES AND FAIRY TALES

In your notebook or on a sheet of paper, write a short story. It can be about anything! You have 5 minutes to do this

You will save all of your work from this week and turn it in on Friday *

DO NOW:

At your tables, share your short story

SHARE!

Can I have a few students share with the class?

SHARE WITH THE CLASS

Only READ- no marks, annotations, nothing. Read the story!

Then, read it again, this time make time for annotations and notes.

Your whole story should be marked up, that’s why the margins are large!

Look for: Figurative language (metaphor, simile, etc) Imagery Things that have double-meaning (or that you think

may have deeper meaning!) Anything else interesting to you!

READ YOUNG GOODMAN BROWN

When annotating look for: Figurative language (metaphor, simile, etc) Imagery Things that have double-meaning (or that you think may have

deeper meaning!) Anything else interesting to you!

Go through your annotations and select 6 diff erent pieces of the text to analyze further.

Using complete sentences and embedding the quote, analyze each of the six pieces of text you pulled from the story on a sheet of paper

Be sure to introduce the quote, analyze and interpret the quote, and finish your analysis in a complete way!

Hold on to this for now, as you will need it later!

ANNOTATE AND WRITE

Get out your annotated story and notes (3 quotes) about YGB

Have out something to write with and the song stacked at your table (each of you should have 1)

DO NOW

Listen to the song and take notes on what you hear and the beat

Make connections with the lyrics/beat to YGB

Continue to work on notes for YGB

SYMPATHY FOR THE DEVIL

In your groups, discuss how this song can relate to YGB

You may use phones to look up the historical allusions in the song

Someone at each group should record the connections your group makes

GROUP TALK/WORK UNTIL 8:05

Using the song and the lyrics, write about a page response answering the question below:What is the true meaning of Young Goodman Brown? What is the author trying to say using this story as his mode of transmitting a bigger message? Use evidence from the story, your writing, and the song, “Sympathy for the devil” to back up your opinions.

If you need to discuss the prompt for a few minutes with a partner, that is ok!

QUICK WRITE- ABOUT A PAGE OR SO

What happened? Why?

TALK- SHARE OUT YOUR IDEAS

Begin reading the story “Where are you going, where have you been” by Joyce Carol Oates

Wait to annotate until your second time reading! So read it through once, then annotate!

DO NOW

Go back through the story and annotate Look for:

Figurative language (metaphor, simile, etc)

ImageryThings that have double-meaning (or that you think may have deeper meaning!)

Anything else interesting to you!

AFTER READING ONCE:

Let’s listen! Using the song lyrics, annotate while

you listen to the song “It’s all over now baby blue” by Bob Dylan

Once we are done listening, write some quick notes/ideas about how this song relates to the story “Where Are You Going, Where Have You Been”

ITS ALL OVER NOW BABY BLUE

Go through your annotations and select 3 different pieces of the text to analyze further.

Using complete sentences and embedding the quote, analyze each of the three pieces of text you pulled from the story on a sheet of paper

Be sure to introduce the quote, analyze and interpret the quote, and finish your analysis in a complete way!

You have 15 minutes to work on this in class!! Use your time well! This is due tomorrow!

QUOTES- AFTER ANNOTATIONS

Today and tomorrow you will be working on a timed write in class

You will use your stories, songs and quotes you have worked with

You will also turn in all your work from the week with your timed write Friday at the bell

TIMED WRITE PREP

Today you will: Pick a short story, and an element of that short story, to

write about Create a thesis for your paper Create an outline for your paper Begin writing

Friday you will finish writing and turn in all of your work 3+ quotes analyzed and written about from each story Annotated stories Songs annotated Outline/prewrite for timed write

THURSDAY:

SHORT LITERARY EXPLICATIONThe word "explication" comes from a Latin word that

means "unfolding." When you explicate a story or novel or poem, you "unfold" its meaning in an essay by interpreting or analyzing a portion of it. You can analyze a character, a single incident, symbols, point of view, structure, and so on. No explication can take into account everything that goes on in a story; the explication would be longer than the story itself. So your paper should focus on one or two elements (character, symbol, theme, etc) that you think contribute to the overall meaning or purpose of the story. A good explication concentrates on details: you should quote portions of the story to show how the text supports your thesis. Then you should off er comments that show how the portion you're interpreting contributes to the story as a whole.

PROMPT

Choose one of the stories we have already read this mini unit for your paper.

Choose an element of the story (incident, character, style, symbol, structure) that seems to you to enhance or define the meaning as you understand it.

Explain what that element of the story is, why it is important, and how it connects to the overall meaning of the story.

SUGGESTED APPROACH TO THE PAPER:

Construct a THESIS that indicates (a) your focus (b) the relation of that focus to the story as a whole. A thesis represents your conclusion or opinion about the

story. Thus your thesis is argumentative; it should not be an obvious point, but should be a thoughtful statement that indicates some of the complexity and depth of the story and that takes a point of view on the story–a statement that needs support to work as an argument. Ask yourself: "Could my thesis or opinion cause a reader to

respond, 'Yes, that's true, but so what?' (This means your thesis is not great…).

Or will my thesis illuminate for the reader some point that he/she might not have noticed at first reading? (This means your thesis=fire).

EVIDENCE: Find quotations and examples in the story that support your thesis, and organize the rest of you paper around this evidence.

CONCLUSION: Your paper should conclude by summing up your argument so that (a) the reader sees that the evidence you've given does in fact support your thesis, and

(b) you offer some indication of how your focus/thesis fits into the whole of the story.

1. Put short story tit les in quotation marks. 2. Follow your direct quotations with the appropriate page number in

parentheses. 3. Somewhere in the fi rst paragraph of your paper, mention the story

you are explicating by tit le and author. 5. When you write about l iterature, it is best to write in the present

tense: "Goodman Brown goes to the forest and thinks he sees his wife there,"

not "Goodman Brown went to the forest and thought he saw. . ." 5. MAKE SURE YOUR PAPER IS NOT MERELY A SUMMARY OF THE PLOT

OF THE STORY. I already know what happens in the stories. If you wish, you may off er a very brief  plot summary early in your paper in order to provide background, but the majority of your paper must be analytical.

6. Include a tit le for your paper. "Explication of 'Young Goodman Brown'" is not enough. Give some indication of your topic (for example, "Extremism in 'Young Goodman Brown'"). Center this tit le on your fi rst page.

OTHER TIPS AND TRICKS

Monday- go over elements of an essay, hook, thesis, evidence and how to support evidence, paragraphs, etc. (read packet, notes, etc)

Tuesday- Table grade(look for elements of the explication paper)

Wednesday- Choose 10 things to change about your paper with a partner and MAKE those changes (rewrite)

Thursday- Share out papers with each other in a wagon wheel

Friday- Fun Friday!

WRITERS WORKSHOP WEEK

Read what I handed you at the door. On the side of each page, reflect on how you think you do in terms of this skill when you are writing an essay about literature ( and/or in general)

You should do this independently!

DO NOW

Let’s discuss the elements from the reading Thesis Introduction Body and topic sentences Explanations Textual evidence Conclusion Title Audience Punctuation of quotes

ELEMENTS:

Using the reading, identify in your paper the elements that you used well, that you tried to use, and that you may have forgotten to use

Number each element and create a key somewhere on your paper so you can write a (1) next to thesis, (2) by introduction and then so on, to record how you think you did.

Have this finished by tomorrow’s class period

YOUR TURN!

We will do 6 roundsDo these in groups of 6 so everyone

reads each others paperLeave a blank paper with 1-6 down the

side for your peers to leave commentsWhen we are done, we will “roast” each

paper!

TABLE GRADING DIRECTIONS

round 1: look for their thesis & if it works with their paper

round 2: Introduction& title- are they strong, make you want to read more, connect to their body?

round 3: Body and topic sentences- do the paragraphs begin with a topic sentence? Do they draw you in? are they interesting?

round 4: Explanations & textual evidence- are the direct quotes good? Are they introduced and explained?

round 6: Conclusion- does it tie into their paper as a whole? Does it really “wrap” up their paper?

TABLE GRADING

The author is in the hot seat, can not speak for the first minute

The others will talk to each other (do not even look towards/gesture towards the author!) about the persons paper, what they did right, wrong, and other things

After 1 minute, the author will get a minute to defend themselves and ask questions

We will do this for all 6 papers in your group!

GROUP ROAST

Get out your essay and notesGet a partner that you trust

DO NOW

In your pair (or group of 3 if there is an odd number!) find 10 changes to make to your paper

These should be big-ish changes! Not just adding a period or something grammatical!

Once you and your partner have 10 things to change, actually make the changes! Or, you may take ½ the class to discuss and change 1 paper, and do the other paper the other half of the class period!

CHANGES!

Your paper should be “complete” todayWe will be sharing them in a wagon wheelMove all desks to the sides of the room! Or middle

WAGON WHEEL

Inside circle reads first, outside secondAfter the read aloud, give the author 1

positive comment and 1 constructive comment

We will continue to rotate so you can all hear as many papers as possible today!

SHARE!

On a sheet of paper (or half!) please write about how you think you did in our writers workshop week. What worked for you? What didn’t? Do you think you will take any of this into consideration next time we write a lit analysis paper? What did you learn?

EXIT SLIP

The walking dead analysis dayGet video clips and some of the comicWatch, discuss, analyze!

FUN FRIDAY!