Day Eleven RA

Do Now: “If only it were so simple! If only there were evil people somewhere insidiously committing evil deeds, and it were necessary only to separate them from the rest of us and destroy them. But the line dividing good and evil cuts through the heart of every human being. And who is willing to destroy a piece of his own heart?” -Solzhenitsyn

What is the best way to deal with this "line dividing good and evil" that cuts through the heart of every human being"?

Today's Learning Target: 
I will be able to recall key concepts from the Romance Archetypes unit and identify strategies I can use to review for a test on the unit.
I will know that I have hit the learning target when...
-I can point to the key texts from the unit and connect them to the appropriate archetype.

-I can explain how specific texts reference archetypes in distinct ways. 

Agenda:

1. Socratic Seminar
2. Reviewing for the Romance Archetypes Test
3. Exit Ticket: What is an important question or takeaway from today's Socratic seminar?

HW: Complete both parts of the Socratic seminar handout (the reflection on a new understanding and the evaluation of the inner circle). Also, check out this link for Romance test materials: Review for the test

THE ROMANCE ARCHETYPES TEST WILL TAKE PLACE ON:

THURSDAY, 7 NOVEMBER

Socratic Seminar Notes GREEN
PURPLE

Day Ten RA

If you enjoy "YGB," then try out this collection for some other spooky reads.

Do Now: Share a question or observation about "Young Goodman Brown."

Today's Learning Target: 
I will be able to describe elements of the serpent in the garden archetype and apply them to "Young Goodman Brown."
I will know that I have hit the learning target when...
-I can distinguish between the garden and serpent in the garden archetypes.
-I can locate evidence from the short story that relates to the serpent in the garden archetype.

Agenda:

1. Hawthorne's "Young Goodman Brown"
2. Allegory
3. The Serpent in the Garden
4. Preparing for a Socratic seminar
5. Exit Ticket: Why is it appropriate to conclude the archetype unit with the serpent in the garden?

HW: For Thursday's Socratic seminar, use the handout to prepare three questions about Nathaniel Hawthorne's "Young Goodman Brown" and/or about Romance archetypes.

Day Nine RA

Do Now: Choose one line from the Candide excerpt that best connects to an idea about utopia and one line from "Harrison Bergeron" that marks it as a dystopia.

Today's Learning Target: 
I will be able to compare and contrast utopia and dystopia and draw a conclusion based on my findings.
I will know that I have hit the learning target when...
-I can list at least three ways utopia and dystopia are similar and different.
-I can use my list of similarities and differences to explain the subtle distinctions between utopia and dystopia.

Agenda: 

1. Voltaire and Utopia / Vonnegut's "Harrison Bergeron" and Dystopia
2. Introducing the Serpent in the Garden
3. Context for "Young Goodman Brown": Please respond to the following questions. Copy the links of any resources you use to answer the questions.
   
   1. Where was Nathaniel Hawthorne from? What is his family background?
   2. Why did Hawthorne add a “w” to his last name (Hathorne → Hawthorne)?
   3. What were Hawthorne’s views on his ancestors’ involvement in King Philip’s War, the Salem Witch Trials, and the Puritan persecution of Quakers?
   4. What do the terms “goodman” and “goody” mean?
   5. What is an allegory?

HW: Read and annotate Nathaniel Hawthorne's "Young Goodman Brown" and prepare at least one question or inference you would like to share during a Socratic seminar on the story (and on archetypes in general).

Day Eight RA

Do Now: Please take a few minutes to read the utopia article (on yesterday's post) and scroll through the example texts. Talk to a neighbor about one of the works from the utopia entry and/or literature site that you were either intrigued by or already know well.

Today's Learning Target: 
I will be able to describe elements of the utopia archetype and distinguish it from the garden archetype.
I will know that I have hit the learning target when...
-I can explain utopia is both similar to and different from the garden archetype.
-I can apply what I've learned about elements of utopia to a utopian/dystopian work I already know.

Agenda:

1. Introducing Utopia 
2. Distinguishing between Utopia and the Garden
3. Some examples of Utopia and Dystopia
4. Exit Ticket: Explain one key difference between the garden and utopia.

HW: Read and annotate two stories: the "El Dorado" excerpt from Voltaire's Candide and Kurt Vonnegut's "Harrison Bergeron." Look for elements from our notes that suggest El Dorado is a conventional (i.e., typical) Utopia and that the world of "Harrison Bergeron" is a dystopia.

Day Seven RA

Often associated with the sun, the phoenix is a symbol of renewal or rebirth.

Do Now: What was something unique or unexpected about "A Worn Path"? 

Today's Learning Target: 
I will be able to discuss how cultural context can help me differentiate among hero's quest stories.
I will know that I have hit the learning target when...
-I can explain how "A Worn Path" uses the hero's quest archetype to explore the renewal of the human spirit and the triumph of dignity over oppression and prejudice.
-I can point to the different elements of the quest in the Welty story.

Agenda:

1. Welty's "A Worn Path" and Renewal 
2. Comparing and Contrasting Sir Gawain and Phoenix
3. Read and annotate the Britannica article on "utopia" and poke around the utopian literature site for some examples of utopia in fiction
4. Exit Ticket: How does "A Worn Path" explore the renewal of the human spirit and the triumph of dignity over oppression and prejudice?

HW: For Friday, please read the group essays (linked on Day 6 of this blog) and respond the the prompts.

Day Six RA

Check out the story in its original Middle English!

Do Now: Share your annotations of Sir Gawain and the Green Knight with your group. Each group will report back with a question or observation. 

Today's Learning Target: 
I will be able to discuss how cultural context can help me differentiate among hero's quest stories.
I will know that I have hit the learning target when...
-I can explain how Sir Gawain and the Green Knight uses the hero's quest archetype to promote values from a bygone age (ca. 1375-1400).
-I can point to the different elements of the quest in the Gawain story.

Agenda:

1. Sir Gawain and the Green Knight
2.  What is something about the hero's quest archetype that you would like to know more about or that you do not get?
3. Read and annotate Eudora Welty's "A Worn Path." Label where you think the call, crossing, tests, and return are in the text. Also, consider how the cultural context makes our hero (Phoenix) distinct. If the Atlantic link does not work for you: Here is a link to a pdf of "A Worn Path" 
4. Exit ticket: what does the hero do once he/she has completed the quest?

HW: Complete the chart comparing the two heroes. Use evidence to support your answers.

For Friday (Green) / Monday (Purple): Please read the five other group essays and answer the prompts. Bring in your handwritten or typed paragraphs. I will collect them.

Green Class Essays

Purple Class Essays (social/cultural pressures group: Please share your essay with me!)

Joseph Campbell and the Hero's Quest

This diagram of the Hero's Quest is from Joseph Campbell's The Hero With A Thousand Faces

Do Now: Please share the story you profiled on the handout. Answer one of the follow-up questions below:

• How symbolic is the imagery in the work?
• How does the protagonist reflect the hero of myth?
• Does the “hero” embark on a journey in either a physical or spiritual sense?
• Is there a journey to an underworld or land of the dead?
• What trials or ordeals does the protagonist face? What is the reward for overcoming them?

Today's Learning Target: 
I will be able to describe important elements of the hero's quest archetype and describe how they relate to real life.
I will know that I have hit the learning target when...
-I can distinguish among the call, the crossing, the road of trials and the return.
-I can point to parts of the hero's quest and connect them to stages of a person's life.

Agenda:

1. Connecting to the Hero's Quest
2.  Joseph Campbell and the Hero's Quest
3. Some context for Arthurian Tales
4. Exit Ticket: What surprises you about the hero's quest archetype? -or- What is a new perspective you gained on the hero?

HW: Read and annotate "Sir Gawain and the Green Knight." Label the different parts of the quest (Call, Crossing, Tests/Trials, Return/Gift).

Day Five RA

Can a walk in the woods qualify as a quest?

Do Now: Please read and annotate Alice Walker's "The Flowers." At the bottom of the story, make a claim about why Myop is or is not - in your opinion - a hero. Support the claim with at least one example.

Today's Learning Target: 
I will be able to describe important elements of the hero's quest archetype and describe how they apply to Alice Walker's "The Flowers."
I will know that I have hit the learning target when...
-I can distinguish among the call, the crossing, the road of trials and the return.
-I can point to parts of Alice Walker's "The Flowers" that correspond to the elements of the hero's quest.

Agenda:

1. Alice Walker's "The Flowers"
2.  Joseph Campbell and the Hero's Quest
3. Connecting to the Hero's Quest
4. Exit Ticket: What surprises you about the hero's quest archetype? -or- What is a new perspective you gained on the hero?

HW: Please complete the handout "Following the Path of the Hero" with a story or film that you think includes the elements of the hero's quest archetype. Also, begin reading the group essays and looking for connections.

Green Class

Purple Class

Coming Up: Read and annotate "Sir Gawain and the Green Knight." Label the different parts of the quest (Call, Crossing, Tests/Trials, Return/Gift).

Day Four RA

Do Now: Share your annotations on "The Door in the Wall" with a neighbor. What puzzled or intrigued you about the story?

Today's Learning Target: 
I will be able to explain how Wells uses the garden archetype to express the importance of finding a balance between imagination and reality.
I will know that I have hit the learning target when...
-I can explain how the garden archetype appears in "The Door in the Wall."
-I can describe how Wells's choices of symbols and narration connect to perceptions of imagination and reality.

Agenda:

1. "The Door in the Wall"
2. Comparing Wallace to other characters
3. Garden Sketchnotes
4. Exit Ticket: Is Wallace's journey a success or a failure? Why?

HW: Complete the four questions about "The Door in the Wall."

Coming up: Read and annotate Alice Walker's "The Flowers." At the bottom of the story, make a claim about why Myop is or is not - in your opinion - a hero. Support the claim with at least one example.

For Monday (Purple)/Tuesday (Green): Read your peers' group essays and respond to the four questions.

Day Three RA

Henry David Thoreau: A Garden Kind of Guy

Do Now: Please complete the short survey about our work on The Hate U Give. 

Today's Learning Target: 
I will be able to understand why the garden archetype is so prevalent in literature and how it connects to both nostalgia and a simpler life.
I will know that I have hit the learning target when...
-I can describe at least two different ways authors reference the garden archetype.
-I can explain how the garden is sometimes an expression of a yearning for the past and sometimes an expression of striving for a simpler life.

Agenda:

1. Listen to "Big Yellow Taxi" and talk to a neighbor about how Mitchell references the garden archetype. 
2. Focused annotations (recognizing the elements of the archetype)
3. Editing and Proofreading
4. Exit Ticket: What makes sense to you about the garden archetype? What are you struggling to understand?

HW: Read and annotate the excerpt from Henry David Thoreau's Walden. Look for connections to the garden archetype. (Due Wednesday for Green/Thursday for Purple)

HW: Complete the process grade handout for next class. Also, read and annotate H.G. Wells's "The Door in the Wall." Mark up at least two passages that relate to the garden archetype and explain the connection. Also, bring in any questions you have about the story. (If the link above does not work for you, then try this site: http://www.classicshorts.com/stories/tditw.html)

Joni Mitchell's "Big Yellow Taxi" from the album Ladies of the Canyon

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Group Essay Connections Paragraphs (40 points)

After you have read all of the group essays (linked on reynolds9h.blogspot.com), you will explore connections among them. Please compose four two-to-three sentence paragraphs that respond to the prompts below. Print your responses and bring them to class Monday.

1. Find the same quotation used in two or more different essays. How is it used differently? 
2. Pick two or more thesis statements with a point of similarity. Why do you think the topics connect? 
3. Find the thesis statement you disagree with most. Write a counter argument. 
4. If you could have been in a group other than your own, which would it be and why?

Day Two RA

Joni's Ladies of the Canyon makes numerous references to the garden archetype.

Do Now: What archetypes did you notice in either The Hate U Give or Lord of the Flies? Support the connection with evidence from the text.

Today's Learning Target: 
I will be able to understand why the garden archetype is so prevalent in literature and how it connects to life.
I will know that I have hit the learning target when...
-I can describe at least two different ways authors reference the garden archetype.
-I can explain how the garden is sometimes an expression of particular human longings.

Agenda:

1. Editing/Proofreading and Reflecting
2. Back to the Garden
3. What is the garden archetype?
4. Exit Ticket: How would you describe your own "garden"?

HW: Read/re-read the four texts below (hint: you already have The Book of Genesis text and Chaucer's "The Former Age"). Using language from the slide on what the garden archetype is/isn't, annotate each text with at least one way that it uses the garden archetype.
Golding and Douglass
Genesis
Chaucer's "The Former Age"

Romance Archetypes (RA)

Do Now: Share your garden example with your group. What seem to be some key elements of this archetype?

Today's Learning Target: 
I will be able to describe what an archetype is and where I have seen archetypes used.
I will know that I have hit the learning target when...
-I can define the term archetype and provide an example of an archetype.
-I can explain why knowing about certain archetypes could help me better understand literature and life.

Agenda:

1. Introducing archetypes
2. Wrapping up the essays
3. Exit ticket: Please make a prediction about how you think knowing about archetypes could improve your understanding of literature.

HW: Look over the Archetypal Criticism document. Choose at least two archetypes that you think show up in The Hate U Give and/or Lord of the Flies. Find an example in the text that supports your reasoning.

For an introduction to other critical lenses, take a look at this site.

For descriptions of character archetypes, check out this page.

Day Eighteen

Do Now: Please take out your packets and talk to your groups about archetypes. What do they remind you of?

Today's Learning Target: 
I will be able to revise/edit my group's essay by using the rubric at the end of the writing manual.
I will know that I have hit the learning target when...
-I can point to parts of the essay that need revision/editing and change them based on criteria in the rubric.
-I can make sure I have included all of the necessary parts of the essay by checking it against the rubric.

Agenda:

1. Introductory and Concluding Paragraphs
2. Finishing a draft for Thursday!
3. Exit ticket: What part of your group's draft would benefit most from revision?

HW: Continue to work on the Romance Archetypes packet (due Thursday).

Student Activists Club

Day Seventeen

Do Now: What makes a great hook? Think about stories or films that begin with an effective hook. 

Today's Learning Target: 
I will learn what elements make up introductory and concluding paragraphs and why we hold off writing them until after all of the other steps.
I will know that I have hit the learning target when...
-I can point to the distinct elements of introductory and concluding paragraphs in a sample.
-I can brainstorm with my group about a strong hook for the introductory paragraph.

Agenda:

1. Connections
2. Introductory and Concluding Paragraphs
3. Group work continued
4. Exit ticket: What will your group need to work on next time to complete a draft of the The Hate U Give essay?

HW: Read and annotate "An Overview of Lord of the Flies." Find at least three quotations to ask about, connect to, or comment on.

Next week: Please complete the Romance Archetypes packet by annotating the readings and responding to the prompts.

Day Sixteen

The Godfather: A rare case where the film might be better than the book!

Quick group community building exercise: Tell your group about a film based on a book that actually isn't so bad.

Today's Learning Target: 
I will learn what elements make up a body paragraph and draft at least one body paragraph.

I will know that I have hit the learning target when...
-I can point to the distinct elements of a body paragraph in a sample and explain the purpose of each one.
-I can describe what elements I already have in place for a body paragraph and what elements I'm missing.

Agenda:

1. Analysis
2. Composing Body Paragraphs
3. Continuing Group Work
4. Self-evaluations: what am I doing/not doing to help my group so far? Please note one contribution you're proud of and one way you might better serve your group.

HW: Thinking about the analysis strategies we looked at, revise your quotation sandwich. Make sure you are able to tell me about the strategy you used when analyzing your evidence. Also, review the writing manual (steps 3-8) for Thursday's quick quiz.

Day Fifteen

Let's talk idea-based topic sentences!

Do Now: Community-building exercise.

Today's Learning Targets: 
1) I will learn how I can use my thesis statement and supporting ideas to form idea-based topic sentences that include glue words and address a how/why question.
I will know that I have hit the learning target when...
-I can point to glue words in my thesis statement and explain why repeating them in a topic sentence would make sense.
-I can locate the important idea I have expressed in the topic sentence.

2) I will learn what elements make up a body paragraph and draft at least one body paragraph.
I will know that I have hit the learning target when...
-I can point to the distinct elements of a body paragraph in a sample and explain the purpose of each one.
-I can describe what elements I already have in place for a body paragraph and what elements I'm missing.

Agenda:

1. Topic Sentence Practice and Questions
2. Composing Body Paragraphs
3. Continuing Group Work
4. Self-evaluations: what am I doing/not doing to help my group so far? Please note one contribution you're proud of and one way you might better serve your group.

HW: Choose a piece of evidence your group has selected and write it up as a quotation sandwich. N.B., Make sure each group member is working with a different example.

Also, annotate the sample paragraph:
-note the topic sentence
-find the three quotation sandwiches and distinguish among context, quotation, and analysis
-circle transition words 
-note the clincher sentence