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).