Hook, Housekeeping & Homework Monday Have out your novel (fictional text) to read Quietly read for approx. 5-10 minutes PERIOD 3 MAKE-UP NOTES FROM FRIDAY!

Hook, Housekeeping & Homework Monday

Have out your novel (fictional text) to read Quietly read for approx. 5-10 minutes

PERIOD 3 MAKE-UP NOTES FROM FRIDAY!Remember…• no electronics out/on during reading time• you are receiving credit for being on time, • ready to read with your choice, independent reading novel, • and actively reading during the given time. • If you do not have your book with you, must read something else.

If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room!Homework: Spend 10 – 30 minutes reading from your choice, independent novel tonight!

Past, Present, Future Monday

• Period 3: Federal Impact Survey?!• Marxist Theory

• PPT & Reading – Take notes• “Girls” & Model Essay using Marxist approach

• SS #3 – “The Necklace”

• Apply Marxist Theory to “The Necklace”• Discussion/debate

• Make sure you have read at least one novel by the end of the week; we’ll be starting the summative project soon

Short Stories Through a Critical Lens Monday

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 practice active reading skills for short story #3 “The Necklace.”

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?

Activity: Pre-Reading You Do Monday

List 5 to 10 items that you own that you value highly. Order them from most to least important.1.2.3.4.5.

Indicate on the list above the items that you value because other people might notice the item, or even be impressed that you have it, and/or you felt like you would “fit in” better if you had it, and/or someone you like/admire has it so you wanted it, too.Be honest with yourself!

Activity: Develop Monday

Sometimes the plot is made up of several separate, but related, problems. In this story, the main characters, Monsieur and Madame Loisel, encounter three main problems.

Purpose: to identify the progression of problems & solutions within the story.

Tasks: As you read, complete a Problem/Solution chart like the one below.

Problem Solution1. 2. 3.

What’s the twist at the end?!

Short Stories Through a Critical Lens Monday


• Objective: you will be able to practice active reading skills for short story #3 “The Necklace.”

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.



Hook, Housekeeping & Homework Tuesday

Have out your novel (fictional text) to read Quietly read for approx. 5 minutes

Remember…• no electronics out/on during reading time• you are receiving credit for being on time, • ready to read with your choice, independent reading novel, • and actively reading during the given time. • If you do not have your book with you, must read something else.


Past, Present, Future Tuesday

• Period 3: Federal Impact Survey?!• SS #3 – “The Necklace”

• Read & Discuss

• Apply Marxist Theory to “The Necklace”• 3 Small Group Discussions

• Apply Marxist Theory to “The Necklace”• Debate

Activity: ApplyWe Do Tuesday

Purpose: to actively review character and plot elements of the story “The Necklace” by discussing literal details as well as drawing inferencesTasks:1. In your small groups, spend 10 minutes discussing the given

questions (see next slides, 9 questions)• You may go in any order and spend as much time or as little time on each

one as your group wants, but you must discuss the story for 10 minutes• Feel free to jot notes down in your composition notebook as you discuss

2. Switch to new groups and a new discussion sheet (see slide, 23 questions)

• Apply the same guidelines as the last taskOutcome: Final rotation to analyze the story from a Marxist perspective

Activity: Develop We Do TuesdayPurpose: to actively review character and plot elements of the story by identifying literal details as well as drawing inferences

Tasks: Read “The Necklace” and respond to the questions below (and on the next slide)1, The first six paragraphs of the story tell about the life Madame Loisel wishes to lead and the life she really leads. What details bring out this contrast?

2. Madam Loisel wishes to have an expensive dress for the reception. How does her husband react to her wish?What does this incident reveal about the values of Madam Loisel and of her husband?

3. What reason does Madam Loisel give for needing a jewel to go with her dress?Do you think her concern is reasonable or foolish?Why does she choose the necklace rather than any of the other pieces of jewelry?

4. At the reception, what incident shows the contrast between Madam Loisel’s apparent situation in life and her true situation?What incident contrasts her values with her husband’s values?After the Loisels leave to go home, what incident suggests a return to her true life?

5. What actions do the Loisels take to replace the necklace?What qualities of character are revealed by these actions?Why do you think they do not tell Madame Forestier that they have lost the necklace?

Activity: DevelopWe Do Tuesday

Purpose: to actively review character and plot elements of the story through identify literal details as well as drawing inferences

6. How does Madam Loisel’s character change as a result of the hardships she has to endure?Do you think her values change? Give reasons for your answer.

7. “The Necklace” is famous for its surprise ending. How does the surprise drive home the story’s theme – the underlying idea about true and false values.

8. What is the author’s attitude toward Mathilde Loisel?Does his attitude toward her change by the end of the story? Give reasons for your answer.

9. Remember the three main problems and solutions that you identified. Decide how wisely the Loisels solved each problem. What other solutions might they have found?

Literary Circle Questions on “The Necklace”

1. Is Mathilde a sympathetic character? Can you identify with her? Do you care about her at the beginning, or at the end? Why or why not?

2. What do you think Maupassant/the narrator feels about his characters? Is he sympathetic? Distant? Judgmental?

3. How does Mathilde strike you as a woman? Does she capture some important part of what it means to be a woman now? Or is she just an old, bad stereotype?

4. Is there anything Mathilde could have done to make herself happy in her initial situation? Could her husband have done anything more?

5. Is "The Necklace" a cynical story – does it reflect a really bleak and jaded view of life? Does it have some other attitude towards life?

6. Does "The Necklace" have a moral? What is it, if it does? 7. What's your verdict on the story's ending? Does it affect you emotionally? 8. If the story hadn't ended with a twist, how do you think it would have ended? Could it have ended in any

other way and been as effective (and short) a story? 9. Is Mathilde a greedy character? What signs can you find that she is or is not? 10. Why does Mathilde want to live the life of the rich so much? Are her dreams understandable, or do they

seem silly and exaggerated? 11. What difference does money make in the lives of the story's characters? 12. Does the story itself have a message about whether wealth is a "good thing"? Is it shown to be worth

pursuing, or not worth pursuing? Or is the story's own attitude towards wealth neutral? 13. In what ways is Mathilde a typical woman according to the story? How are Mathilde's desires feminine

desires? 14. How might Mathilde's being a woman be a cause of her unhappiness? Do you think it is the primary cause

of her unhappiness? Why or why not? 15. How are wealth and femininity connected in "The Necklace"? Where in the story do you see a connection? 16. Does "The Necklace" paint a bad picture of women? 17. What signs are there at the beginning of the story that Mathilde is a proud woman? In what way is she

proud? Of what is she proud? 18. Is it pride which prevents the Loisels from telling Mme. Forestier they've lost her necklace? If so, whose

pride is it? Or is it something else? 19. Does Mathilde's experience of poverty humble her? Does it make her proud in a different way? 20. Why is Mathilde so unhappy at the beginning of the story? 21. What is responsible for Mathilde's unhappiness? Is it her own fault, or is it the fault of her circumstances? 22. Is Mathilde's suffering worse when she's a poor woman? In what ways might it be, and in what ways might

it not be? 23. With all the suffering in "The Necklace," would you say the story takes a bleak view of life?

Definition of ThemeDefinition of Universal Theme

• The theme of a piece of fiction is its controlling idea or its central insight. In order to figure out theme, a reader must ask what view of life a work supports or what insight into life in the real world it reveals.

• Frequently, a work of fiction implies a few ideas about the nature of all men and women or about the relationship of human beings to each other or to the universe. These are called universal themes.

Activity: ApplyWe Do Tuesday

Purpose: to read critically by applying a Marxist lens to “The Necklace”Task: Rotating Stations to Re-Read for Marxist Theory Essential Questions• Rotate to each of the stations (3 minutes per station)• Read the question(s) and discuss as a group

Outcome: Turn this in!Consider…1. If you were writing an essay, how would you apply Marxist lens* to

this story? 2. What is a universal theme** for this story?

WRITE YOUR IDEA IN ONE, COMPLETE SENTENCE!*What is this story saying about money and/or power? Social class? Class struggle? **Central message – What is this author saying about human beings and the world in which we live?

Short Stories Through a Critical Lens Tuesday


• Objective: you will be able to apply a Marxist lens to “The Necklace”

• 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.



Hook, Housekeeping & Homework Wednesday

PERIOD 3 FEDERAL IMPACT FORMS!Have out your novel (fictional text) to read

Quietly read for approx. 5 minutesRemember…• no electronics out/on during reading time• you are receiving credit for being on time, • ready to read with your choice, independent reading novel, • and actively reading during the given time. • If you do not have your book with you, must read something else.


Past, Present, Future Wednesday

• Apply Marxist Theory to “The Necklace”• 3 Small Group Discussions

• Apply Marxist Theory to “The Necklace”• Debate Preparations

• Apply Marxist Theory to “The Necklace”• Debate

Short Stories Through a Critical Lens Wednesday

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


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



Activity: ObtainWe Do Wednesday

Purpose: to improve your analytical skills, the final assessment on this story is going to be a debate about how to interpret the story. Today your purpose is to prepare for the debate!Tasks: 1. you will be divided into groups. (per. 6 Andrea #3 Affirmative)

2. your group will be assigned an assertion and your opinion on that (positive or negative).

3. you will have today to work on developing an opening statement and supporting evidence.

4. you should also prepare questions that you will ask the other side that you can use to weaken their argument.

5. work time-- use the hand outs to get a better idea of how this debate will go – see next slide for time guidelines

Outcome: Debate! Your debate will be assessed by me and two other groups

Each group member must participate in the debate

Note, your group needs to prepare approx. 6-10 minutes of speaking time.

Opening Argument - Approximately 6 minutes total– max. 10 minutes total • Opening Argument – Affirmative - 3 minutes, 5 max• Opening Argument – Negative - 3 minutes, 5 max2 Questions then Defense Approximately 4 minutes– max. 6 minutes total• 2 Questions by Affirmative with Defense from Negative -2 minutes, 3 max • 2 Questions by Negative with Defense from Affirmative -2 minutes, 3 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 tomorrow and Friday! You ned to be here to earn the grade!

Short Stories Through a Critical Lens Wednesday



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



Hook, Housekeeping & Homework Thursday


Quietly read for approx. 3-5 minutesRemember…• no electronics out/on during reading time• you are receiving credit for being on time, • ready to read with your choice, independent reading novel, • and actively reading during the given time. • If you do not have your book with you, must read something else.


Past, Present, Future Thursday

• Period 3: Federal Impact Survey?!• Marxist Theory - SS#3 – “The Necklace”

• Debate Preparation time!

• “The Necklace” Debates – Round 1

• “The Necklace” Debates – Round 2 • Summative Writing Assessment• Choice Reading Final Project & Presentation

Short Stories Through a Critical Lens Thursday



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.



Observe & Give Feedback to the group in the opposite column

• Group 1 Affirmative

• Group 1 Negative







Notes• Period 3 - Group 4 Thursday because of a pre-arranged

absence• Per 6 – Andrea• Per 7 – Group 4 Thursday because of a pre-arranged absence

Activity: ApplyWe Do Thursday

Debate

Opening Statements - Approximately 6 minutes total– max. 10 minutes total • Opening Statement – Affirmative - 3 minutes, 5 max• Opening Statement – Negative - 3 minutes, 5 max2 Questions then Defense Approximately 4 minutes– max. 6 minutes total• 2 Questions by Affirmative with Defense from Negative -2 minutes, 3 max • 2 Questions by Negative with Defense from Affirmative -2 minutes, 3 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

Peer Assessment ½ sheet• 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.

Model• 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

Hook, Housekeeping & Homework Friday


Quietly read for approx. 10 minutesRemember…• no electronics out/on during reading time• you are receiving credit for being on time, • ready to read with your choice, independent reading novel, • and actively reading during the given time. • If you do not have your book with you, must read something else.


Past, Present, Future Friday



• Summative Writing Assessment• Choice Reading Final Project & Presentation

Short Stories Through a Critical Lens Friday








Observe & Give Feedback to the group in the opposite column









Activity: ApplyWe Do Friday

Debate

Opening Statements - Approximately 6 minutes total– max. 10 minutes total • Opening Statement – Affirmative - 3 minutes, 5 max• Opening Statement – Negative - 3 minutes, 5 max2 Questions then Defense Approximately 4 minutes– max. 6 minutes total• 2 Questions by Affirmative with Defense from Negative -2 minutes, 3 max • 2 Questions by Negative with Defense from Affirmative -2 minutes, 3 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

Short Stories Through a Critical Lens Friday








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

If Time Allows…

Activities: Develop We DoWatch SyncTV

• Focus From 1:10-1:30 the students discuss their various interpretation of the story's final line: "When the doctors came they said she had died of heart disease-of the joy that kills." What is your opinion?

• Focus In the portion of the episode from 1:35-2:30, the SyncTV students discuss the point of view employed in this story, and how it changes over the course of the narrative. What is the story's point of view? How does Chopin construct meaning with the story's shifting point of view?

• Focus The SyncTV students' interpretations of the story are divided into two distinct camps: at 0:10-0:50 we are introduced to both sides of the argument. Consider both viewpoints and think about your own personal responses to Chopin's ambiguous narrative.

DiscussWhat new thoughts do you have after hearing the students' discussion?

If Time Allows… Activities: Develop - We DoDiscuss - Small groups (3-4 students) - Discuss some of the following questions:1. "The Story of an Hour" is ambiguous: Is it, as the girls attest, a proto- feminist

text about a woman yearning for freedom, or is it, as Troy argues, the chronicle of an emotionally disturbed female protagonist? Does Chopin leave her intentions uncertain? What does this ambiguity add to the story?

2. The story is narrated from a close-third-person perspective, but that close- third-person shifts in focus among the story's characters. What is close- third-person perspective? How does it shift? How does Chopin use this formal shift to create meaning?

3. What does the room symbolize? The view out the window? How does Chopin use external setting as a metaphor for Louise Mallard's inner state?

4. Is Louise Mallard a protagonist? Is she sympathetic, or is she cold? What constitutes a protagonist in a story? Must all protagonists be of heroic moral fiber, or are they allowed to have thoughts and desires that are objectionable or uncouth? Do these thoughts make her an antagonist?

5. What do you make of the story's final line? Is Chopin being ironic, or insincere? What is her tone in this final piece of narration?

6. Is Chopin's story about the individual, or society? Is this simply a story of an hour, or are her characters vessels for larger social issues and concerns? What might these issues and concerns be?

If Time Allows… Activities: Develop We DoWriteThink about the SyncTV students' overarching argument in the episode. In a persuasive essay response, argue whether this is a story about a cold, emotionally disturbed woman, or a paean to the secret, repressed desires of women for individuality and freedom. Provide at least two supporting examples, using quotes and passages from the text.Think & Respond Read the "Think" questions, watch the corresponding video clips, and respond to the questionshttps://app.studysync.com/admin/library/index.cfm#library_think

https://app.studysync.com/admin/library/index.cfm#library_think

https://app.studysync.com/admin/library/index.cfm#library_think

Coming Soon….Today you will start doing some research on one of the choice

novels that you have read this semester!Please take a graphic organizer off the front table.

• Period 3: Federal Impact Survey?!

• Marxist Theory - SS#3 – “The Necklace”

• Choice Reading Final Project

• Summative Writing Assessment• Choice Reading Final Project & Presentation

Hook, Housekeeping & Homework Monday Have out your novel (fictional text) to read Quietly read for approx. 5-10 minutes PERIOD 3 MAKE-UP NOTES FROM FRIDAY!

Documents

reading time

minutes reading

active reading skills

independent reading

marxist theory ppt reading

short story

short stories

independent novel