Monday, October 14

  • New seating chart

  • Bring three hard copies of your finished essay to class.
    • This includes everything:
        • Heading
        • Title
        • Whole essay
        • Perfect spelling and punctuation.
  • Peer editing handout

    • Read through!

  • Share papers, follow guidelines

    • When done with all papers, hand them back to their owners

  • Literary Criticism - looking at a story with a variety of lenses

    • Little Miss Muffett story with commentary
      • Group work:
        • Your turn! Choose a different story or nursery rhyme.
    • Back to "Little Miss Muffett"

      • Another approach to gaining perspective

Tuesday, October 15

  • Turn in that beautiful essay!

    • final copy on top

    • then yesterday's copies with comments

    • other rough stuff

    • outline on bottom

    • staple it all!

  • vocab warm-up: Latin Roots I

    • remember your list?

    • Use 4 vocabulary words to describe
      • the process of writing your Scarlet Letter essay
  • check out Of Mice and Men

    • return the Scarlet Letter

    • tonight: Read Chapters 1&2 for Thursday

  • Perspectives on the Scarlet Letter


Wednesday, October 16

  • Test Day!

Thursday, October 17

  • vocab warm-up:

    • Use 4 vocab words and the words "testing day" to describe how much fun you had yesterday.

  • ASB voting

  • reading schedule

  • Quiz on OM&M, Ch. 1 & 2

  • Discuss characterization

  • Literary Criticism - looking at a story with a variety of lenses

      • Little Miss Muffett story with commentary

        • Group work:

          • Your turn! Choose a different story or nursery rhyme.

      • Lit Crit notes

  • Literary Criticism – looking at a text through the “lens” of one particular concern.
    Reader Response lens –
    • How did I like the book? How does it affect me?
    • What we use in grade and middle school. What we do when we read for fun.
    • Meaning is constructed through the reader’s experience of reading
      • Ex.: When I read this it makes me think of my sister, and it really affects me because sometimes I worry about her.
      • Proponents believe that literature has no objective meaning or existence.
    Archetypal criticism –
    • How does this reflect the deep beliefs and myths of a culture?
    • Archetype means narrative patterns, character types or images which are said to be identifiable in literature, myths, art, religion, social behavior, and dreams.
    • These archetypes are assumed to be universal and deep within us all, so that they evoke a strong response in the reader.
    • The best archetypal pattern is any symbol with deep roots in a culture, such as the forbidden fruit in the Garden of Eden or the poison apple in Snow White.
    Gender Criticism –
    • Do people in this text follow traditional, expected gender roles? Are the characters conscious of this in the text?
    • This point of view recognizes that our culture is patriarchal.
      • Men are in power.
        • Men’s power is overt. (open)
    • Women are passive objects.
      • Women’s power is forced to be covert. (hidden)
      • Neither men nor women have options regarding their traditional roles
    Privilege and Social Power criticism –
    • Who has the power in any given situation, based on that person’s social standing and ability to cause change?
    • The economic organization of a society determines its attitudes and institutions,
      • i.e., how wealth is produced makes society what it is.
      • Who has the most opportunities in the story?
      • Is power shared? Is it transparent?
      • Focuses on power and money

  • Psychological lenses –
    • How does this work reveal the mind of the author?
    • Reference to the author’s personality is used to explain and interpret a literary work.
    • Reference to the literary work is made to explain the author.
    • Reading a work is a way of experiencing the consciousness of the author.
    Historical lenses –
    • How does this work reflect the time and place it was written and how has that affected the author?
    • Apply specific historical information (social, political, economic, cultural, and intellectual climate) information to explain the work.
      • Ex.: Faulkner wrote many of his novels during and after WWII, a fact that explains the struggles and feelings of darkness in his works.
    Ecological lenses –
    • How does this work reflect the author or culture’s attitude toward land use and awareness of ecological balance?
    • This looks at underlying assumptions of the author and society, as reflected in the text, toward the role of humans in the environment.
      • Ex.: In One Flew Over the Cuckoo’s Nest, the government builds a huge dam, sure that they have taken care of the salmon problem and unaware of any other problems they may be causing.

    Post-colonial criticism
    • How does this text show the attitudes of the conquering culture and the culture they are ignoring or attempting to overrun? What are the longer-term implications of these attitudes?
    • Successful colonialism depends on a process of “Othering” the people colonized, making the conquered people seem dramatically different and lesser than the colonizers.
    • Literature written by the colonizers often distorts the experiences of the colonized.
    • Literature written by the colonized includes attempts to reclaim culture and identity in the face of colonization.

Friday, October 18

  • Chapter 3 reading quiz
  • Discuss
  • Back to "Little Miss Muffett"

    • Another approach to gaining perspective

  • finish Lit Crit notes
  • Group work:

    • Your turn! Choose a different story or nursery rhyme.