DAY 21

AGENDA

1. Work period - developing arguments for our essays.
2. Mini Lesson about thesis: Meghan and Matt
3. Mini Lesson about MLA: Zoe and Aaron

DAY 20

AGENDA

1. Thesis day!!  At this point, you  need to have a thesis developed so you can work on your essay this week.

DAY 19

AGENDA

1. Working on our research -> read -> research -> read approach to essay writing!
2. Do you have a thesis statement?  DON'T FORGET: you need to come to class with a thesis statement on MONDAY!

Happy weekend :)

DAY 18

AGENDA

1.  Developing arguments for a full length essay.  What does that look like? (paragraph structures)
2. Digging in to our found secondary criticisms that we found.
3. Review: the funnel introduction!
4. Working on our arguments/intro

DAY 17: library resources

AGENDA

1. We will head to the library for an intro to using internet resources from Mrs. Hall
2. Finding sources for ourselves: using this time to find articles that help us to form a thesis for our essay.

DAY 16

AGENDA

1.Understanding Feminism: check out Emma Watson's speech to the UN 
Youtube video of UN speech
2. Close reading of passages: pass them around!
3. Read: "The Chrysanthemums" AS HOMEWORK!!!!

DAY 15

AGENDA:

1. Looking at the literary paragraph rubric
2. Proofreading our literary paragraphs
3. A close reading using a feminist lens - we will continue this tomorrow

REMEMBER: your literary paragraphs are due tomorrow!

DAY 14

AGENDA

Most students are out at the University/College Fair today!

1. Take this opportunity to work on your literary paragraph and finish it before the weekend!

REMEMBER: your literary paragraph is due: TUESDAY, SEPTEMBER 23, 2014!!

DAY 13

AGENDA

1. How do I integrate a secondary criticism into my paragraph?
2. Work on literary paragraphs independently.

DAY 12

AGENDA

1. quiz: match the theories to the statements!
2. developing your argument: creating a model paragraph.
3. working on our paragraphs independently

DAY 11

AGENDA

1. Get together with two or three people who read the same article and determine what the thesis is and what the main arguments are in the article.  Write them on the chart paper.
2. Step back: now that you have read the story and some literary criticisms about the story, what would you argue? (Create your own thesis)
3. Working on a paragraph: write a paragraph that develops your argument based on the story itself and the secondary criticism!

PARAGRAPH OUTLINE

Homework: develop your own argument for your paragraph about "The Lottery"

DAY 10

AGENDA

1. Reading secondary criticism for meaning.
2.Read:  Peter Kosenko: A reading of Shirley Jackson's "The Lottery"
3. Answer the questions to guide you in your understanding of secondary criticism.

OUR ANSWERS TO THE QUESTIONS

1. thesis: “idealogical mechanism” = the lottery is used to reinforce the social order of the town and keep the power in the hands of those who control the lottery.

Question 2

1. reinforces the social order of rich and poor
2. the tradition reinforces the illusion of democracy because everyone participates
3. the townsfolk believe that the harder you work the less likely you are to be chosen in the lottery.
4. the lottery reinforces the fact that you need to work hard, which means that the “poor” people must work harder while those with money look like they work hard because they have money. the class system is reinforced.
5. The necessity of a scapegoat in order to reinforce the social structure.

Peter Kosenko’s article pros and cons:

1. good ideas - his points are well thought out and he backs up his points.
2. well researched, he uses excellent proof to back up his arguments (when he finally gets around to them)
3. sentence structure is difficult to follow and understand
4. disorganized logic - he has a good argument but the order it is presented makes it hard to follow
5. structure of the article is difficult to follow
6. introduction was too lengthy and didn’t connect to the argument he eventually made
7. so not all information he offered had to do with his thesis.

 HOMEWORK: Choose ONE of the two secondary criticisms (Symbolism OR Feminism) that discusses the lens you see through most predominantly when reading this story.  Read through this article using the same strategies used to read through the Kosenko article.
5. What can you conclude about the story "The Lottery"?

DAY 9

AGENDA

We have read a story using strictly the story itself to analyze the text.  We are now going to analyze a story using a DUAL APPROACH, which means using our analysis skills, but also using secondary sources called LITERARY CRITICISM.

1. Read "The Lottery": what theories do you see most predominantly in this story from your perspective?
2. Learning more: read "Historical Context in 'The Lottery'" and determine which theme you think is most relevant to read this story.

DAY 8

AGENDA

1. Optical Illusions: understanding perspective
2. After reading  "The Possibility of Evil": we will be taking a formalist approach: at character, symbols and imagery
3. conclusions about this approach - what can we learn about a story?

DAY 7

AGENDA

1. Group work: dividing into the different lenses, we will create arguments and then prove them using examples from the text.
2. Share ideas with the class

HOMEWORK: read "The Possibility of Evil" and analyze: character, imagery and symbols

DAY 6

AGENDA

1. Applying theory: what theories are applicable to the movie "Brave"?
2. What is a "close reading"?
3. Applying close reading strategies to "Cinderella"

DAY 5

AGENDA

1. Continuing literary theory lecture (Gender and Queer Theory, Post-Modernism)
2. How can we apply these theories? Watch parts of Disney's Lion King and see what theories can apply.
3. Reading "Cinderella" from a theoretical perspective.

DAY 4

AGENDA

1. Literary Theory power point
2. Notes on lit theory and criticism: what's the difference?

DAY 3

AGENDA

1. Learning from the Barefoot Movement
2. "The Kids in the Hallowed Halls": It says... I say.. and so.. activity
3. Discussion

CLASS GUIDELINES

1.       BE ON TIME, and come prepared.

2.       BE RESPECTFUL: listen to others when they share their ideas, and not put down their ideas.

3.       PARTICIPATE: work together and work independently in a positive environment 

DAY 2

AGENDA

1. Class Guidelines
2. Five Minute University
3.  "Why Go To University?" - discussion questions
4. Discussion: partner, larger group

WELCOME BACK!

AGENDA:

Course Outline Overview

Establishing classroom guidelines: "The Code"

Choices game:  Would you rather...?