RS Literature (Spring 27)

JANUARY

W 1/20; M 1/21
Syllabus

-Daily (15%), readings and annotations, freewrites, activities, discussion, homework assignments
-Project 1 (10%):  Writing Systems Poster and Presentation
-Project 2 (10%): 1984 Project and Presentation
-5 Unit Tests, 10% each (50% total); multiple choice and critical thinking written response
-Semester Test (15%): Multiple Choice Test over entire semester

Units of Study
-Unit 1: poetry, language, style, oral tradition (formalistic approach)
-Unit 2: Waterlily, supplemental readings, poetry, writing systems project (sociological approach)
-Unit 3: Cyrano de Bergerac (psychological approach)
-Unit 4: Man's Search for Meaning, poetry, supplemental readings (philosophical approach)
-Unit 5: 1984 and supplemental readings (political approach)
*Semester Test: multiple choice over the entire semester

-explanation of what literature is, examples of "literature"
-FW: What is the purpose of studying literature? (10 pts)
- Common themes in literature and literary terms/concepts, and literary criticism approaches questions
-Unit 1:poetry, language, style, oral tradition (formalistic approach) 

-Formalism Approach 
-formalism example by The H: "In My Craft or Sullen Art"
-start assignment together, Sylvia Plath poem together using the questions

ASSIGNMENT
1. read literary criticism approaches questions and read Formalism Approach.

2. Read and annotate in the reading packet "Morning Song," All watched over by machines of loving grace," and "The Summer Day." Then apply formalist criticism to them using the formalism questions from the literary criticism approaches questions handout. For each poem, write a two sentence response to one formalist criticism question. Use a different question for each poem. Therefore, you will have 6 bullets with complete sentences total for the three poems. Choose the question on the formalist criticism list by which one seems to apply the most to the respective poem. (30 pts)

"Morning Song," by Sylvia Plath
"All watched over by machines of loving grace," by Richard Brautigan
"The Summer Day," by Mary Oliver

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W 1/22; M 1/23
-Jigsaw groups and analysis of poems (10 pts)

-Poetry Out Loud example: must apply: tone, pacing/tempo changes, emphasis, repetition, volume changes, sound effects, gestures, props.
-Resources for Poetry Out Loud Assignment

ASSIGNMENT  
1) Find a Poetry Out Loud poem (20 lines minimum) to read to your group next class and explain.  Resources for Poetry Out Loud Assignment.  Read and annotate it. Then apply formalist criticism to it using the formalism questions on the literary criticism handout. Write a three sentence response to 3 of the formalist questions. That's 9 sentences total. Then write 5 sentences explaining the theme of the poem. Use the "Important considerations" section in the Formalism handout to aid in your analysis. (30 pts)

2) For your reading of the poem to your group, include tone, pacing/tempo changes, emphasis, repetition, volume changes, sound effects, gestures, props (no phones). Should have notes on your poem that you chose, so you need to have it printed out. -Resources for Poetry Out Loud Assignment (20pts)
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W 1/26; M 1/27
-Poetry Out Loud groups and readings (10 pts)
-Performance in your group, then  present your formalist critique, and then read your paragraph on the theme
-Group members take notes, record one formalist observation and summarize the theme in one sentence
-Group members share responses, and then go on to the next poem

-Choose one of the poems to perform. Divide evenly. Must include blocking, tone, pacing/tempo changes, emphasis, repetition, volume changes, sound effects, gestures (whatever emotions are pertinent to the poem) and add one sound effect minimum (not from phone or computer) and props.

ASSIGNMENT
1) practice your section of the poem to perform next class
2) In reading packet, read "A Very Old Man With Enormous Wings," by Gabriel Garcia Marquez. Annotate the story noting 6 specific events, characters, actions, or descriptions that are unusual or strange.  (24pts)
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W 1/28; M 1/29
-Poem performances; 10 minutes prep time
-"A Very Old Man With Enormous Wings," by Gabriel Garcia Marquez and magical realism
-Verbal irony, example: 

The Cask of Amontillado: Montresor says, "And I, Fortunato—I drink to your long life," while planning to kill him. Or when Fortunato dismisses his severe cough, saying, "Enough... the cough is a mere nothing; it will not kill me. I shall not die of a cough," Montresor replies, "True—true".  (The second one is also an example of dramatic irony.)

-Groups find examples and explain each for the characteristics 1, 2, 7, 8, and 10 from the Magical Realism Characteristics.

-Find 2 examples of  verbal irony and 2 examples of situational irony; and explain in three sentences teh theme of the story
-Jung, Campbell

-Powerpoint: archetype defined. Rebirth, the hero's journey
- Archetypes List

ASSIGNMENT
1. Read excerpts from The Power of Myth and answer on a piece of paper the 13 questions linked below 

2. On paper, handwritten, answer the following questions as you read: 13 QUESTIONS (26pts)
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FEBRUARY

W 1/30; M 2/2
-Discuss The Power of Myth reading and  13 QUESTIONS
Archetypes List
-Oral tradition around the world: creation stories
-Work on assignment

ASSIGNMENT
-read and annotate each creation story (Barotse, Hebrew, Lakhota)
-Using the Archetypes List handout, find three archetypes in each creation story, and write one sentence explaining it. That's 9 sentences total. (30pts)
-1/2 page on one similarity between the three stories (10pts)
-1/2 page on one difference between the three stories (10 pts)

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W 2/3; M 2/4 (early out)
-Discuss archetypes you found in stories
-Groups: analysis of relationships in readings: attributes of creator; creator/human; nature/human; man/woman
-Groups: choose two stories and compare/contrast attributes using Venn diagram
-Pass out novel, Waterlily

RS Extended Paragraph Test Question Standards

ASSIGNMENT
-Unit 1 Test next class. Multiple Choice and short answer (10%). The test includes Common themes in literature and literary terms/concepts, and literary criticism approaches questions (for formalism only) and Formalism Reading as well as all other material studied or discussed thus far.  

RS Extended Paragraph Test Question Standards
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 W 2/5; M 2/6

Unit 1 Test, Multiple Choice and short answer (10%)

Unit 2: Waterlily
-Unit Question: What is the nature of identity, community, and purpose in Waterlily?

-Start reading Waterlily and fill in  "character tree" as you read
-Reading Chart
-Waterlily Key Ideas and Concepts
-Read and annotate "The Sociological Approach to Literary Criticism"

ASSIGNMENT
1) Read  "The Sociological Approach to Literary Criticism" and summarize the reading in 6 bullet points.
2) Waterlily, read  pp. 3-20, and start filling out character tree and Reading Chart, writing down two cultural practices and noting the page/passage for each.
3) Read the poems by Joy Harjo and choose one line that stood out to you from each poem and write that line word for word on the same page as your 1/2 page handwritten freewrite about which poem you enjoyed the most and why. Joy Harjo Poems
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W 2/9; M 2/10
-Harjo poems and lines chosen, general class discussion
-Waterlily
-FW or discuss: Describe your reaction regarding the birth of Waterlily and how it took place.
-Groups fill in character tree and then the reading chart for pp. 3-20

-Linguistics and Natural Languages Notes: must choose a natural language. But it can be a dead language. (30 minutes)
-Languages/Writing Systems Project Rubric
Omniglot: languages resource
Outline Example for writing systems project
-Lakhota language example

ASSIGNMENT
1) Waterlily, read pp. 20-57 and note two examples of important Lakhota cultural  practices and write down the page number and paragraph number. You will fill out the character chart and reading chart in your group next class.

2). Choose a language for your project. Must choose a natural language, but it can be a dead language.
Languages/Writing Systems Project Rubric
Omniglot: languages resource
Outline Example for writing systems project

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W 2/11; 2/12
-Identity, Community, Purpose
-Linguistics and Lakhota language examples
-Overview of writing systems project
Languages/Writing Systems Project Rubric
Omniglot: languages resource
Outline Example for writing systems project
-Powerpoint notes on Lakhota history and Deloria (move up next time)
-FW: Write on how that practice (choose one of the two you noted) is similar or different than a cultural practice in contemporary American culture.

-Waterlily pp. 20-57 character chart and reading chart complete in groups and share FW ideas
-Groups discuss the cultural practice and add them to your chart if you don't have it
-Reading time

ASSIGNMENT
1) Read "Names Tell Stories" handout and annotate. Underline or note three key ideas or examples on each page. (20pts)
2) Find out where your name came from, and also any "nicknames." What does it mean, why was it chosen, etc. Look up the etymology of your name as well as finding out why it was chosen. (10pts)
3) Be working on writing systems project
Languages/Writing Systems Project Rubric
Omniglot: languages resource
Outline Example for writing systems project
-Waterlily reading due in two classes, pp. 57-83

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(10)  W 2/17; M 2/18

-The creation and destruction of language, Lakhota and English neologisms
-"Language is holy," p. 50, logos, metalinguistic awareness, entheos (p. 51)
-Friendship Round Dance Song: background, structure, translation, then listen to it
-Share history and etymology of your name and then Review main points from "Names Tell Stories"
-work on reading and/or assignment or language project

ASSIGNMENT
1) Waterlily, read pp. 57-83
2) Choose one question from the "The Sociological Approach to Literary Criticism", and write one page typed (350 words minimum), double-spaced, Times New Roman, 12 point font. The title of your paper is the question you've chosen. Make a list of ideas and support from the novel related to your question, and then write 350 word response. You will turn in both the paper and your notes. (25pts)
3) Be working on writing systems project
Languages/Writing Systems Project Rubric
Omniglot: languages resource
Outline Example for writing systems project
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 W 2/19; M 2/20 (3rd quarter midterm)
-Review project requirements

-Groups read papers to each other then complete reading chart for pp. 57-83
-Reading time

ASSIGNMENT
1) Waterlily, read pp. 83-113
2)  Include on your reading chart khola, counting coup, war party, kit fox society, and harvesting of the buffalo
3) Be working on writing systems project
Languages/Writing Systems Project Rubric
Omniglot: languages resource
Outline Example for writing systems project
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W 2/23; M 2/24

-Watch Owayawa-ta Woiyotiyekiye (Lakota Berenstain Bears, Episode 1A on Youtube) and quiz (20 minutes)

-Fill in reading chart, pp. 83-113
-Waterlily reading time or work on writing systems project (research/outline, etc)

ASSIGNMENT
-Writing Systems Poster and Presentation due next class
-Languages/Writing Systems Project Rubric
Omniglot: languages resource
Outline Example for writing systems project
-Waterlily, read pp. 113-134; complete reading chart on your own for this section

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W 2/25; M 2/26
-Writing Systems Poster and Presentation (groups of 4)
-Audience writes down name of presenter, the language, three interesting things learned, and three questions
-Languages/Writing Systems Project Rubric

ASSIGNMENT
Waterlily, read pp. 134-162
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MARCH

W 2/27; M 3/2
-Lakota Worldview Chart in unit reading packet. FW: Choose one thing listed on the chart and write a page about why it's an important difference and why that particular characteristic is so important to a culture.
-Waterlily groups, reading chart, pp.134-162
-Reading time

ASSIGNMENT:
-Waterlily, read pp. 162-199
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W 3/3; M 3/4 (early out)
-Groups-Complete reading chart for pp. 162-199

-Discuss Waterlily

ASSIGNMENT
-read Waterlily, pp. 199-227
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W 3/5; M 3/6
-Groups complete reading chart for pp. 199-227
-Complete Study Guide Terms in groups (Note: the book has an index)
For each term complete the following three prompts, 2 sentences minimum for each of the three:
1) what it means/explanation/definition
2) how it relates to Lakota philosophy/culture/religion
3) summary of its relevance in the book (i.e., specific context it is used in, or how it's related to story/character(s)

RS Extended Paragraph Test Question Standards

ASSIGNMENT
1) Unit 2 Test next class. Multiple Choice and Written Response.
RS Extended Paragraph Test Question Standards
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W 3/9; M 3/10

-UNIT 2 TEST, multiple choice and short answer (10%)
-work on assignment

ASSIGNMENT
1) In reading packet, read and annotate Crane and Williams poems. Be sure to mark your favorite lines. Write one page on which poem was your favorite and why. (20pts)

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W 3/11; M 3/12
Unit 3: Cyrano  de Bergerac
-Discuss characteristics and then group activity over poems; historical overview
-Stephen Crane v. Maria Helen Williams: -Naturalism versus Romanticism Activity
-FW: Why do Crane and Williams have such different views of nature? Which view aligns more with how you see nature? (20 pts) (if time)

ASSIGNMENT
1) Read and annotate "Foundational Questions of Psychological Criticism" (10 pts)
2) Three bullet summary for each psychological school written on a separate sheet of paper. (25pts)
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W 3/13; M 3/16
-Discuss "Foundational Questions of Psychological Criticism"
-Cyrano, historical context and background (reading packet). Read the first two pages, "Notes" and "A Brief Biography"
-Opened in 1897, setting: Paris, France,1640
-Terms and definitions
-Character and Story Chart
-Main Characters: Cyrano, Roxane, Christian
-Psychological approach: Defense mechanisms handout chart (it's in the unit handout). We will note a couple of these in what we read together.
-Start  Act 1 together

ASSIGNMENT:.
1) Read  Act 1 and Act 2 of Cyrano De Bergerac.  
2) Make a list of four of Cyrano's character traits and another list of Roxane's and also Christians and include quotes and specific reference to the text for support for each list and each characteristic. For support, hand copy a line down for each characteristic (15 pts).
3) On the "Understanding motivation and emotion chart" passed out in class, write down two defense mechanisms that Cyrano uses, and note the page number and line and a brief description in the chart for each. For Christian and Roxane do the same but just one defense mechanism for each of them. (15pts)

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W 3/17; M 3/18

-Discuss Cyrano's and Roxane's traits, and groups share and add to defense mechanisms worksheet

analysis of Acts 1 and 2. Characters and plot, themes, predictions and prognostications

ASSIGNMENT:
Character Analysis/reflection
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Discussion from last class

-Cyrano movie, watch first half, 50 minutes, to the end of Christian's training

If you are gone for the video, it can be found on youtube. Search: Cyrano de Bergerac (1950 Adventure) | Adventure, Drama, Romance. It is the 1950 version starring Jose Ferrer. 

ASSIGNMENT:
1) Read Acts 3, 4, 5.
2) Write one handwritten page about why you think Cyrano never told Roxane the truth, and then evaluate the ending of the play and explain how you think it should have ended or if you think the ending fit with the characters, plot, and theme, while also applying ideas from psychology, either a particular approach, or particular ideas (such as the defense mechanisms handout). (25pts)      
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W 3/23; M 3/24

-Notes: Appearance, reality, and love; Romantic Hero versus Tragic Hero; Idealism, Realism, Pragmatism
-Class discussion of ending after underlining main ideas in your paper
-Cyrano, watch second half and discuss

If you are gone for the video, it can be found on youtube. Search: Cyrano de Bergerac (1950 Adventure) | Adventure, Drama, Romance. It is the 1950 version starring Jose Ferrer.

 ASSIGNMENT
Evaluation of Cyrano:  Romantic Hero versus Tragic Hero

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Add a day for evaluating Cyrano as romantic or tragic hero, and evaluating the other characters as static or dynamic

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(20) W 3/25; M 3/26

-Role playing. What should Cyrano have done? Choose a short scene and a defense mechanism and role play a better response.

-test prep, esp. written section

-Study/test prep time
RS Extended Paragraph Test Question Standards

ASSIGNMENT
-Unit 3 Test, Multiple Choice and Written Response next class
RS Extended Paragraph Test Question Standards

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W 3/27(end of 3rd quarter); M 3/30
-Turn in Cyrano De Bergerac books
-UNIT 3 TEST, Multiple Choice and Written Response (10%)
-UNIT 4: Man's Search for Meaning, poetry, supplemental readings (philosophical approach)
-Handout: Unit 4 reading packet

ASSIGNMENT
-In reading packet, read and annotate "Myth of Sisyphus" and write down the main idea of each paragraph on a separate sheet of paper and then state the thesis of the essay in your own words and write down/copy the specific sentence from the essay that you think most clearly states the thesis. (30pts)

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APRIL

W 3/31; M 4/1 (early out)
-Discuss "Myth of Sisyphus" reading
Identity, community, purpose notes
-What is philosophy?

-Unit 4: Philosophical Approach to Literary Criticism, logotherapy, notes, and background
-Frankl, pass out books and start reading

ASSIGNMENT
-Read pp. 3-27 of Man's Search for Meaning. Note two passages you thought were particularly interesting and write a paragraph about each of them. Next to each paragraph, make sure to note the page number each passage was on. One page total (30pts)

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W 4/2; M 4/7
-Review notes from last class

-FW: Our primary drive in life is not the pursuit of pleasure (as Freud argued) but the discovery and pursuit of what we personally find meaningful. Do you agree with this statement? Explain.
-Eight Stages of Genocide: categorization, dehumanization, and extermination

-Discussion over pp. 3-27, sharing paragraphs you noted and wrote about
-"The best of us. . . .", p. 6,
-Three stages of the concentration camp experience:
(1) delusion of reprieve, pp.3-20; (2) relative apathy, pp. 20-29 ; (3) depersonalization upon release (later in book, pp. 85-88)

Groups (30 minutes):
-Explain Delusion of Reprieve and give examples (3 bullets)
-Explain the Apathy stage and give examples (3 bullets)
-Three examples of dehumanization
-3 quotes

-Discuss, if time
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W 4/8; M 4/9
-Background notes on the Holocaust

-Discuss  in class work from last class
-reading time

ASSIGNMENT
1) Read pp. 28-62.5 of Man's Search for Meaning.
2) Write a one page response to the last paragraph on page 37, where Frankl writes that "love is the ultimate and the highest goal to which man can aspire." How would you define "love" as used in this paragraph, and how does it relate to his experience in the camp? How would you apply what he is saying to your own life? Also discuss the paragraph that follows. Why do you think Frankl chose to present his experience this way, moving from the thought of his beloved to some particular and concrete occurrence in the camp? (30pts)
3) Read and annotate Unit 4 Poems in reading packet, by Zofia Romanowicz and Martin Niemoller (his is on the back of the last page in the unit reading packet) (10pts)
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W 4/10; M 4/13
-Discuss poems, Unit 4 Poems
-Discuss writing assignment
-Henia Bryer Documentary (43 minutes). Write down 8 things learned while watching the video.

ASSIGNMENT
-Find 4 examples in the first 63 pages of Man's Search for Meaning where Frankl overcomes some type of challenge and explain how he was able to overcome it. Be sure to note page numbers.
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W 4/14; M 4/15
Key Characteristics of Existentialism notes

-Analysis and discussion of pp. 28-62.5 using Key Characteristics of Existentialism
-Reading time

ASSIGNMENT
1) Read pp. 62.5-93 in Man's Search for Meaning, and read Forward and Preface IX-XVI and 97-101.
2) On pages 75-79, Frankl discusses suffering and its role in life and the meaning of life. Summarize his views in a paragraph, and then write a second paragraph about how this philosophy or approach helped him to survive the Holocaust, and make specific reference to the text for support/examples. (30pts)

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W 4/16; M 4/17

-Finish existentialism characteristics evaluation and discuss

-Discuss pp. 62.5-93 in Man's Search for Meaning, and read Forward and Preface IX-XVI and 97-101.

-Discuss assignment:  On pages 75-79, Frankl discusses suffering and its role in life and the meaning of life. Summarize his views in a paragraph, and then write a second paragraph about how this philosophy or approach helped him to survive the Holocaust, and make specific reference to the text for support/examples. (30pts)

-Nietzsche quote, p. 76 and FW if time

-Discuss pp. 62.5-93 and assignment, especially pp. 76-78
-Note, three options when facing a challenge: action, contemplation, acceptance (p. 77)
-Note Stages of Response, Stage 3: Depersonalization upon release, pp. 87-88 (footnote on p. 85)
-Three sources of meaning, p. X
-Groups, pp. 84-87
1) summarize the 4 types of guards in the camp (2 bullets for each)
2) summarize with 2 bullets each paragraph on pp. 86 and 87 (there are three full paragraphs)

ASSIGNMENT

FW: Write one page, handwritten, responding to the following prompt: Respond to pp. 84–87 where Frankl discusses the over-simplification of decent vs. indecent or good vs. evil among human beings in the Holocaust. How do these labels either obscure or clarify the behavior of both the victims and the perpetrators? What does this book teach us about human nature? Use at least three references to other parts of the book for support. (30 points)
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W 4/20; M 4/21

-Read and respond  for one page on good versus evil, pp. 84-87, references cited, and discussion of guards, and depersonalization stage

-Class review for test

RS Written Response Test Question Standards

ASSIGNMENT
-Unit 4 Test, multiple choice and extended paragraph next class
RS Written Response Test Question Standards
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W 4/22; M 4/23

Unit 4 Test: multiple choice test, 50 pts (30 minutes) and Written Response, 10pts (30 minutes)

ASSIGNMENT
-read and takes notes on the following:

-Political Approach and basic definitions
-World Map of 1984
-Background  to 1984, first page "Terms and Definitions"

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Unit 5: 1984

-Political Approach and basic definitions
-World Map of 1984
-Background  to 1984, first page "Terms and Definitions"

-Pass out books, 1984
-reading time

ASSIGNMENT
1) Read 1984, Chapters I-IV (to page 53 in hardcover edition; to page 48 in paperback edition) of 1984.
2) Make a list of 5 major differences you see between the world we live in and the world of 1984. (10pts)
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W 4/28; M 4/29
-Dystopian Literature Notes
Orwell's major works

Groups work on Chart
-How is the world of 1984 different from the world we live in today? Fill out the chart handed out in class. Use specific references from the book for support, with page numbers and quotes. Include in the chart the effect or impact that difference has on the individual, family, community. (30 points)
-Groups: share one example with the class. Read passage, and then explain. 

-reading time

ASSIGNMENT
1984, read pp. 54-114. 

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MAY

W 4/30; M 5/1

-1984 project overview(10% test grade)
1984 Project Overview and Rubric


-1984 Part 1, pp. 3-114; Complete questions on your own or with a partner, handwritten, on paper (part of 10% test grade)
-Part 1 Questions, complete in class
-reading time

ASSIGNMENT
1) complete Part 1 Questions for next class if you were gone today. Responses must be handwritten on a piece of paper.
2) 1984, read pp. 115-149
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W 5/4; M 5/5

-Characteristics of Totalitarianism
-Notes: China and the Guokau; subtle tyranny slideshow
-North Korea documentary (50 min); during video, make notes on connections with 1984, 6-8 points

-class discussion over video

ASSIGNMENT 

1) Read pp. 149-182 and 182-220 (to p. 246 is due in two classes)
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30 W 5/6; M 5/7

Work on project or reading 1984

1984 Project Overview and Rubric

ASSIGNMENT
1) Read 1984, pp. 220-246. You will work on Part 2 Questions next class.
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 Complete Part 2 questions. (part of Unit 5 Test grade, 10%)

ASSIGNMENT
1) Read1984, Part 3, pp. 247-326

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W  5/12; M 5/13

-Part 3 Questions and complete in class (part of Unit 5 Test Grade, 10%)
-Analysis and discussion of 1984, Part 3, pp. 247-326

ASSIGNMENT
1) Project due next class.  1984 Project Overview and Rubric
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W 5/14; M 5/15

1984 Projects Due: 1984 presentations in small groups
RS Extended Paragraph Test Question Standards

ASSIGNMENT
Study for Semester Test  (15%). Multiple choice only. All readings, handouts, lectures/notes, discussions, videos over the course of the semester.
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W 5/18; M 5/19

Semester Test (15%). All readings, handouts, lectures/notes, discussions, videos over the entire semester, including Unit 5 and 1984 and related readings, etc.