Ashley's Announcements for Skiers and Boarders:
1.  Lunch meeting about backcountry fun times and AV1 course in Ashley's room.
2.  Ski tune with Heerschap after school tomorrow. (Wednesday)

Starter #4:  Write your claim out.  Below it, free-write on your interpretation.  Why did you arrive at the claim?  What evidence in the text could support your claim?

Model Literary Analysis Activity
Read through the essay with critical attention to the structure, content, and conventions of literary analysis.
1.  Identify the thesis and mark in with TS in the margin.
2.  Underline each topic sentence.
3.  Mark places where the author uses textual evidence in the margins with E.  Circle parenthetical citations, noting how they are set up.
4.  Using the Literary Analysis Rubric in the packet, ask the questions of the essay.  Does the essay meet all of the criteria for this type of essay?
5.  At the bottom of the essay, write one paragraph explaining how this activity has helped give you direction for your own literary analysis.

Plan your literary analysis!
1.  Using the Writing a Literary Analysis Essay guidelines and the outline in the Literary Analysis Planning Guide (or another template), outline the content of your essay.  It will be difficult to fit your ideas and evidence into the space allowed, so feel free to type it or write it out on a separate sheet.  Just be sure to follow the guidelines.  It's okay to add more evidence and analysis than the outline gives space for!
2. Be sure that you find textual evidence to support your claim.  You will want to use some direct quotes from the book, but paraphrased events and information count as evidence too.  Be sure that you understand how to set them up with parenthetical citations.  If you aren't clear, get clarification from me today.  There is an example on the back side of the Writing a Literary Analysis handout.
3. If you are confused about this assignment in any way, have a conference with me today.
4.  Bring your outline tomorrow to write your essay during class.  You will be able to use this entire packet and the book during the writing of your essay.

HOMEWORK?
Come to class prepared to write your Literary Analysis tomorrow!

Socratic Seminar:  Montana 1948

Self-Assessment (due by tomorrow before class)
1.  Based on the rubric, what grade do you deserve on the seminar?  Write a paragraph explaining why you deserve the grade you gave yourself.
2.  What claim (thesis) do you plan to support in your literary analysis essay?

Read through the POL assignment  and POL rubric and add any questions you have to this Google Doc.

WORK TIME:
1.  Read Montana 1948.
2.  Work on seminar prep. (due Monday)
3.  If you finish both, read Montana 1948 again, this time employing your critical reading strategies and looking for evidence for your literary analysis claim.

SEMINAR Monday!

Have a wonderful weekend!

Starter #3:  Sarah Kay, Poetess and Storyteller

Make an interpretive claim (that is, write a thesis statement) about Sarah Kay’s TED Talk.  You can focus your claim on: 1) her poem; 2) her message about poems and/or stories; 3) how her delivery impacts meaning.

Today’s Question:  How do we make claims about literature?

Mini-lesson:  Making Claims

Following the guidelines in the Powerpoint, write or rewrite claims for 2 of these 3 creative works:  1) Guernica, 2) “Yours,” or 3) the Sarah Kay TED talk.  Get feedback from a peer.  Revise again?  Show me when you are finished.

WORK FOR THE NEXT FEW DAYS....

Seminar Prep and Literary Analysis Brainstorm

HERE IS A LINK TO A GOOGLE FOLDER WITH THE CONTENTS OF YOUR PACKET:  

Google Doc folder with Lit Analysis resources

Starter #2:  What critical reading strategies did you apply in your reading/interpretation of "Yours"?

Goals for the Day:
Apply literary terms to your critical reading of a text.
Dig in to literature with the goal of analyzing the "evidence" in the text.

In groups:  Analyze "Yours" (one person scribe group notes)
1.  What do we know about the characters?
2.  What is the central conflict?
3.  What does the dialogue reveal about their relationship?
4.  Do we see any foreshadowing?
5.  Does this story contain irony?
6.  What type of narrator does this story have?  How would it be different with a 1st person narrator?
7.  How does setting influence our interpretation?
8.  Are there any symbols?
9.  What universal themes does this story illuminate?

Whole class share:  Interpretations?


Montana 1948:  Socratic Seminar and Literary Analysis


WORK TIME

• TEA paragraph on "Yours" due by the end of the hour.  Please feel free to revise your paragraph if your group work expanded your thinking on the story.
• Read Montana 1948

Pop Quiz
1. In your own words, explain what a literary analysis is and describe some of its features.
2. Where does the meaning of a work of literature come from?
3. Why do schools emphasize the study of literature?
4.  Name a few strategies for the critical reading of a literary work.

What does it mean to interpret?
Interpretation Activity:  Guernika
Starter #1:  Record your first impressions of the painting.  What adjectives can you use to describe it?  What mood does it put you in?

In pairs/3s:  T-chart

Painting Detail (“evidence”)	Implications/Interpretations

Together:  Let's Interpret!  What could this painting mean?  Would it help to have the historical context?

AS INDIVIDUALS:  Write a paragraph that includes the following:

a.       T: an interpretive claim (what does the painting mean?)

b.       E: use of evidence (details of the painting) to support the claim

c.       A: analysis (commentary or explanation of how the details contribute to the meaning…what led you to your conclusions)

Debrief:
How did we arrive at our interpretations?  How can we apply these skills to literary texts?  Is it harder or easier with texts?

"When you write about literature, you participate actively in the construction of knowledge about that text."

WORK TIME:
1. Interpretive paragraph due by the end of the hour.
2. Reflection due by the end of the hour!  Send me a link to your updated DP.
3. Read the last page of the "Analyzing Literature" reading.  Answer the "Critical Inquiry" questions in the form of a TEA paragraph.  (due tomorrow)
You are responsible for knowing all of the literary terms from the handout.  (Pop Quiz?  hmmmm....)
4. Read Montana 1948.

Welcome back!!

How was break?  I am very thankful for all of you!
In pairs:  Tell each other a good (quick) story about your Thanksgiving break.


Odds and Ends from the Rhetoric Project...

1.  Feedback Survey

2.  DP Update

a. Project Reflection (5 paragraph essay format:  TEA ¶’s!!)

• ¶1. Describe the project and give it context.
• ¶2. What have you learned about rhetoric, ideology, and the American experience?
• ¶3. How did you connect to this project?  What did you like most about learning about these topics?
• ¶4. What was difficult/challenging about this project?  What would you do differently if you had it to do over again?
• ¶5. What have you discovered about your own emerging ideology as a young American?

b. A link to a digital copy of your Op-Ed

c. A link to the video of your exhibition of your oral project (or the project itself in the case of videos) 

3. Op-Ed Submission Guidelines
a.  Example: Riley Rifkin!
b.  Is yours ready for publication? (B+?)
c.  Take out parenthetical citations (you must still give credit to direct quotes by setting them up correctly)
d.  Don't include Works Cited page when you submit.

4.  If you finish everything, you may begin to read "Analyzing Literature" handout and sign out Montana 1948.

Please take this yearbook survey!!!  

Homework: "Analyzing Literature" handout 

HONORS:  Source Analyses Due!
The 3rd source is due Friday, and the 4th on December 18.
Meeting this Wednesday at lunch.