SHORT STORIES AND
FAIRY TALES
Monday
October 19November 13
DO NOW:
In your notebook or on a sheet of
paper, write a short story. It can be
about anything! You have 5 minutes
to do this
You will save all of your work from
this week and turn it in on Friday *
SHARE!
 At your tables, share your short story
SHARE WITH THE CLASS
 Can I have a few students share with the class?
READ YOUNG GOODMAN BROWN
 Only READ- no marks, annotations, nothing. Read the
story!
 Then, read it again, this time make time for
annotations and notes.
 Your whole story should be marked up, that’s why the
margins are large!
 Look for:
 Figurative language (metaphor, simile, etc)
 Imagery
 Things that have double-meaning (or that you think may have
deeper meaning!)
 Anything else interesting to you!
ANNOTATE AND WRITE
 When annotating look for:
 Figurative language (metaphor, simile, etc)
 Imagery
 Things that have double-meaning (or that you think may have
deeper meaning!)
 Anything else interesting to you!
 Go through your annotations and select 6 different pieces
of the text to analyze further.
 Using complete sentences and embedding the quote,
analyze each of the six pieces of text you pulled from the
story on a sheet of paper
 Be sure to introduce the quote, analyze and interpret the
quote, and finish your analysis in a complete way!
 Hold on to this for now, as you will need it later!
DO NOW
Get out your annotated story and
notes (3 quotes) about YGB
Have out something to write with
and the song stacked at your table
(each of you should have 1)
SYMPATHY FOR THE DEVIL
Listen to the song and take notes
on what you hear and the beat
Make connections with the
lyrics/beat to YGB
Continue to work on notes for
YGB
GROUP TALK/WORK UNTIL 8:05
In your groups, discuss how this song
can relate to YGB
You may use phones to look up the
historical allusions in the song
Someone at each group should
record the connections your group
makes
QUICK WRITE- ABOUT A PAGE OR SO
Using the song and the lyrics, write about a
page response answering the question
below:
What is the true meaning of Young Goodman
Brown? What is the author trying to say using this
story as his mode of transmitting a bigger
message? Use evidence from the story, your
writing, and the song, “Sympathy for the devil” to
back up your opinions.
If you need to discuss the prompt for a few
minutes with a partner, that is ok! 
TALK- SHARE OUT YOUR IDEAS
 What happened? Why?
DO NOW
Begin reading the story “Where are you
going, where have you been” by Joyce
Carol Oates
Wait to annotate until your second time
reading! So read it through once, then
annotate!
AFTER READING ONCE:
Go back through the story and annotate
Look for:
Figurative language (metaphor, simile, etc)
Imagery
Things that have double-meaning (or that you
think may have deeper meaning!)
Anything else interesting to you!
ITS ALL OVER NOW BABY BLUE
Let’s listen!
Using the song lyrics, annotate while you
listen to the song “It’s all over now baby blue”
by Bob Dylan
Once we are done listening, write some quick
notes/ideas about how this song relates to the
story “Where Are You Going, Where Have You
Been”
QUOTES- AFTER ANNOTATIONS
Go through your annotations and select 3
different pieces of the text to analyze further.
Using complete sentences and embedding the
quote, analyze each of the three pieces of text
you pulled from the story on a sheet of paper
Be sure to introduce the quote, analyze and
interpret the quote, and finish your analysis in
a complete way!
You have 15 minutes to work on this in class!!
Use your time well! This is due tomorrow!
TIMED WRITE PREP
 Today and tomorrow you will be working on a timed write in
class
 You will use your stories, songs and quotes you have worked
with
 You will also turn in all your work from the week with your
timed write Friday at the bell
THURSDAY:
 Today you will:




Pick a short story, and an element of that short story, to write about
Create a thesis for your paper
Create an outline for your paper
Begin writing
 Friday you will finish writing and turn in all of your work




3+ quotes analyzed and written about from each story
Annotated stories
Songs annotated
Outline/prewrite for timed write
PROMPT
 SHORT LITERARY EXPLICATION
 The word "explication" comes from a Latin word that means
"unfolding." When you explicate a story or novel or poem, you
"unfold" its meaning in an essay by interpreting or analyzing a
portion of it. You can analyze a character, a single incident,
symbols, point of view, structure, and so on. No explication
can take into account everything that goes on in a story; the
explication would be longer than the story itself. So your
paper should focus on one or two elements (character,
symbol, theme, etc) that you think contribute to the overall
meaning or purpose of the story. A good explication
concentrates on details: you should quote portions of the
story to show how the text supports your thesis. Then you
should of fer comments that show how the portion you're
interpreting contributes to the story as a whole.
SUGGESTED APPROACH TO THE PAPER:
Choose one of the stories we have already
read this mini unit for your paper.
Choose an element of the story (incident,
character, style, symbol, structure) that seems
to you to enhance or define the meaning as
you understand it.
Explain what that element of the story is, why
it is important, and how it connects to the
overall meaning of the story.
 Construct a THESIS that indicates
 (a) your focus
 (b) the relation of that focus to the story as a whole.
 A thesis represents your conclusion or opinion about the story.
Thus your thesis is argumentative; it should not be an obvious
point, but should be a thoughtful statement that indicates
some of the complexity and depth of the story and that takes a
point of view on the story–a statement that needs support to
work as an argument.
 Ask yourself: "Could my thesis or opinion cause a reader to
respond, 'Yes, that's true, but so what?' (This means your thesis is
not great…).
 Or will my thesis illuminate for the reader some point that he/she
might not have noticed at first reading? (This means your
thesis=fire).
EVIDENCE: Find quotations and examples in
the story that support your thesis, and
organize the rest of you paper around this
evidence.
CONCLUSION: Your paper should conclude by
summing up your argument so that
 (a) the reader sees that the evidence you've given
does in fact support your thesis, and
 (b) you offer some indication of how your
focus/thesis fits into the whole of the story.
OTHER TIPS AND TRICKS
 1 . Put shor t stor y titles in quotation marks.
 2. Follow your direct quotations with the appropriate page number in
parentheses.
 3. Somewhere in the fir st paragraph of your paper, mention the stor y
you are explicating by title and author.
 5. When you write about literature, it is best to write in the present
tense:
 "Goodman Brown goes to the forest and thinks he sees his wife there,"
not "Goodman Brown went to the forest and thought he saw. . ."
 5. MAKE SURE YOUR PAPER IS NOT MERELY A SUMMARY OF THE PLOT
OF THE STORY. I already know what happens in the stories. If you wish,
you may of fer a ver y brief plot summar y early in your paper in order to
provide back ground, but the majority of your paper must be analytical.
 6. Include a title for your paper. "Explication of 'Young Goodman
Brown'" is not enough. Give some indication of your topic (for example,
"Extremism in 'Young Goodman Brown'"). Center this title on your fir st
page.
WRITERS WORKSHOP WEEK
 Monday - go over elements of an essay, hook, thesis, evidence
and how to support evidence, paragraphs, etc. (read packet,
notes, etc)
 Tuesday - Table grade(look for elements of the explication
paper)
 Wednesday - Choose 10 things to change about your paper
with a partner and MAKE those changes (rewrite)
 Thursday - Share out papers with each other in a wagon wheel
 Friday - Fun Friday!
DO NOW
Read what I handed you at the door. On the
side of each page, reflect on how you think
you do in terms of this skill when you are
writing an essay about literature ( and/or in
general)
You should do this independently!
ELEMENTS:
 Let’s discuss the elements from the reading
 Thesis
 Introduction
 Body and topic sentences
 Explanations
 Textual evidence
 Conclusion
 Title
 Audience
 Punctuation of quotes
YOUR TURN!
Using the reading, identify in your paper the
elements that you used well, that you tried to
use, and that you may have forgotten to use
Number each element and create a key
somewhere on your paper so you can write a
(1) next to thesis, (2) by introduction and then
so on, to record how you think you did.
Have this finished by tomorrow’s class period
TABLE GRADING DIRECTIONS
We will do 6 rounds
Do these in groups of 6 so everyone reads
each others paper
Leave a blank paper with 1-6 down the side
for your peers to leave comments
When we are done, we will “roast” each paper!
TABLE GRADING
 round 1: look for their thesis & if it works with their
paper
 round 2: Introduction& title- are they strong, make
you want to read more, connect to their body?
 round 3: Body and topic sentences- do the
paragraphs begin with a topic sentence? Do they
draw you in? are they interesting?
 round 4: Explanations & textual evidence- are the
direct quotes good? Are they introduced and
explained?
 round 6: Conclusion- does it tie into their paper as a
whole? Does it really “wrap” up their paper?
GROUP ROAST
The author is in the hot seat, can not speak
for the first minute
The others will talk to each other (do not even
look towards/gesture towards the author!)
about the persons paper, what they did right,
wrong, and other things
After 1 minute, the author will get a minute to
defend themselves and ask questions
We will do this for all 6 papers in your group!
DO NOW
Get out your essay and notes
Get a partner that you trust
CHANGES!
In your pair (or group of 3 if there is an odd
number!) find 10 changes to make to your
paper
These should be big-ish changes! Not just
adding a period or something grammatical!
Once you and your partner have 10 things to
change, actually make the changes!
 Or, you may take ½ the class to discuss and change 1
paper, and do the other paper the other half of the
class period!
WAGON WHEEL
 Your paper should be “complete” today
 We will be sharing them in a wagon wheel
 Move all desks to the sides of the room! Or middle
SHARE!
Inside circle reads first, outside second
After the read aloud, give the author 1
positive comment and 1 constructive
comment
We will continue to rotate so you can all hear
as many papers as possible today!
EXIT SLIP
On a sheet of paper (or half!) please
write about how you think you did in our
writers workshop week. What worked for
you? What didn’t? Do you think you will
take any of this into consideration next
time we write a lit analysis paper? What
did you learn?
FUN FRIDAY!
 The walking dead analysis day
 Get video clips and some of the comic
 Watch, discuss, analyze!