Monday= No School
MLK Day
Hook, Housekeeping
& Homework
Tuesday
Which one of the following is a lie about……?
“Truth is stranger than fiction,
but it is because Fiction is obliged
to stick to possibilities;
Truth isn't.”
– Mark Twain
Past, Present, Future
Tuesday
• Notes on Common Archetypes
• In what movies do we see these?
• SCR (short constructed response)
• SS#1 “Young Goodman Brown”
• SS#1 “Young Goodman Brown” through an archetypal lens
• Graphic Organizer – turn in!
Short Stories Through a Critical
Lens
Tuesday
Objective: Standard 2. Reading for All Purposes
1.
Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative
strategies
Objective: you will be able to actively read for understanding of characters and plot of “Young
Goodman Brown.”
Relevance:
• By interpreting complex texts, providing evidence, and communicating ideas, we are not only
practicing the skills need in any workplace or postsecondary setting, but also we are examining
aspects of ourselves and others and how these as well as social and historical events impact the
way in which we communicate.
• By learning to examine situations from different perspectives, we open ourselves to recognizing,
understanding, explaining, and judging the ways in which we, as well as others, conduct ourselves,
in order to more productively function in an every changing world.
Inquiry Questions:
What is critical theory?
How does one’s perspective influence the reading of a text? How does reading from a particular
perspective influence what is seen as important within a text and how characters, events, and theme
are understood?
What strategies are most useful when reading, understanding, making personal connections to, and
analyzing texts ?
How is literature a voice of social commentary?
Activities: Develop & Apply
We Do – You Do
Tuesday
Purpose: to actively read for understanding of plot and characters
Tasks: Read the short story by Nathaniel Hawthorne. Take notes on the Reading Questions:
1.
Where is young Goodman Brown headed after sunset?
2.
What signs do we see in the text that this destination is a frightening one on this particular
night of the year?
3.
With what character is the pink ribbon associated? Why is that an appropriate object for this
character?
4.
Who does Brown meet first in the dark woods? Why do you suppose that figure appears the
way he does in terms of clothing and mannerisms?
5.
What is this figure's connection with Brown's family, if we can believe the figure's claims?
6.
Who is Goody Cloyse? Why was she special to Brown in the development of his beliefs?
7.
What falls from the sky that convinces Brown his wife is attending the witches' sabbat?
8.
Who attends the Satanic coven in the woods, i.e., what sort of people?
9.
What happens when Brown calls out to Faith to look to heaven rather than partake of the
unholy ceremony?
10. How does this event--real or imagined--affect Brown's interactions with his community?
11. What is carved on Brown's tombstone when he dies? (trick question!)
Outcome: Extend you thinking. What situations, characters, settings, object, colors are archetypal?
http://www.hawthorneinsalem.org/Literature/Quakers&Witches/YoungGoodmanBrown/Exploration
s.html
Hook, Housekeeping
& Homework
Wednesday
While you wait…
Borrow a copy of “Young Goodman Brown” from the front table. What are the answers to
the following questions?
1.
2.
3.
4.
5.
Who does Brown meet first in the dark woods? Why do you suppose that figure
appears the way he does in terms of clothing and mannerisms?
What is this figure's connection with Brown's family, if we can believe the figure's
claims?
Who is Goody Cloyse? Why was she special to Brown in the development of his
beliefs?
What falls from the sky that convinces Brown his wife is attending the witches'
sabbat?
Who attends the Satanic coven in the woods, i.e., what sort of people?
Which one of the following is a lie about……?
“Truth is stranger than fiction,
but it is because Fiction is obliged
to stick to possibilities;
Truth isn't.”
– Mark Twain
Past, Present, Future
Wednesday
• SS#1 “Young Goodman Brown”
• SS#1 “Young Goodman Brown”
• Finish
• Reading through an archetypal lens
• SS#1 “Young Goodman Brown” through an archetypal lens
• Graphic Organizer – turn in!
• Historical/Biographical Lenses - theme
Short Stories Through a Critical
Lens
Wednesday
Objective: Standard 2. Reading for All Purposes
1.
Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative
strategies
Objective: you will be able to actively read for understanding of characters and plot of “Young
Goodman Brown.”
Relevance:
• By interpreting complex texts, providing evidence, and communicating ideas, we are not only
practicing the skills need in any workplace or postsecondary setting, but also we are examining
aspects of ourselves and others and how these as well as social and historical events impact the
way in which we communicate.
• By learning to examine situations from different perspectives, we open ourselves to recognizing,
understanding, explaining, and judging the ways in which we, as well as others, conduct ourselves,
in order to more productively function in an every changing world.
Inquiry Questions:
What is critical theory?
How does one’s perspective influence the reading of a text? How does reading from a particular
perspective influence what is seen as important within a text and how characters, events, and theme
are understood?
What strategies are most useful when reading, understanding, making personal connections to, and
analyzing texts ?
How is literature a voice of social commentary?
Activities: Develop
We Do
Wednesday
Purpose: to actively read for understanding of plot and characters
Tasks: Read the short story by Nathaniel Hawthorne. Take notes on the
Reading Questions:
1. What happens when Brown calls out to Faith to look to heaven rather
than partake of the unholy ceremony?
2. How does this event--real or imagined--affect Brown's interactions with
his community?
3. What is carved on Brown's tombstone when he dies? (trick question!)
Outcome: Extend you thinking. What situations, characters, settings, object,
colors are archetypal?
http://www.hawthorneinsalem.org/Literature/Quakers&Witches/YoungGoodm
anBrown/Explorations.html
Activities: Develop
We Do
Wednesday
Purpose: to identify archetypes within the story “Young
Goodman Brown”
Tasks:
1. Have out your 3 pages of tan notes on common archetypes
2. Form groups of 3-5
3. Using your notes and borrowed copy of the story “Young
Goodman Brown,” discuss various archetypes in the story
and what they add to the meaning/your understanding of
the story.
Outcome: Ability to fill out, in final copy form, a chart and turn
in (Thursday) for a formative grade
Archetypal Criticism
Essential Questions
Wednesday
1. What archetypal situations do you see, if any, in the text?
2. What archetypal characters do you see, if any, in the text?
3. What recurring settings (time, place)images do you see, if
any, in the text?
4. What archetypal symbols (objects, images, colors) do you
see, if any, in the text?
5. What recurring themes do you see, if any, in the text?
6. How do recurring patterns and our understanding of these
patterns affect our understanding of the text?
Hook, Housekeeping
& Homework
Thursday
While you wait…
Borrow a copy of “Young Goodman Brown” from the front
table. And have out your tan archetype notes.
Late Start – No Truths/Lie
Which one of the following is a lie about……?
“Truth is stranger than fiction,
but it is because Fiction is obliged
to stick to possibilities;
Truth isn't.”
– Mark Twain
Past, Present, Future
Thursday
• SS#1 “Young Goodman Brown”
• Finish
• Hey, another late start!
• SS#1 “Young Goodman Brown”
• Graphic Organizer – reading through an archetypal lens
• Historical/Biographical Lenses - theme
• SS#1 “Young Goodman Brown”
• Historical/Biographical Lenses - theme
• Next lens!
Short Stories Through a Critical
Lens
Thursday
Objective: Standard 2. Reading for All Purposes
1.
Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative
strategies
Objective: you will be able to demonstrate your understanding of the common archetypes in the
short story “Young Goodman Brown.”
Relevance:
• By interpreting complex texts, providing evidence, and communicating ideas, we are not only
practicing the skills need in any workplace or postsecondary setting, but also we are examining
aspects of ourselves and others and how these as well as social and historical events impact the
way in which we communicate.
• By learning to examine situations from different perspectives, we open ourselves to recognizing,
understanding, explaining, and judging the ways in which we, as well as others, conduct ourselves,
in order to more productively function in an every changing world.
Inquiry Questions:
What is critical theory?
How does one’s perspective influence the reading of a text? How does reading from a particular
perspective influence what is seen as important within a text and how characters, events, and theme
are understood?
What strategies are most useful when reading, understanding, making personal connections to, and
analyzing texts ?
How is literature a voice of social commentary?
Instruction: Obtain
Thursday/Friday
Returns
Purpose: to demonstrate you understanding of archetypes in the short story “Young Goodman Brown” by
Nathaniel Hawthorn.
Task: Write a short constructed response that…
• identifies the genre, title, and author and allegorical theme (lesson)
• gives two examples from the short story.
• explains how each example fits a particular archetypal situation, character, setting, or symbol*
•
look at the explanation/definition of the archetype and incorporate the definitions of the archetypes into your
analysis
The movie Shrek is an animated movie about a green ogre, by the name of Shrek,
whose wood-land home becomes a refugee camp of displaced fairy-tale beings and is a prime
example of a quest journey. This is a common narrative pattern where the hero is looking for
something or someone that, when brought back, will restore order or well-being. In order to
regain his swamp, Shrek travels along with an annoying donkey in order to bring Princess Fiona
to a scheming lord, who wishes himself King. This task will restore his life, his wood-land
home, to its previous tranquility. Another archetype found in Shrek is symbolic color. Over
time, particular colors have been associated with certain types of characters or emotions or
ideas. In this case, the colors help the viewer identify character type. For example, Fiona is
often shown wearing green and sometimes blue. The color green typically symbolizes “fertility,
renewal and wealth” and blue is “nobility” and/or “tranquility.” These archetypes represent
Fiona as a princess but also as a source that can restore order (renewal) to Shrek and the fairybeings. Through the use of modern computer animation, DreamWorks created a new and
endearing twist on an old plot structure.
Instruction: Obtain
Thursday/Friday
The Palmer Writing Center
• Open during all 7 periods
• Back of Study Hall
• Also open Tuesday and Thursday AFTER school! 
• Located in the Math Tutoring Lab
• Receive assistance from peers as well as English
teachers/Palmer staff
• Bring original assignment with assignment instructions
• Have the English teacher/Palmer staff initial your work
• Return any rewritten work with the original
Activities: Develop
I Do (see next slide) - We Do
Thursday
Purpose: to demonstrate you understanding of archetypes
in the short story “Young Goodman Brown” by Nathaniel
Hawthorn.
Tasks:
1. Using your notes and borrowed copy of the story “Young
Goodman Brown,” identify and explain archetypes in the
story and what they add to the meaning/your
understanding of the story.
Outcome: Turn in a “final copy” chart for a formative grade
Activities: Develop
I Do
Archetype name
From your tan notes
Situations
e.g. Quest for
knowledge
Character
e.g. Damsel in
distress
Setting
e.g. the mountain
Symbols Colors
Etc.
Symbolic color: pink
red (love) + white
(purity) = pink.
Thursday
Example
From the story
How…fit? What…mean?
From your brain 
The color of the
ribbons Faith
wears. “…the wind
played with the
pink ribbon of her
[Faith’s] cap while
she called to
Goodman Brown.”
Brown also finds
these when he is in
the woods.
Pink is not on our list, but
culturally it is associated with
girls (innocence & femininity)
and red (love) + white (purity) =
pink.
Pink represents Faith’s innocent,
good nature; she did not want
Brown to journey into the
woods. It also represents the
loss of innocence that is
experienced when Brown goes
into the woods and discovers
the evil nature of mankind.
Hook, Housekeeping
& Homework
Friday
While you wait…
Borrow a copy of “Young Goodman Brown” from the front
table. And have out your tan archetype notes.
Assembly Schedule
If time allows at the end of class:
Which one of the following is a lie about……?
“Truth is stranger than fiction,
but it is because Fiction is obliged
to stick to possibilities;
Truth isn't.”
– Mark Twain
Past, Present, Future
Friday
• Hey, another late start!
• SS#1 “Young Goodman Brown”
• Graphic Organizer – reading through an archetypal lens
• SS#1 “Young Goodman Brown”
• Graphic Organizer – reading through an archetypal lens
• Historical/Biographical Lenses – theme
• Next lens!
Short Stories Through a Critical
Lens
Thursday
Objective: Standard 2. Reading for All Purposes
1.
Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative
strategies
Objective: you will be able to demonstrate your understanding of the common archetypes in the
short story “Young Goodman Brown.”
Relevance:
• By interpreting complex texts, providing evidence, and communicating ideas, we are not only
practicing the skills need in any workplace or postsecondary setting, but also we are examining
aspects of ourselves and others and how these as well as social and historical events impact the
way in which we communicate.
• By learning to examine situations from different perspectives, we open ourselves to recognizing,
understanding, explaining, and judging the ways in which we, as well as others, conduct ourselves,
in order to more productively function in an every changing world.
Inquiry Questions:
What is critical theory?
How does one’s perspective influence the reading of a text? How does reading from a particular
perspective influence what is seen as important within a text and how characters, events, and theme
are understood?
What strategies are most useful when reading, understanding, making personal connections to, and
analyzing texts ?
How is literature a voice of social commentary?
Instruction: Obtain
Thursday/Friday
Returns
Purpose: to demonstrate you understanding of archetypes in the short story “Young Goodman Brown” by
Nathaniel Hawthorn.
Task: Write a short constructed response that…
• identifies the genre, title, and author and allegorical theme (lesson)
• gives two examples from the short story.
• explains how each example fits a particular archetypal situation, character, setting, or symbol*
•
look at the explanation/definition of the archetype and incorporate the definitions of the archetypes into your
analysis
The movie Shrek is an animated movie about a green ogre, by the name of Shrek,
whose wood-land home becomes a refugee camp of displaced fairy-tale beings and is a prime
example of a quest journey. This is a common narrative pattern where the hero is looking for
something or someone that, when brought back, will restore order or well-being. In order to
regain his swamp, Shrek travels along with an annoying donkey in order to bring Princess Fiona
to a scheming lord, who wishes himself King. This task will restore his life, his wood-land
home, to its previous tranquility. Another archetype found in Shrek is symbolic color. Over
time, particular colors have been associated with certain types of characters or emotions or
ideas. In this case, the colors help the viewer identify character type. For example, Fiona is
often shown wearing green and sometimes blue. The color green typically symbolizes “fertility,
renewal and wealth” and blue is “nobility” and/or “tranquility.” These archetypes represent
Fiona as a princess but also as a source that can restore order (renewal) to Shrek and the fairybeings. Through the use of modern computer animation, DreamWorks created a new and
endearing twist on an old plot structure.
Instruction: Obtain
Thursday/Friday
The Palmer Writing Center
• Open during all 7 periods
• Back of Study Hall
• Also open Tuesday and Thursday AFTER school! 
• Located in the Math Tutoring Lab
• Receive assistance from peers as well as English
teachers/Palmer staff
• Bring original assignment with assignment instructions
• Have the English teacher/Palmer staff initial your work
• Return any rewritten work with the original
Activities: Develop
You Do Friday
Purpose: to demonstrate you understanding of archetypes in
the short story “Young Goodman Brown” by Nathaniel
Hawthorn.
Tasks:
1. Using your notes and borrowed copy of the story “Young
Goodman Brown,” identify and explain archetypes in the story and
what they add to the meaning/your understanding of the story.
2. Before you turn it in, determine 2 (of your 10) entries that
represent your best work and depth of understanding. *Star* or
highlight these 2
Outcome: Turn in a “final copy” chart for a formative grade
Borrow one of readings about Nathaniel Hawthorne from the front
and quietly read. How does knowing about his life help us better
understand the story or understand it in a different way?
Archetypal Criticism
Essential Questions
Friday
1. What archetypal situations do you see, if any, in the text?
2. What archetypal characters do you see, if any, in the text?
3. What recurring settings (time, place)images do you see, if
any, in the text?
4. What archetypal symbols (objects, images, colors) do you
see, if any, in the text?
5. What recurring themes* do you see, if any, in the text?
6. How do recurring patterns and our understanding of these
patterns affect our understanding of the text?
*Underlying, central message – what it reveals about what it
means to be a human being in the world
Other Lenses to Consider
Friday
• Biographical Criticism: This approach “begins with the simple but
central insight that literature is written by actual people and that
understanding an author’s life can help readers more thoroughly
comprehend the work.” Hence, it often affords a practical method by
which readers can better understand a text. However, a biographical
critic must be careful not to take the biographical facts of a writer’s life
too far in criticizing the works of that writer: the biographical critic
“focuses on explicating the literary work by using the insight provided
by knowledge of the author’s life.... [B]iographical data should amplify
the meaning of the text, not drown it out with irrelevant material.”
• Historical Criticism: This approach “seeks to understand a literary work
by investigating the social, cultural, and intellectual context that
produced it—a context that necessarily includes the artist’s biography
and milieu.” A key goal for historical critics is to understand the effect of
a literary work upon its original readers.
•
“Critical Approaches to Literature,” English 205: Masterworks of English Literature. Web. 20 Jan 2015.
http://home.olemiss.edu/~egjbp/spring97/litcrit.html
Historical/Biographical Lens
Friday
Purpose: to apply general biographical and historical information about our author,
Nathaniel Hawthorne, to our understanding of the story “Young Goodman Brown.”
Tasks:
View the following videos about the author and text
1. Nathaniel Hawthorne by DavidVHennessy (6:59)
https://www.youtube.com/watch?v=nLtotbVIXuU
2.
Nathaniel Hawthorne - Young Goodman Brown
Published on Dec 11, 2013
A brief video introduction to Nathaniel Hawthorne and his short story, Young Goodman
Brown for an American Literature 1 course taught at North Shore Community College in the
hybrid-flexible model by Lance Eaton. (12:11)
https://www.youtube.com/watch?v=7KtsVs8Csqw
Outcome:
1. How does knowing about his life help us understand the story in a different
way?
2. Based on your knowledge of archetype s and a bit of historical background,
what themes*are apparent in “Young Goodman Brown”?
*Underlying, central message – what it reveals about what it means to be a human
being in the world