Hook, Housekeeping
& Homework
Monday
Have out your novel (fictional text) to read 
Quietly read for approx. 5 minutes
Remember…
• no electronics out/on during reading time
• you are receiving credit for being on time,
• ready to read with your choice, independent reading novel,
• and actively reading during the given time.
• If you do not have your book with you, must read something else.
If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and
post it in the room!
Homework: Read you choice novel!
Past, Present, Future
Fishbowl Preparation
Fishbowl Discussion
Final Lens & Final Story!
• Psychological
• “The Cask of Amontillado”
Monday
Short Stories Through a Critical Lens
Monday
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 analyze the story “The Necklace” through various lenses.
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?
Activity: You Do
Monday
Purpose: to prepare some notes of the short story “The Necklace”
Tasks: In preparation for your graded discussion…
1. Spend 2-3 minutes responding in writing to some of the questions labeled:
“Initial Reader’s Response” (1-3), Historical/Biographical Lens” (1-5), and “Feminist Lens”
(1-9)
2. Spend 2-3 minutes responding in writing to some of the questions labeled: “Marxist
Lens” (1-13) – this is the one you will be expected to talk most about the most to show
what you know.
3. Spend 2-3 minutes responding in writing to a couple of the questions labeled:
“Thematic Conclusions” (1-3)
Outcome: Be prepared with written ideas in order to participate in the graded Fishbowl
discussion! You will discuss for 10 minutes with ½ the class and observe the other ½!
Instruction: Obtain
Monday
What criteria will be used to measure the effectiveness of a group?
• Everyone contributes
• Nothing to contribute, ask a meaningful question
• Prepared – novel, notes, paper etc.
• Know what you’re talking about
• Stay on topic
• Don’t repeat what has already been said (agree & make additions)
• Switch topics in a respectful manner
• Respect each other
• Let others finish thought
• No side tracks, side conversations
• Acknowledge previous speaker’s ideas
• No bashing
• Academic vocabulary
• There is a “Hot Seat” if you want to quickly join into the discussion you are observing!
Instruction: Obtain
Monday
How will you be assessed?
• Not just the number of times you participate (speak) but what you have to say
• see the ideas at the top of the observation sheet
• See next slide
• Turn in a completely filled out observation form
• Keep in mind part of your grade is to show your close reading of the text; you’ll
need to speak to do this!
• If you are absent, you must come in for a make-up discussion (Wednesday,
lunch).
In order to score advanced during a graded discussion, a student must
participate actively and consistently in the following ways:
• Participates in a collaborative, respectful group effort to achieve understanding of the text
• Responds to another speaker with an opinion or support
• Propels conversations by posing and responding to probing, purposeful questions that
prompt analysis
• Contributes information and supporting evidence, conveying a clear and distinct perspective
• Refers to and explains specific passages in the text
• Makes connections between and among passages in text
• Refers to & analyzes through critical lenses
• Makes a personal connection and/or makes connections to a larger context (community,
world, history, and/or other text)
• Observes actively for completion of a thoughtful/critical self & peer critique
• Comes prepared with written notes, etc.
Hook, Housekeeping
& Homework
Tuesday
Have out your novel (fictional text) to read 
Quietly read for approx. 10 minutes
Remember…
• no electronics out/on during reading time
• you are receiving credit for being on time,
• ready to read with your choice, independent reading novel,
• and actively reading during the given time.
• If you do not have your book with you, must read something else.
If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and
post it in the room!
Homework: Read you choice novel!
Past, Present, Future
Fishbowl Discussion
Finish self- & peer observations
Return micro-themes
Final Lens & Final Story!
• Psychological
• “The Cask of Amontillado”
Tuesday
Short Stories Through a Critical Lens
Tuesday
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 evaluate your most recent analyses: oral analysis of the story
“The Necklace” and written analysis of “The Story of an Hour.”
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?
Activity: You Do
Tuesday
Purpose: to reflect on your analytical participation in the fishbowl discussion of the short story “The Necklace.”
Tasks:
1. Borrow two different color colored pencils
2. Read back through your observation response from yesterday
3. Moving from right to left on the rubric, underline in one color everything that your partner did (see next slide)
• If you do not know if they completed a self/peer critique you cannot underline this past 3, for now, nor can you
underline written notes
4.
5.
6.
7.
With a different color, repeat the process (3) above for yourself
Complete any ideas on the Observation form you still need to
Meet with your Fishbowl partner from yesterday
Take turns sharing information
•
•
•
•
•
What interesting thing did you hear him/her say
How did you rate him/her and why
How did you rate yourself and why
What would you have liked to have said during the discussion
What else did you hear during the discussion that interested you
Outcome:
Make any corrections and/or additions to your observation form & turn this in with your partners
Plus/Delta, as a class, our discussion
4 - Advanced
3 - Proficient
2 – Partially Proficient
1 - Unsatisfactory
Student not only
participates, responds with
opinions, & listens
attentively but also…
-Propels conversation with
purposeful questions
-Conveys a clear & distinct
perspective
-Refers to & explains specific
text passages
-Makes connections
between/among text
-Refers to & analyzes
through critical lenses
-Makes a personal
connection and/or
connections to a larger
context
-Observes actively for
thoughtful/critical self &
peer critique
-Comes prepared with
written notes, etc.
Student not only
participates and responds
with opinions, listens
attentively but also…
-Propels conversation with
purposeful questions
-Contributes to
perspectives
-Refers to & explains the
text
-Makes connections
between/among text
-Refers to critical lenses
-Makes a personal
connection and/or
connections to a larger
context
-Observes actively for self &
peer critique
-Comes prepared with
written notes, etc.
Student participates by
doing some of the
following:
-Responds to another
speaker
-Asks a question
-Refers to text
-Makes connections
-Refers to critical lenses
-Makes a personal
connection and/or
connections to a larger
context
-Observes for self & peer
critique
-Comes prepared with
written notes, etc.
Student participates by
listening and observing for
self & peer critique
0
Student does not
participate in any
way
Activity: We Do - You Do
Tuesday
Purpose: to compare and contrast peer micro-themes on “The Story of an Hour”
Through a Feminist Lens to your own response
Tasks:
• Follow along as we point out the strengths of these various paragraphs
• Compare these to your own: What did you do well?
• Contrast these to your own: What do you need to improve upon:
Introductions: Closed Thesis &
Significance (theme/purpose)
Kate Chapin’s short story
The Story of an Hour portrays
women as trapped and
lonesome, but men are viewed
as the bread winners and the
head of the house hold. This
reveals that the men, during this
time, had all the control and
power and women lacked
independence and freedom.
In “The Story of an Hour”
by Kate Chopin, women are
portrayed as independent and
strong, and men are portrayed
as dominate. This reveals that
women are as strong as men
but are still seen as being less
dominate.
Body: PIE (with embedded “I” = quotes)
Chapin paints a picture of a woman,
Mrs. Mallard, who becomes devastated with
the loss of her husband. With this news, she
retreats to her room to sit by herself. Because
she leaves to be by herself, this shows lonely
characteristics in her. In the story it says, “She
wept at once, with sudden, wild
abandonment, in her sister's arms. When the
storm of grief had spent itself she went away
to her room alone. She would have no one
follow her.” This depicts a woman who deals
with problems herself, off to the side and
quietly. Some feminists would look at Mrs.
Mallard as a strong, independent woman;
however, because of the oppression women
faced during this time period, Mrs. Mallard
depended on her husband for many things.
This shows that she felt alone and did not
know what to do with herself, at first, being
on her own.
Apart from the role of the helpless
housewife, women were also seen as being
weak and frail. Women didn’t work outside
the home or have any power over men. In
the story it says, “As powerless as her two
white slender hands would have been.” The
quote implies that as a woman: she has no
power of the situation or anything, she is
small and frail, and she is innocent of any
malicious thoughts or actions because the
color white represents innocence. This
reveals the social inequality that lies in
between men and women greatly impacted
the lives of women. The gender roles made
her feel as if she had to follow them in order
to be a real woman.
Body: PIE (with embedded “I” = quotes)
Although society often deems women as
weak compared to men, the author Kate Chopin
disproves this theory by showing female characters
as being strong. At first glance, the character Louis
seems to be in extreme grief due to her husband’s
death, however when Louis repeats to herself
"free, free, free!" it is understood that she is crying
from overwhelming relief because she is finally free
from the grips of her husband. In the late 1800's
this short story was seen to be controversial due to
the fact that women didn’t have any form of
independence in both social and judicial terms. In
Society today, women's rights are the norm which
would make this short story more widely accepted.
Louis perceives the world in a new way stating
spring days, and summer days, and all sorts of days
would be her own. Through a feminist lens, this
would be seen as a changing moment in Louis life.
It shows that Louis didn't need a man to be able to
survive in the world, that she could be independent
and happy either way.
The short story “The Story of an Hour” has
an obvious feminist view. In that view it portrays
men as dominant. Instead of a dominant being
better Chopin believes that men should not be
dominant. That they hold women back in doing
so. For example, when Mrs. Mallard's husband
dies she is overjoyed at all the things she can now
do, saying that there was “no powerful will
bending hers in that blind persistance with which
men and women believe they have the right to
impose a private will upon a fellow creature.” Kate
Chopin believes that men have no right to put a
woman down. Chopin portrays men as dominant
because she wants to show how women can be
fine without men.
Body: PIE (with embedded “I” = quotes)
While some might call this treachery,
those who view the story through a feminist
lens can be sympathetic with Louise. In the
patriarchal society the story takes place in, a
woman’s role has been established as the
doting homemaker and is only valued by the
worth of her man or how she raises a family.
Louise seems to have rushed into an
unfulfilling marriage as society would expect
of her without having first lived for herself and
that is why she takes the news of her
husbands death with a different perspective.
Louise “did not hear the story… with a
paralyzed inability to accept its significance.”
Those who examine the story with a feminist
lens can identify that the “significance” for
Louise is that without a unsatisfactory
marriage weighing her down she can live her
life to its full potential.
How did you do?
• Strengths?
• Weakness?
Concluding Paragraphs
While Chopin claimed herself
not to be a feminist her writings
certainly suggest otherwise and
portray feminist values such as the
idea that women are trapped in a
patriarchal society and her writings
were especially radical for her time.
Through The Story of an Hour people
can look into a time where women
have not experienced as much
freedom and can still draw parallels
to the world today.
It’s important to view this
story through a feminist lens
because it shows how badly women
were regarded in the 1860’s. These
problems still exist in most societies,
women still can’t vote in some
countries, in the United States,
there’s pay inequality for women
with the same professions as men.
How did you do?
• Strengths?
• Weakness?
Hook, Housekeeping
& Homework
Wednesday
Period 4 – Fire Drill Interruption = Return micro-themes
& compare/contrast to peer models
Have out your novel (fictional text) to read 
Quietly read for approx. 5 minutes
Remember…
• no electronics out/on during reading time
• you are receiving credit for being on time,
• ready to read with your choice, independent reading novel,
• and actively reading during the given time.
• If you do not have your book with you, must read something else.
If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room!
Homework: Read you choice novel!
Past, Present, Future
Finish self- & peer observations
Return micro-themes
Edgar Allen Poe – Bio
Short Story #5 – “The Cask of Amontillado”
Lens #5 Psychoanalytical
Case Study &
Fishbowl Discussion
Wednesday
Short Stories Through a Critical Lens
Wednesday
Standard
2. Reading for All Purposes
1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies
2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills
Objective: to identify information about our author and to understand the plot of “The Cask of Amontillado.”
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?
Activity: Obtain
And, now, a little bit about our next author!
Biographical Lens
Tasks:
• Listen & read
• Write responses to the following questions:
1. When did he live?
2. Where was he born?
3. Who raised him? Why?
4. Who did he marry?
5. Was he successful financially as a writer?
6. List two details (information) about the writing that he did.
7. What details make his death at age 40 a mysterious death?
8. What other information did you find interesting?
Edgar Allan Poe
Quick Facts
Writer
Birth Date
January 19, 1809
Death Date
October 7, 1849
Education
University of Virginia,
U.S. Military Academy at West Point
Place of Birth
Boston, Massachusetts
Place of Death
Baltimore, Maryland
Edgar Allan Poe
•
•
•
•
•
Flair for language, Latin & French – “ambitious to excel” 16 years old writing poems
Well-read
Morbidly sensitive nature, sadness & depression = basis of writing
Critics = strong response (love/hate)
1 novel, 50 poems, 70 short stories
Edgar Allan Poe Biography
Let’s watch a video…
Purpose: to identify some biographical (& historical perspective) information about Edgar
Allan Poe in order to apply this lens to the next short story.
Task: View the following video and respond to the given prompts on the handout
• http://www.biography.com/people/edgar-allan-poe-9443160
• 3:49
• If you are really interested in Poe, check out Edgar Allan Poe - Full Episode, on your own
• (TV-14; 43:34) The full biography of Edgar Allan Poe
• http://www.biography.com/people/edgar-allan-poe-9443160/videos/edgar-allan-poe-fullepisode-2104513528
Activity: Obtain
Biographical Lens
• When did he live?
• Where was he born?
• Who raised him? Why?
• Who did he marry?
• Was he successful financially as a writer?
• List two details (information) about the writing that he did.
• What details make his death at age 40 a mysterious death?
• What other information did you find interesting?
• Now… view the following PPT slides and list two characteristics of Poe’s writing style.
American Gothic Tradition
Rooted in European Gothic tradition (think weird settings, macabre plots, monsters &
gargoyles… Mary Shelley’s Frankenstein & Bram Stoker’s Dracula) and the Romantic movement
(a reaction to the rationalism of the Age of Reason), imagination led to the threshold of the
unknown…
• 19th century
• Edgar Allan Poe (born Boston, Massachusetts, 1809)
• Dark medieval castles; decaying ancient estates
• Weird, terrifying events: murder, live burials, physical & mental torture, retribution from
beyond the grave
• Male narrators, insane
• Female characters, dead or dying
• Shows people revealing their true natures; explores the human mind in extreme situations
arriving to an essential truth
• Haunting tales exploring darkness of human mind
Edgar Allan Poe’s…
Style
•
•
•
•
•
•
•
•
•
Allegory
Symbolism
Foreshadowing
Mood (Atmosphere) – feeling conveyed through words
Detailed descriptions of setting – imagery (see, hear, smell, taste, touch) – Gothic settings
Precise words & phrases
Narrator who observes & participates in event recounted
Complex sentences: pile detail upon detail to describe scene or emotion
Complex sentences & inverted word/idea orders
• Original: “In the manner of my friend I was at once struck with an incoherence --an inconsistency;”
• Reorder Rewrite: I was at once struck with an incoherence --an inconsistency - in the manner of my
friend;
Author’s Style – 3 Examples
“ During the whole of a dull, dark,
and soundless day in the autumn of
the year, when the clouds hung
oppressively low in the heavens, I
passed alone, on horseback, through
a singularly dreary tract of country,
and at length found myself, as the
shades of the evening drew on, with
view of the melancholy House of
Usher.”
“The Fall of the House of Usher”
The room in which I found myself
was very large and lofty. The
windows were long, narrow, and
pointed, and at so vast a distance
from the black oaken floor as to be
altogether inaccessible from within.
Feeble gleams of encrimsoned light
made their way through the trellised
panes, and served to render
sufficiently distinct the more
prominent objects around the eye,
however, struggled in vain to reach
Complex Sentences (note above) and the remoter angles of the chamber,
interrupters with dashes (note final
or the recesses of the vaulted and
column)
fretted ceiling. Dark draperies hung
upon the walls.
Use on 1st person (male) narrator
(note center column)
Detailed description of settings
Note these in the other columns as
Foreshadowing
well
Edgar Allan Poe
From that chamber, and from that
mansion, I fled aghast. The storm was still
abroad in all its wrath as I found myself
crossing the old causeway. Suddenly
there shot along the path a wild light,
and I turned to see whence a gleam so
unusual could have issued; for the vast
house and its shadows were alone
behind me. The radiance was that of the
full, setting, and blood-red moon which
now shone vividly through that once
barely-discernible fissure of which I have
before spoken as extending from the roof
of the building, in a zigzag direction, to
the base. While I gazed, this fissure
rapidly widened --there came a fierce
breath of the whirlwind --the entire orb
of the satellite burst at once upon my
sight --my brain reeled as I saw the
mighty walls rushing asunder --there was
a long tumultuous shouting sound like
the voice of a thousand waters --and the
deep and dank tarn at my feet closed
sullenly and silently over the fragments
of the "HOUSE OF USHER."
“The Imp of the Perverse”
“William Wilson”
“Ligeia”
We have a task before us which must be
speedily performed. We know that it will be
ruinous to make delay. The most important
crisis of our life calls, trumpet-tongued, for
immediate energy and action. We glow, we
are consumed with eagerness to commence
the work, with the anticipation of whose
glorious result our whole souls are on fire. It
must, it shall be undertaken to-day, and yet
we put it off until to-morrow, and why?
There is no answer, except that we feel
perverse,… I have said thus much, that in
some measure I may answer your question
— that I may explain to you why I am here
— that I may assign to you something that
shall have at least the faint aspect of a
cause for my wearing these fetters, and for
my tenanting this cell of the condemned.
Had I not been thus prolix, you might either
have misunderstood me altogether, or, with
the rabble, have fancied me mad.
But the house! — how quaint an
old building was this! — to me
how veritably a palace of
enchantment! There was really no
end to its windings — to its
incomprehensible subdivisions. It
was difficult, at any given time, to
say with certainty upon which of
its two stories one happened to
be.
I trembled not — I stirred not —
for a crowd of unutterable fancies
connected with the air, the
stature, the demeanor of the
figure, rushing hurriedly through
my brain, had paralyzed — had
chilled me into stone. I stirred not
— but gazed upon the apparition.
[page 468:] There was a mad
disorder in my thoughts — a
tumult unappeasable.
Dashes and other
interrupters
Strong rhythm &
Repetition
Figurative language
Formal language, diction
& syntax, long complex
sentences
Rhetorical questions
1st person
• more personal and real
Activity
Wednesday
Follow along with the text as we watch a video version of the short story
“The Cask of Amontillado” (15:48)
• https://www.youtube.com/watch?v=SoUPJId_AWk
“The Cask of Amontillado” | John Carroll (20:32)
• https://www.youtube.com/watch?v=RiynDpoBR30
Extension Activity…
In case you didn’t get it all
Purpose: to identify some biographical (& historical perspective) information about
Edgar Allan Poe in order to apply this lens to the next short story.
Task: Read the handout from Building Background (pg. 834 in Glencoe Literature book)
and respond to the given prompts on the handout Edgar Allan Poe (1809-1849)
Outcome: 5 Facts
Hook, Housekeeping
& Homework
Thursday
Have out your novel (fictional text) to read 
Quietly read for approx. 10 minutes
Remember…
• no electronics out/on during reading time
• you are receiving credit for being on time,
• ready to read with your choice, independent reading novel,
• and actively reading during the given time.
• If you do not have your book with you, must read something else.
If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in
the room!
Homework: Read you choice novel!
Past, Present, Future
Thursday
Author Background
Short Story #5 – “The Cask of Amontillado”
Lens #5 Psychoanalytical
Case Study & Short Story #5 – “The Cask of Amontillado”
Case Study Panel Discussion
Short Stories Through a Critical Lens
Thursday
Standard
2. Reading for All Purposes
1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies
2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills
Objective: to identify the components of another critical lens #5 = psychoanalytic perspective and apply
psychoanalytical ideas to the protagonist of “The Cask of Amontillado.”
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
Wednesday
Purpose: to begin to identify the components of another critical lens
Lens #5 = Psychoanalytic perspective
Tasks:
1. Read Psychoanalytic Criticism (1930s-present) – handout – and highlight important ideas
2.
View the videos
• Psychoanalytic Criticism – videos (5:31)
Brittany Thompson; Published on Nov 10, 2014; Explains basics of Psychoanalytic Criticism.; All
information taken from Donald Hall's Literary and Cultural Theory. 2:08 into the 5:31 vide
https://www.youtube.com/watch?v=nf_twT2nVkU
• Part 1: Psychoanalytic literary theory (4:46)
https://www.youtube.com/watch?v=81GWBfieHEA
• Part 2: Psychoanalytic literary theory
https://www.youtube.com/watch?v=vlifQrQsdYg
3.
4.
Fill out the two ideas from each video
Get into small groups and share.
Outcome:
Apply the ideas/notes on Psychoanalytic Theory to the short story “The Cask of Amontillado”
Activity: Develop & Apply
Purpose: to apply the a psychoanalytical lens in a creative, “unofficial” way.
Tasks:
• Read and annotate the Personality Disorders sheet
Outcome:
As you re-read the short story “The Cask of Amontillado,” keep these in mind and consider what
disorder you think the main character could “have”
“The Cask of Amontillado” (15:48)
• https://www.youtube.com/watch?v=SoUPJId_AWk
“The Cask of Amontillado” | John Carroll (20:32)
• https://www.youtube.com/watch?v=RiynDpoBR30
Fill in a Case Study sheet in preparation for a panel discussion about your diagnosis
Vocabulary
Amontillado [uh MON te YAH doh] Dry, amber wine.
Aperture Opening.
Carnival Festival just before Lent. It is called Mardi Gras in some western countries. The word carnival is derived from the Latin words carne
(meat) and vale (farewell). Thus, it literally means ~ez_ldquo~farewell to meat.~ez_rdquo~ During Lent, Roman Catholics do not eat meat on
Ash Wednesday and all the Fridays thereafter, until Easter.
Catacombs Underground burial places.
Circumscribing Encircling, surrounding; tracing a line around.
Fetter Shackle, chain, bond.
Flambeau Torch; plural, flambeaux.
Hearken Listen carefully.
Immolate - Kill a person as a sacrifice.
Imposture Deception, fraud.
Impunity Freedom from punishment; exempt from punishment.
Médoc Red wine from the Bordeaux region of France.
Motley Apparel of many colors; jester~ez_rsquo~s costume.
Nemo me impune lacessit [NAY moh MAY im POO nay lah CHESS it] Latin for No one injures me with impunity. This sentence appeared on coins
of James I of England.
Nitre Potassium nitrate.
Palazzo Palace; splendid home.
Pipe Cask holding 126 gallons.
Puncheon Cask holding 84 gallons.
Rapier [RAY pe er] Two-edged sword.
Rheum [ROOM] Watery discharge.
Roquelaure [rok uh LAHR or rok LAHR] Knee-length, often fur-trimmed cloak after Duc de Roquelaure (1656-1738)
Sconce Bracket on a wall for holding a candle or a torch.
Hook, Housekeeping
& Homework
Friday
Have out your novel (fictional text) to read 
Quietly read for approx. 10 minutes
Remember…
• no electronics out/on during reading time
• you are receiving credit for being on time,
• ready to read with your choice, independent reading novel,
• and actively reading during the given time.
• If you do not have your book with you, must read something else.
If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in
the room!
Homework: Read you choice novel!
Past, Present, Future
Lens #5 Psychoanalytical
Short Story #5 – “The Cask of Amontillado”
Case Study Activity – Prep for Panel Discussion
Case Study Activity
Friday
Activity: Develop
Revenge
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•
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What is it?
Have you ever “practiced” it or “sought” it? When? Why? How?
When do people seek it? Why do they?
Have you seen it in real life? When? Where? Who?
Have you seen it in movies or books? When? Where? What?
Respond: Yes or No
1. For revenge to be sweet, my enemy has to know it's me getting revenge -- it cannot be
anonymous.
2. Revenge isn't as sweet if you get caught.
3. A premeditated crime is worse than one committed in the heat of the moment.
4. Time eases a guilty conscience.
5. No one harms me and gets away with it.
6. It is okay to take the law into my own hands.
Instruction: Obtain
Friday
Purpose: to begin to identify the components of another critical lens
Lens #5 = Psychoanalytic perspective
Tasks:
1. Read Psychoanalytic Criticism (1930s-present) – handout – and highlight important ideas
2.
View the videos
• Psychoanalytic Criticism – videos (5:31)
Brittany Thompson; Published on Nov 10, 2014; Explains basics of Psychoanalytic Criticism.; All information taken from Donald Hall's
Literary and Cultural Theory. 2:08 into the 5:31 vide
https://www.youtube.com/watch?v=nf_twT2nVkU
• Part 1: Psychoanalytic literary theory (4:46)
https://www.youtube.com/watch?v=81GWBfieHEA
• Part 2: Psychoanalytic literary theory
https://www.youtube.com/watch?v=vlifQrQsdYg
3.
4.
Fill out the two ideas from each video
Get into small groups and share.
Outcome:
Apply the ideas/notes on Psychoanalytic Theory to the short story “The Cask of Amontillado”
Activity: Develop & Apply Friday
Purpose: to apply the a psychoanalytical lens in a creative, “unofficial” way.
Tasks:
• Read the Personality Disorders sheet
• How does Montresor fit or not fit the various disorders; refer to the text to back up
inferences
• Decide on 1 disorder that you think could be applied to Montresor (make sure it is
one for which you can provide proof from the story)
Outcome:
• Complete a Case Studies Chart (see The Grinch 2 model) and be ready to discuss and
debate your diagnosis Monday!
The Grinch 2 model
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CASE STUDY CONDUCTED BY Doctor Lotbar
CHARACTER NAME The Grinch
SOURCE (TITLE OF STORY) How The Grinch Stole Christmas
PERSONALITY DISORDER Anti-Social Personality Disorder
The Grinch 2 model
Character
Background
Information
(age,
gender,
occupation,
hobbies,
family, etc)
The Grinch, who is a bitter, cave-dwelling
creature, lives on the snowy Mount Crumpits,
a 10,000 foot high mountain that is north of
Whoville. His age is undisclosed but he looks to
be in his 40’s and does not have a job. He
normally spends a lot of his time alone in his
cave. He does not have any social relationship
with friends or citizens of Whoville. The only
social companion the Grinch has is his dog
Max. There is no history of drug or alcohol use.
It appears the Grinch has no goal in his life
except to stop Christmas from happening. He
is antagonistic and hostile to citizens of
Whoville and he runs away from his problems,
rather than facing them.
The Grinch 2 model
Description
of the
Problem/
Issue
(Describe
what
character
does,
conflicts,
etc.)
The Grinch displays a number of problems. He definitely is not a
very happy man. He hates Christmas and wants to stop it from
happening. When he was little, he became irritated and aggressive
at school because he was being made fun of by the fat boy who now
is the mayor of the town. The Grinch threw a fit and picked up a
Christmas tree and threw it to the other side of the classroom. After
that he no longer liked Christmas. Years and years later the Grinch
decided that he was going to stop Christmas from happening. He
decided to dress as Santa Claus and take away all the Christmas
trees and presents from the people of Whoville. He failed to plan
ahead to know what the consequences would be. As he went to
Cindy Lou Who’s house to steal the Christmas tree and presents,
Cindy Lou asked him why he was taking the Christmas tree. He told
her that he going take the tree to his place and fix the light bulb. The
Grinch does not show any remorse for what he did. He wanted
Christmas to be over. He also does not care for the safety of others,
including his dog. His dog has to be the reindeer. The Grinch is
irresponsible and reckless. He wants everyone miserable and thinks
that would make him feel better.
The Grinch 2 model
Disorder
(Diagnosis:
symptoms
and
evidence of
a specific
disorder)
The diagnosis that seems appropriate for the Grinch is Antisocial Personality Disorder.
A. There is a pervasive pattern of disregard for and violation of the rights of others as indicated by five (or
more) of the following:
1. failure to conform to social norms with respect to lawful behaviors as indicated by repeatedly performing
acts that are groups for arrest
He has total disregard for the law; he stole Christmas trees and presents; he put peoples' mail in the wrong
boxes just for fun. The Grinch does not realize (or care if) there are consequences.
2. deceitfulness, as indicated by repeated lying, use of aliases, or conning others for personal profit or
pleasure
The Grinch lied to the Cindy Lou Who when she asked why he was stealing her Christmas tree. Furthermore, he
pretended to be Santa. He lies to himself, blaming others for his unhappiness.
3. impulsive behavior or failure to plan ahead
He failed to plan ahead thinking he would not run into someone while stealing Christmas trees and presents. He
did not stop to think how his actions would affect the people of the town of Whoville. He had no way to get his
stolen booty up the mountain and had to use his little dog to pull the gigantic sled full of toys.
4. irritability and aggressiveness, as indicated by repeated physical fights or assaults
The Grinch was irritated by being made fun of the fat boy. He became aggressive and picked up the Christmas
tree and threw it across the room. He thinks bad thoughts and says bad things to others. He assaults the Who's
beliefs and lifestyle. He is never kind, always irritated and takes his anger out on innocent people (and dogs).
5. reckless disregard for safety of self or others
He did not care for other people's safety especially his dog Max. He made his dog do something bigger than his
dog can really do and didn't stop to think that it could hurt him. He didn't care that he was ruining Christmas for
little children and could have hurt somebody when he jammed Christmas trees up chimneys.
6. lack of remorse, as indicated by being indifferent to or rationalizing having hurt, mistreated, or stolen from
another
The Grinch had no regrets for what he had done. He didn’t regret what he did to those people. The Grinch was
happy to make people unhappy. He rationalized his actions, hoping to hurt the mayor (and the town) for slights
he feel they made against him. He hopes to make others feel his hurt and anger.
The Grinch 2 model
Outcome
(Description
of the
character at
the end of
the story:
his/her
feelings,
actions, etc.)
There might be hope for The Grinch as
his personality drastically changed when
he was treated kindly by the people of
Whoville (despite his treatment of
them). When he saw that his evil deeds
did not stop Christmas from coming and
the Who's were still happy and excited,
The Grinch began to rethink his actions.
Eventually, his heart grew two sizes
bigger and he is finally beginning to feel
the love.
Coming Soon…
Academic Standards
1. Oral Expression and Listening
1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness
2. Effective collaborative groups accomplish goals
2. Reading for All Purposes
1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies
2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis
skills
3. Writing and Composition
1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose
2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific
purposes
3. Standard English conventions effectively communicate to targeted audiences and purposes
4. Research and Reasoning
1. Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts
and purposes
2. Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment