Archetype:

Name: __________________________ Block: _____

Plots & Characters

Ms. Lonardo Unit 2: Literature/Composition 1

2013-2014

Why do archetypes exist? What do archetypes tell us about humanity? How are stories reinvented?

Objectives: - To gain an understanding of storytelling, mythology and archetype - To compare and contrast different mythologies - To continue strengthening annotation skills - To write strong analysis of various quotations

Texts: A variety of myths, short stories, poems and song lyrics (all in LHS Archetype reader)

Culminating Event: You will take an in-class exam for this unit. The exam will focus on your ability to recognize and explain major concepts and content from this unit. Exam Section 1: You will be asked a number of multiple-choice questions about the content of the stories we have read. Exam Section 2: You will be asked a number of short-answer questions that will test your knowledge of the myths and short stories from this unit Exam Section 3: You will be given the choice of 3 quotations and asked to write about 1. You will be asked to use that quotation in order to answer a question about human nature.

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Table of Contents The Quest Stories: Small Group Discussion Notes 2 Socratic Seminar Notes 3 Discussion Rubric 4 The Mentor: Storyboard of “The Mysterious Stranger” 5 Sample Analytical Paragraph 6 “The Mysterious Stranger” Paragraph Assignment 7 Optional Graphic Organizer 8 Transformation Stories: Socratic Seminar Notes 9 Golden Age Stories: Golden Age Comparison Chart 10 Golden Age Discussion Questions 11 Annotation Assignment 12 The Martyr: “The Lottery” Comprehension Questions 13 Four-Corner Discussion 14 The Scapegoat: Katniss in the Hot Seat 15 Archetype Exam Study Guide 17 Analytical Paragraph Practice 18

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Small Group Discussion:

“This is what it Means to Say Phoenix, Arizona” In groups of four, you need to answer the following questions. Write in complete sentences and explain your answers as thoroughly as possible. Before you get to the questions, you should also take time to clarify any confusion about the story. 1) Review your annotations and ask any questions that you were not able to answer yourself. Take clarifying notes directly under your annotations on the story. 2) What did you like about the story? What did you dislike? 3) Who is the hero in “This is what it Means to say Phoenix, Arizona”? 4) Does the story follow the hero’s journey archetype? If so, where? 5) Does the story deviate from the hero’s journey archetype? If so, where? 6) How is the style of this story different from Haroun and the Sea of Stories or the Odyssey? 7) If the story were told from the perspective of another character, how would the story change? Is perspective important?

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“This is what it Means to Say Phoenix, Arizona” Socratic Seminar The Night Before: Write two questions to ask during the discussion. One should be clarifying and one should be to spark discussion. Discussion questions often ask others for their opinions and/or make an observation about the text. You also need to write down a short quotation from the text that you found interesting a write down why you were drawn to it. Clarifying Question: Discussion Question: Quotation & Comment:

The Day Of: People in the interior circle are required to speak at least twice. People in the exterior circle may not speak at all. They are required to take notes on their given topic. Your grade will be based on the discussion rubric, which focuses on your ability to: 1) following the directions 2) participants responding directly to each other 3) observers paying attention and reporting out to the rest of the class When participating in the conversation, here are some helpful phrases to use:

- I agree with ______________ because… - I disagree with ___________ because… - I do not understand what you mean by __________. Could you explain? - One example that supports that idea is __________...

Observation Notes: Take notes on your card’s topic in the box below. Your card’s Instruction: __________________________________________________________________________

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Discussion Rubric

Exemplary Proficient Developing Beginning

Making Meaning

• Consistently demonstrates a careful reading of the text

• Makes insightful comments and inferences about meaning

• Significantly contributes new ideas and synthesizes others’ ideas

• Demonstrates a careful reading of the text

• Makes some insightful comments and inferences about meaning

• Contributes new ideas

• Demonstrates a superficial reading of the text

• Makes some relevant comments but fails to develop ideas

• Reacts primarily on a personal level (“I liked it” or “It was confusing”)

• There is little evidence the text was read • Says nothing or remarks may be

inaccurate, unclear, or too brief to be helpful

• Reacts on a personal level (“I liked it” or “It was confusing”)

Using the Text

• Consistently refers to specifics from the text

• Compares and contrasts text with related texts, personal experiences and, social and cultural issues

• Occasionally refers to specifics from the text

• Occasionally compares and contrasts text with related texts and personal experiences

• Refers to the text in a general manner without citing specifics

• Makes superficial comparisons to personal experiences

• Makes no references to the text

Contributing Effectively

• Accepts responsibility for making meaning out of literature.

• Avoids monopolizing the conversation • Listens actively and asks relevant follow-

up questions • Successfully and thoughtfully pulls other

students into the discussion • Body language and eye contact indicate

substantial involvement in the discussion

• Usually avoids monopolizing the conversation

• Listens actively and occasionally asks relevant follow-up questions

• Attempts to pull other students into the discussion

• Body language and eye contact indicate involvement in the discussion

• Often monopolizes the conversation or rarely contributes

• Rarely asks relevant follow-up questions

• Body language and eye contact occasionally indicate involvement in the discussion

• May belittle other speakers’ remarks, monopolize the conversation, interrupt other speakers, ignore their remarks when speaking, or talk to those seated nearby rather than to the whole group

• Body language might be distracting or show lack of engagement, or student may appear interested but, for whatever reason, does not participate

Teacher

Assessm

ent

Student G

oals

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Storyboard of “The Mysterious Stranger” by Mark Twain

As a way to summarize this story, you need to create a storyboard for the text. You need to draw the story into the 16 boxes below. You may also add words if need be to help you clarify your drawings.

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Writing an Analytical Paragraph Without a Prompt!

What to do: This exercise is designed to get you to think about the different parts of a paragraph and craft the strongest argument possible. Instead of being given a topic or question, you are being given the evidence. Based on that evidence, you need to write a paragraph that focuses on why that quotation is important.

You should do the following: • Identify the text from which the quotation comes • Set the context of the quotation • Connect the quotation to a major theme of the text • Use the words of the quotation directly in your response

Example: Quote: “Already the creatures of Nu-kua’s making could speak their thoughts to one another, but Fu-hsi now drew for them the eight precious symbols with which they could begin to make records for those who were to come after.” Response: Creation myths seek to validate man’s existence on this planet. They can also provide insight into

a particular culture’s values. For example, the Chinese creation story, “Heaven and Earth and Man,”

exemplifies the ways in which record keeping is valued. Shortly after the god Nu-kua creates humans,

man is given “eight precious symbols with which they could begin to make records for those who were to

come after.” This emphasis on documenting history speaks to man’s desire to explain the world around

him and educate the next generation. By using stories like “Heaven and Earth and Man” to preserve a

culture’s values, the community is able to justify its customs to generations of new members. Educating

children is just one of many functions myths serve, and is prominently displayed in this particular creation

story.

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“The Mysterious Stranger” Analytical Paragraph Directions: Using the excerpt below as evidence, write a well-developed and argumentative paragraph about “The Mysterious Stranger” by Mark Twain. Use the example paragraph on the previous page and the paragraphs that we graded earlier this week (in your writing section) to help you write your own, original paragraph.

DUE DATE: ____________________________________

Quotation: “Satan reached out his hand and crushed the life out of them with his fingers, threw them away, wiped the red from his fingers on his handkerchief and went on talking where he left off: “We cannot do wrong; neither have we any disposition to do it, for we do not know what it is.” It seemed strange under the circumstances, but we barely noticed that, we were so shocked and grieved at the wanton murder he had committed—for murder it was, it was its true name” (113). Grading: You will be graded on the analytical writing rubric found on page 18 of your reference packet. Formatting: Your paragraph should…

- be typed in Times New Roman or a very similar font

- be in 12pt font size

- be double spaced

- have your name, the date, and your block in the upper left-hand corner

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Pre-writing for “The Mysterious Stranger” Paragraph

This is Not Required!

List some inferences you have made about this story based on what you see in the quotation. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Now choose one of your inferences and use this graphic organizer to formulate your paragraph:

Claim (This is an argumentative statement about your inference.)

Evidence (This is where you use a piece of the quotation to prove your claim.)

Analysis (This is where you pick the quotation apart and show how it supports your claim. You need to spend most of your time on this part)

Conclusion (This is where you link the end of your analysis back to your argument, usually by connecting to a larger idea. Try to get beyond the specifics of this text.)

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“The Key Game” Socratic Seminar

The Night Before: Write two questions to ask during the discussion. One should be clarifying and one should be to spark discussion. Discussion questions often ask others for their opinions and/or make an observation about the text. You also need to write down a short quotation from the text that you found interesting a write down why you were drawn to it. Clarifying Question: Discussion Question: Quotation & Comment:

The Day Of: People in the interior circle are required to speak at least twice. People in the exterior circle may not speak at all. They are required to take notes on their given topic. Your grade will be based on the discussion rubric, which focuses on your ability to: 4) following the directions 5) participants responding directly to each other 6) observers paying attention and reporting out to the rest of the class When participating in the conversation, here are some helpful phrases to use:

- I agree with ______________ because… - I disagree with ___________ because… - I do not understand what you mean by __________. Could you explain? - One example that supports that idea is __________...

Observation Notes: Take notes on your card’s topic in the box below. Your card’s Instruction: __________________________________________________________________________

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Comparing Golden Ages

Your Group’s Civilization

“Beginning of Things” “Heaven and Earth and

Man” “Genesis”

“African Creation Myth”

How was the world created?

What makes the characters

happy?

According to this

story, what does the culture value?

(Come up with 4-5)

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Golden Age Discussion Directions: As a group, you need to take notes on each of the following questions. A different person should take notes for each question. This page will be turned in for credit at the end of class. Group Members: __________________________, __________________________, __________________________, __________________________, __________________________

1) Using your comparison charts from last week (unit page 9), what patterns do you see across all the stories we have read? Scribe: _______________________________

2) In each of the 3 stories we read, describe the golden age. Scribe: _______________________________

“Beginning of Things” “Heaven and Earth and Man”

“Genesis” “African Creation Myth”

3) Do any of the stories seem to deviate from the archetype? If so, which ones? How? Scribe: _______________________________

4) What seems to destroy the golden age in these stories? Scribe: _______________________________

5) Why do you think that destruction occurs? Scribe: _______________________________

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The Golden Age Annotation Project

Directions: 1) You will choose a poem or song from the Archetype Reader. 2) You will use one of my printed copies of that poem/song and then hand-write your annotations.

(If you are particularly computer savvy and want to use the computer to write your annotations, you need to clear it with me first, but it is ok).

3) You will use the annotation expectations as a guide (green page 9) and write notes that address the unknown, make meaning, make connections, and analyze the text.

You may choose from the following texts:

- “The mind of God is perfect knowing” - “When Being began back in the days of genesis” - “World is Too Much with Us” - “The Lake Isle of Innisfree” - “Woodstock” - “Big Yellow Taxi - “(Nothing But) Flowers”

I suggest completing a rough draft of your annotations directly in your blue reader before committing to a final copy.

** Remember ** This assignment is in lieu of an essay. You must show me that you have read this piece of text very

closely and have scrutinized every word.

Grading: See annotation rubric in the Green Reference Guide

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“The Lottery” Comprehension Questions

Directions: Using your annotated copy of the short story, you need to answer the questions below independently. Try to answer in multiple, complete sentences. Add these notes to your unit section between pages 15 & 16. 1) Why does the town hold the lottery? 2) Who is the scapegoat in this story? How do you know? 3) How does creating a scapegoat affect the rest of the community? 4) Write one question that you would like to raise in our whole class discussion. Try to use how or why.

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Four Corners Discussion:

Directions: Before this discussion, you will need to agree, disagree, strongly agree, or strongly disagree with each statement and explain why you feel as such in complete sentences.

1) Martyrdom is honorable.

2) There are ideas or people I would give my life for.

3) There are better ways than martyrdom to make yourself heard.

4) Martyrs are always recognized for their deeds.

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Katniss in the Hot Seat

Activity: Our next class will focus on a role-playing activity. The goal is understand how Katniss is an archetypal martyr. Most people will have the chance to play one of the characters from our Hunger Games excerpt during our next class. You should be prepared to play any of the characters and answer questions as though you were that character. You should also be prepared to be a part of the press core and ask questions of all of the characters. Directions: To prepare, you need to write one question for each character and then write out an answer to your own question. Questions should focus on characters’ motivations, emotional reactions, or relationships to one another. Question for Haymitch: _____________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Answer: __________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Question for Effie Trinket: __________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Answer: __________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Question for Prim: _________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Answer: __________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Question for Katniss: _______________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Answer: __________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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The Day Of: You will take turns playing the parts of the characters, the moderator, or the press. While you are a member of the press core, you need to ask at least one of your prepared questions. You will also need to take notes on the characters’ answers. The question you asked: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What did Haymitch say? What did Effie Trinket say?

What did Prim say? What did Katniss say?

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Archetype Exam: Study Guide

These are the stories you need to know!

“Phoenix, AZ” “Mysterious Stranger” “Prometheus” “Pandora” “Phaethon” “The Key Game” “Genesis” “Beginning of Things” “Heaven and Earth and Man” “African Creation Myth” “The Lottery” Hunger Games excerpt

Section 1: Multiple-Choice The multiple-choice section of the exam will test your comprehension of the major plot-points from this unit. In order to be successful in this section, I highly suggest you review each of the stories and be able to answer these questions for each:

• Who are the major characters and how do they relate to each other? • What events occur in the beginning, middle and end of the story? • What are the dominant values being exhibited in the story?

Section 2: Short Answer The short answer section of the exam will test your comprehension of major concepts covered in this unit. In order to be successful in this section, I highly suggest you understand and can provide examples from the stories we’ve read of each of the following archetypes: • Quest stories • Transformation stories • Golden Age stories

• The Hero • The Mentor • The Martyr • The Scapegoat

Section 3: Analytical Writing The analytical writing section of the exam will test your writing skills. You will be asked to write one analytical paragraph in response significant quotations from some of the stories. You will be given three quotations and asked to write about one. Remember that each paragraph should include the following things for maximum credit:

• An argumentative claim • A properly embedded segment of the provided quotation as evidence • A well-developed analytical section in which you explain how the quotation proves your argument and

expand on a major theme of the text. In other words you tell me why that quotation is important. • A short closure sentence, linking the end of your paragraph back to the original argument and the

broader archetype. A word of advice: REVIEW THE CLASSWORK IN YOUR WORK PACKET! There are sample quotations to help you practice the quote identification section as well as worksheets on the different stories.

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Practice Analytical Paragraphs

1) “When this time came P’an Ku, his task achieved, lay down on earth to rest, and resting, died.” __________________________________________________________________________________________

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2) “An angel who did not know how to do wrong, and yet destroys in cold blood a hundred helpless

poor men and women…” __________________________________________________________________________________________

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3) “I simply can’t go on not knowing what the inside of that jar is like.”

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4) “His eyes were blood shot and he kept blinking in a funny way. This blinking had begun soon

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