Chandler Unified School District

CHANDLER UNIFIED SCHOOL DISTRICT SUGGESTED RESOURCE GUIDE FOR REQUIRED TEXTS

EXTENDED TEXT: “The Fallacy of Success” G.K. Chesterton online essay Title Author ISBN GRADE LEVEL: 12th Grade English / 12th Grade Honors English

SYNOPSIS: In this essay Chesterton embarks on a lengthy rebuke of the clichéd how-to-become-successful literature of his time. In the process of proving the uselessness of the genre, he utilizes a number of rhetorical appeals making this essay a rich example for study. Part of the essay examines selections of his peers’ work, and follows with critiques of the author’s logic. While not difficult to understand, Chesterton’s style and use of language offer the opportunity for deep analysis of argument.

BACKGROUND: A master of many genres, Gilbert Keith Chesterton authored most of his works in the late 1800’s and early 1900’s. English born, Chesterton has a number of contemporaries, including Oscar Wilde and George Bernard Shaw. His writing style is characterized by his cheeky wit, meandering ideas, and his ability to use paradox to make a point. Because of his strong faith and connection to the church, Chesterton’s work is often infused with Catholic/Christian undertones. For more information, visit the American Chesterton Society at http://www.chesterton.org/. The essay is part of a collection entitled All Things Considered where Chesterton expounds on everything from politics to hats. The essay can be located online in a number of places; however one suggested location is Project Gutenberg: http://www.gutenberg.org/files/11505/11505-h/11505- h.htm#THE_FALLACY_OF_SUCCESS.

TEXT COMPLEXITY ANALYSIS: Quantitative: This text is listed as an exemplar text (in Appendix B of the Common Core) placed in the 11-12 grade band. However, quantitatively the text scores low for on three readability measures. For ATOS (9.1) Flesch Kincaid (7.6), and Lexile (1060) this text falls within the 6th-8th grade band for quantitative complexity. Qualitative: While the purpose of this text is easy to identify, the beauty and complexity of it lie in its expert use of language and organization. It is an ideal piece for rhetorical study. If used as a rhetorical analysis, the essay’s qualitative measures are characterized by a unique organization (in pursuit of a claim). It is also somewhat philosophical and may require some knowledge demands on the part of the student. Reader and Task: Because this text is relatively easy to understand, the tasks demanded by the lessons and activities must be challenging. This text is a perfect starting place for rhetorical analysis and a good starting point, even for struggling readers. Yet, if a student is far below reading level, the teacher may consider limiting the amount of text offered for study (a suggestion is to use just the first two paragraphs). For ELL students there are a few phrases or idioms that may prove difficult. Consider paraphrasing phrases such as “worldly possession” and “the weakest go to the wall” as well as certain allusions to Vanderbilt, Midas, Darwin, and Puritans. For students requiring more of a challenge, consider pairing this essay with one of the more difficult companion pieces listed below—asking DOK 4 questions to promote deeper thinking. MOTIFS AND THEMES: Themes: Success is not always determined by possessions or money Information should be thoughtfully considered before being consumed Motifs: Virtue Success Money Values Christian Ideals (including sin) LANGUAGE: Identify important vocabulary. Provide a focus standard for grammar/mechanics that works nicely with the extended text. Vocabulary Acquisition and Use Tier 2 Vocabulary Tier 3 Vocabulary (if applicable)  botany (para 1)  maudlin (para 2)  whist (para 2)  avarice (para 3)  mysticism (para 6)  reverently (para 9) Conventions of Standard English or Knowledge of Language focus standard: Description of where and how Standard Code Standard Text it fits with the extended text Demonstrate understanding of figurative language, Paragraph 1: “there is word relationships, and nuances in word meanings. nothing that is not successful” is the crux of 12.L.5a a. Interpret figures of speech (e.g., hyperbole, Chesterton’s argument, and paradox) in context and analyze their role in therefore, no need to explain the text. how it’s done. COMPANION TEXTS: Provide a series of short companion texts that will supplement the extended text and provide students with a deeper understanding of the themes, motifs, or context of the extended text.

1-3 Short Informational Texts Label Difficulty: A short description of the text  Advanced Text Title and Author and how it relates to the extended text  Grade Level  Meant for Scaffolding

1. Outliers: The Story of Success by 1. Suggestion: use Chapter 2 (The Mathew Effect), section 2 of the 1. Grade Level (lower end) Malcolm Gladwell text (pages 17-20). In this section, Gladwell explains the premise of his whole book: his philosophy of success. This text might be considered a modernization of Chesterton’s essay—with a more evolved thesis than its predecessor. Both Chesterton and Gladwell offer revised definitions of success.

2. The Secrets of the Most 2. This TIME article can be found at: 2. Meant for Scaffolding Successful College Students by http://ideas.time.com/2013/03/13/secrets-of-the-most-successful- Anne Murphy Paul, published college-students/. This article will be high interest for seniors March 13, 2013 in TIME preparing for their future. However, it can be analyzed as an example of what Chesterton disparages in his essay. It may be useful to have students identify the foolishness Chesterton speaks of, and find it in this TIME article.

3. A Kinder, Gentler, Philosophy of 3. This 17 minute TED Talk can be found at www.ted.com (both the 3. Grade Level Success by Alain de Botton (a TED video and a transcript). Due to the meandering organization, and talk) fast-paced delivery, students may struggle to identify de Botton’s primary claim and his supporting evidence, as well as its connection to Chesterton’s essay.

4. Origin of Species, Chapter IV, 4. Suggestion: use only the 1st paragraph of this selection. This text 4. Advanced Natural Selection, (or Survival of can be found in a number of locations online. Chesterton cites the Fittest) by Charles Darwin Darwin in his essay as a way to support his claim. While highly complex, Darwin describes his theory. This text invites the discussion of science into the realm of argument. 1-3 Short Literary Texts Label Difficulty: A short description of the text  Advanced Text Title and Author and how it relates to the extended text  Grade Level  Meant for Scaffolding

1. Ozymandias by Percy Bysshe 1. This poem, found on page 846 of McDougal Littell’s Literature 1. Grade Level Shelly (purple textbook), is a nice reflection of similar themes found in Chesterton’s work—the idea of power, success, and virtue are explored. The poem’s purpose, however, can be tied to answering the question: What is more lasting: power or art? The poem is also a sonnet, and offers the opportunity to explore rhyme and meter

2. To An Athlete Dying Young A.E. 2. This poem is found on page 1042 of McDougal Littell’s Literature 2. Grade Level Housman (purple textbook). While only loosely related to the essay, this poem may prove a nice contrast to Chesterton’s claims. The young man in the poem (while a gifted athlete and war hero) fits into an ambiguous definition of success. Again, this poem offers a rhetorical situation, and one easily deconstructed by students.

3. Macbeth by William Shakespeare 3. To help students better understand the idea of paradox consider 3. Advanced (due to the teaching the lessons from the Folger Shakespeare Library: task) http://www.folger.edu/eduLesPlanDtl.cfm?lpid=801 . The lesson’s title is “When Fair is Foul: Paradox and Equivocation in Macbeth”. The play itself is located in McDougal Littell’s Literature (purple textbook). STANDARDS-BASED ACTIVITIES: Offer three activities that will assist in the instruction of the extended text (consider: comprehension, vocabulary, grammar, close reading, etc.). At least one activity must utilize Speaking and Listening standards. All materials (rubrics, graphic organizers, printables, handouts, student directions, etc.) will be added to the end of this document.

Resources: ACTIVITY #1: CLOSE READING OF “THE FALLACY OF SUCCESS”  “The Fallacy of Success”  Text Dependent Questions for D In this close reading activity, students will first read the text independently, Groups e highlighting any portion of the text that explicitly states the author’s purpose.  Notes for Presentation and Review s Following the initial reading, a discussion should take place regarding the results. c Next, the students will hear the teacher read the essay aloud, this time Standards Addressed: r highlighting (in a different color) the evidence (or reasons) that support  12.SL.5 i Chesterton’s claim. Again, a discussion should follow. Lastly, the teacher will  12.RI.4 p group students by assigning them a set of questions to help them focus their  12.RI.5 t analysis of the text. Then, like a jigsaw, students will separate from their group,  12.RI.6 i reporting their findings to other classmates while their peers take notes (and vice o versa). All handouts/consumables are located at the end of this document. n

Resources: ACTIVITY #2: PARADOX IN “THE FALLACY OF SUCCESS”  List of paradoxes (cut into strips) to hand out D Teaching paradox can be tricky. In this activity, each student will be assigned a  Paradox Handout e common paradox. Working in pairs, students are asked to deconstruct the idea  “The Fallacy of Success” s by describing a situation in their life where that paradox rings true (and false ). c Following the introduction, students will locate a paradox within Chesterton’s Standards Addressed: r essay, citing evidence, and analyzing the role it plays in the text. All  12.L.5a i handouts/consumables are located at the end of this document.  12.W.3 p  12.RI.6 t i o n Resources: ACTIVITY #3: VOCABULARY STUDY  “The Fallacy of Success”  Dictionaries, thesaurus, D Scaling vocabulary can be a very effective tool for students to truly understand e the connotative meanings of words. In this activity, students are asked to use s some means (dictionary, online, etc.) to discover the definition and synonyms of c a few words from Chesterton’s essay. Students place the synonyms and the r vocabulary word on a continuum of connotation. Finally, students replace the i word with one of its synonyms (using the same sentence from the text) and p discuss how the meaning of the sentence is changed by that subtle alteration. All t handouts/consumables are located at the end of this document. i o n

WRITING PROMPTS:

Argument/Opinion Prompts: o Using at least two sources, present an argument for or against the usefulness of a “self-help” success book. (DOK 3) o What does Chesterton’s essay reveal about our culture? Using rhetoric, create an essay that powerfully describes success in American society, citing evidence from at least two sources. (DOK 4) o Using a style similar to Chesteron’s, create an essay that acts as a counterclaim for his essay. (DOK 3)

Informational/Explanatory Prompts: o Citing evidence from the text, reveal a powerful paradox used by Chesterton in his essay, “The Fallacy of Success.” Analyze the role the paradox in this essay, including how Chesterton develops the idea and how it supports his claim. (DOK 3) o Using the essay and one of the poems, determine the relationship between art, power, and success. (DOK 3) o Find any literary character, story, or situation that fits Chesterton’s definition of success. Write an essay in which you reveal those connections. (DOK 3) Narrative Prompts: o Describe a situation in your life where a paradox has proven to be both true and false (these can be two separate situations if you like). Use great detail to connect the paradox to the events described. (DOK 2) o Create a story (with characters, setting, etc.) that concludes with a character following Chesterton’s advice or rejecting Chesterton’s advice, and the results following. (DOK 3)

Research Prompts: o Find one credible source (about one of the topics listed below) and create a 3 minute presentation for your peers where you reveal the connection between the allusion and the essay. Topics: Vanderbilt, Midas, Darwin, and Puritans. (DOK 4) o Research a current article (journal, magazine, newspaper, etc.) where an author makes a claim about success. Succinctly summarize the claim and determine how it is similar or different from Chesterton’s. (DOK 3)

As outlined by PARCC, the prompts above may occur in a variety of writing environments. Teachers should consider:  Incorporating a mix of on-demand and review-and-revision writing assignments  Including routine writing, such as short constructed-responses to text-dependent questions, to build content knowledge and provide opportunities for reflection on a specific aspect of a text or texts  Integrating of a number of analytic writings that places a premium on using evidence, as well as on crafting works that display some logical integration and coherence. These responses can vary in length based on the questions asked and task performed, from answering brief questions to crafting longer responses, allowing teachers to assess students’ ability to paraphrase, infer, and ultimately integrate the ideas they have gleaned from what they have read. Over the course of the year, analytic writing should include comparative analysis and compositions that share findings from the research project  Include narrative writing to offer students opportunities to express personal ideas and experiences; craft their own stories and descriptions; and deepen their understandings of literary concepts, structures, and genres (e.g., short stories, anecdotes, poetry, drama) through purposeful imitation. ACTIVITY #1: CLOSE READING OF “THE FALLACY OF SUCCESS” TEXT DEPENDENT QUESTIONS FOR GROUPS Directions: Now that you have read and annotated this essay, you will be assigned a series of questions to answer with your group members. Work collaboratively, share ideas, discuss, and record your findings. Each member of the group will become an expert and must be ready to report information to other members of the class. Before you begin, number each paragraph on your copy of the essay. This will help you zero in on certain portions of the essay. When you are done, review the notes handout and prepare to present the information you discovered with your group in that format.

Group 1—Key Ideas from the Text Chesterton commonly uses metaphors and aphorisms to support his claim. Find a few samples of his most effective examples. Who is the “philosopher of Success” referred to in the second paragraph? There are number references (or allusions) made by Chesterton in the essay. Name two and explain how Chesterton uses them to his advantage. What kind of man is Chesterton? Cite evidence from the text to support your idea.

Group 2—Argument and Claim Create a flowchart of ideas for the first paragraph. How does Chesterton tie his ideas together and what is his claim? Find one example of faulty logic in Chesterton’s argument? How/why is his logic ineffective? In what ways does Chesterton strengthen/weaken his argument in paragraph 6? By the end of the essay what patterns of organization do you see appear? Create an outline for the ideas presented in the essay.

Group 3—Craft and Structure Identify an example of irony in the first two paragraphs. How does Chesterton use irony to bolster his claim? Describe Chesterton’s style. Find five words or phrases from the text that most exemplify your description. Examine Chesterton’s use of a semicolon in paragraph one. Is its use effective or ineffective in supporting his claim? The second paragraph relies heavily upon the use of parentheses. How does Chesterton use them?

Group 4—Rhetorical Analysis What assumptions does Chesterton make about his audience in paragraph 2? Chesterton employs a great number of rhetorical devices in this essay. Cite at least two of them, and explain how they are effective. In what ways does Chesterton’s argument become more complex or nuanced in his final paragraph? How has his claim evolved from the onset of the essay? Which does Chesterton favor: ethos, pathos, or logos? Cite examples. ACTIVITY #1: CLOSE READING OF “THE FALLACY OF SUCCESS” NOTES FOR PRESENTATION AND REVIEW Group 1—Key Ideas from the Text Group 3—Craft and Structure

Some observations: Some observations:

Important details: Important details:

The main claim: The main claim:

Group 2—Argument and Claim Group 4—Rhetorical Analysis

Some observations: Some observations:

Important details: Important details:

The main claim: The main claim: ACTIVITY #2: PARADOX IN “THE FALLACY OF SUCCESS” (A LIST OF PARADOXES) What is paradox? A paradox is a statement or proposition that, despite sound reasoning from acceptable premises, leads to a conclusion that seems senseless, logically unacceptable, or self-contradictory. 1

Everyone is unique.

Nothing is impossible.

Doing nothing is something.

It is impossible for a man to learn what he thinks he already knows.

If knowledge can create problems, it is not through ignorance that we can solve them.

The opposite of a profound truth may well be another profound truth.

This is the beginning of the end.

This is a rich country of poor people.

They must go to war to make peace.

To believe with certainty we must begin with doubting.

I can resist anything except temptation.

Deep down, he's really shallow.

Those who know everything know nothing.2

1 Some information found was discovered at: http://www.thefreeresource.com/paradox-what-is-a-paradox-and-a-list-of-paradoxes

2 Some information found was discovered at: http://www.buzzle.com/articles/paradox-examples.html ACTIVITY #2: PARADOX IN “THE FALLACY OF SUCCESS” Define paradox:

Example of paradox (provided by your teacher): ______

Describe a situation in your life where the paradox above has been both true and false  (these can be two separate situations if you like). Use great detail to connect the paradox to the events described. The writing should be cohesive, organized, and include some sort of self- reflective claim regarding the paradox.

______

G.K. Chesterton is a master of using short, witty, aphoristic, and paradoxical phrases. Review the essay, locate one paradox, and analyze how Chesterton uses that idea to develop his essay. ACTIVITY #2: PARADOX IN “THE FALLACY OF SUCCESS” (PAGE 2)

Using your notes, annotations, and brainstorming, write an essay that answers the prompt below. ACTIVITY #3: VOCABULARY STUDY FOR “THE FALLACY OF SUCCESS”

Choose three of the words below to study. maudlin (paragraph 2) avarice (paragraph 3) mysticism (paragraph 6) reverently (paragraph 9)

For each word:  Use any reliable resource to find the definition of the word as well as 5-8 synonyms (or, for nouns, a similar list of items). One place to help conceptualize this activity is www.visualthesaurus.com. If necessary, the part of speech can be changed.  Place all the synonyms on a scale based on their connotation (from most negative to most positive, and in relation to the passage)  Then, place the defined word on the scale  Find the sentence where the word appears in the text, copy it, but replace the word with one of the synonyms. Write a quick reflection on how this one word choice changes the meaning of the text.

EXAMPLE: Word: Synonyms: Definition: Seize catch - grasp - grab - take - 1.1. Take hold of suddenly and forcibly: "she capture - apprehend - grip jumped up and seized his arm". 1.2. Capture (a place) using force. + -

Sentence from the text with the word replaced Reflection of meaning ACTIVITY #3: VOCABULARY STUDY FOR “THE FALLACY OF SUCCESS”

Word: Synonyms: Definition:

Sentence from the text with the word replaced Reflection of meaning

Word: Synonyms: Definition:

Sentence from the text with the word replaced Reflection of meaning Word: Synonyms: Definition:

Sentence from the text with the word replaced Reflection of meaning