(Because it would take the students more than two weeks to read the novel I am assuming that they have already read The Scarlet Letter and that we are now going back and pinpointing certain chapters.) Day 1 State standards: Trace the network of uses and meanings different words have and the interrelationships among those meaning and uses. Objectives: Identifying symbols in a poem Materials: Overhead with symbols; copies of “The Raven” Time Activity 5:00 Introduce the subject of symbols. Explain that symbols are something that represent or suggest, something else. Show overhead of common symbols and ask the students to try to identify as many as they can on their own piece of paper. Point out that there are symbols all around us that we read and interpret every day. Maybe see if the students can think of any others. 10:00 Write the following words on the board and ask the students to describe the feelings that come to mind after reading them. Dreary;Bleak;Ghost;Lost;Sorrow;Terrors;Darkness;Melancholy;Ste rn;Dirges;Grave; Stillness Tell them that these words are from a very famous poem. Ask them to make some guesses about the setting and atmosphere of the poem such as: What time of day is it? What time of year? What is the author feeling? Is he alone or with other people? 10:00 After discussing the above, give students a copy of The Raven to read. Allow them to read he poem to themselves first. Then read it aloud to them 10:00 Ask students to pick out some of the other word(s) in the poem that reinforce the feelings of bleakness and hopelessness. Discuss what Poe wants the reader to believe has happened to the author of the poem before the night that is the setting for the poem. Ask students why Poe used a raven instead of another bird as the major symbol of this work. (You could also ask students to draw a picture of a raven from memory.)
Transcript
(Because it would take the students more than two weeks to read the novel I am assuming that they have already read The Scarlet Letter and that we are now going back and pinpointing certain chapters.)
Day 1
State standards: Trace the network of uses and meanings different words have and the interrelationships among those meaning and uses.
Objectives: Identifying symbols in a poem
Materials: Overhead with symbols; copies of “The Raven”
Time Activity5:00 Introduce the subject of symbols. Explain that symbols are something that represent or
suggest, something else. Show overhead of common symbols and ask the students to try to identify as many as they can on their own piece of paper.Point out that there are symbols all around us that we read and interpret every day. Maybe see if the students can think of any others.
10:00 Write the following words on the board and ask the students to describe the feelings that come to mind after reading them. Dreary;Bleak;Ghost;Lost;Sorrow;Terrors;Darkness;Melancholy;Stern;Dirges;Grave; StillnessTell them that these words are from a very famous poem. Ask them to make some guesses about the setting and atmosphere of the poem such as: What time of day is it? What time of year? What is the author feeling? Is he alone or with other people?
10:00 After discussing the above, give students a copy of The Raven to read. Allow them to read he poem to themselves first. Then read it aloud to them
10:00 Ask students to pick out some of the other word(s) in the poem that reinforce thefeelings of bleakness and hopelessness.Discuss what Poe wants the reader to believe has happened to the author of the poem before the night that is the setting for the poem.Ask students why Poe used a raven instead of another bird as the major symbol of this work. (You could also ask students to draw a picture of a raven from memory.)
Explain that the universal appeal of the poem comes from its expression of the feeling of loneliness we are all subject to at some time in our lives due to separation from friends and/or family. Emphasize that these feelings, although at the time they may feel as inescapable as the hopelessness that seems to envelop the author, will pass and be replaced again by happiness and hope.
10:00 Culminating activity: Ask students to describe the "chamber" suggested by Poe's poem. They may either:1) Compose a written description of the room or2) Draw a picture of the room
Homework: Read The Prison Door, and try to find a symbol to share with the class tomorrow
Assessment: Lead class discussion, collect their symbolism sheets and see if they were able to make a guess what they stood for.
Once upon a midnight dreary, while I pondered weak and weary,Over many a quaint and curious volume of forgotten lore,While I nodded, nearly napping, suddenly there came a tapping,As of some one gently rapping, rapping at my chamber door.`'Tis some visitor,' I muttered, `tapping at my chamber door -Only this, and nothing more.'
Ah, distinctly I remember it was in the bleak December,And each separate dying ember wrought its ghost upon the floor.Eagerly I wished the morrow; - vainly I had sought to borrowFrom my books surcease of sorrow - sorrow for the lost Lenore -For the rare and radiant maiden whom the angels named Lenore -Nameless here for evermore.
And the silken sad uncertain rustling of each purple curtainThrilled me - filled me with fantastic terrors never felt before;So that now, to still the beating of my heart, I stood repeating`'Tis some visitor entreating entrance at my chamber door -Some late visitor entreating entrance at my chamber door; -This it is, and nothing more,'
Presently my soul grew stronger; hesitating then no longer,`Sir,' said I, `or Madam, truly your forgiveness I implore;But the fact is I was napping, and so gently you came rapping,And so faintly you came tapping, tapping at my chamber door,That I scarce was sure I heard you' - here I opened wide the door; -Darkness there, and nothing more.
Deep into that darkness peering, long I stood there wondering, fearing,Doubting, dreaming dreams no mortal ever dared to dream beforeBut the silence was unbroken, and the darkness gave no token,And the only word there spoken was the whispered word, `Lenore!'This I whispered, and an echo murmured back the word, `Lenore!'Merely this and nothing more.
Back into the chamber turning, all my soul within me burning,Soon again I heard a tapping somewhat louder than before.`Surely,' said I, `surely that is something at my window lattice;Let me see then, what thereat is, and this mystery explore -Let my heart be still a moment and this mystery explore; -'Tis the wind and nothing more!'
Open here I flung the shutter, when, with many a flirt and flutter,In there stepped a stately raven of the saintly days of yore.Not the least obeisance made he; not a minute stopped or stayed he;But, with mien of lord or lady, perched above my chamber door -Perched upon a bust of Pallas just above my chamber door -Perched, and sat, and nothing more.
Then this ebony bird beguiling my sad fancy into smiling,By the grave and stern decorum of the countenance it wore,`Though thy crest be shorn and shaven, thou,' I said, `art sure no craven.Ghastly grim and ancient raven wandering from the nightly shore -Tell me what thy lordly name is on the Night's Plutonian shore!'Quoth the raven, `Nevermore.'
Much I marvelled this ungainly fowl to hear discourse so plainly,Though its answer little meaning - little relevancy bore;
For we cannot help agreeing that no living human beingEver yet was blessed with seeing bird above his chamber door -Bird or beast above the sculptured bust above his chamber door,With such name as `Nevermore.'
But the raven, sitting lonely on the placid bust, spoke only,That one word, as if his soul in that one word he did outpour.Nothing further then he uttered - not a feather then he fluttered -Till I scarcely more than muttered `Other friends have flown before -On the morrow he will leave me, as my hopes have flown before.'Then the bird said, `Nevermore.'
Startled at the stillness broken by reply so aptly spoken,`Doubtless,' said I, `what it utters is its only stock and store,Caught from some unhappy master whom unmerciful disasterFollowed fast and followed faster till his songs one burden bore -Till the dirges of his hope that melancholy burden boreOf "Never-nevermore."'
But the raven still beguiling all my sad soul into smiling,Straight I wheeled a cushioned seat in front of bird and bust and door;Then, upon the velvet sinking, I betook myself to linkingFancy unto fancy, thinking what this ominous bird of yore -What this grim, ungainly, ghastly, gaunt, and ominous bird of yoreMeant in croaking `Nevermore.'
This I sat engaged in guessing, but no syllable expressingTo the fowl whose fiery eyes now burned into my bosom's core;This and more I sat divining, with my head at ease recliningOn the cushion's velvet lining that the lamp-light gloated o'er,But whose velvet violet lining with the lamp-light gloating o'er,She shall press, ah, nevermore!
Then, methought, the air grew denser, perfumed from an unseen censerSwung by Seraphim whose foot-falls tinkled on the tufted floor.`Wretch,' I cried, `thy God hath lent thee - by these angels he has sent theeRespite - respite and nepenthe from thy memories of Lenore!Quaff, oh quaff this kind nepenthe, and forget this lost Lenore!'Quoth the raven, `Nevermore.'
`Prophet!' said I, `thing of evil! - prophet still, if bird or devil! -Whether tempter sent, or whether tempest tossed thee here ashore,Desolate yet all undaunted, on this desert land enchanted -On this home by horror haunted - tell me truly, I implore -Is there - is there balm in Gilead? - tell me - tell me, I implore!'Quoth the raven, `Nevermore.'
`Prophet!' said I, `thing of evil! - prophet still, if bird or devil!By that Heaven that bends above us - by that God we both adore -Tell this soul with sorrow laden if, within the distant Aidenn,It shall clasp a sainted maiden whom the angels named Lenore -Clasp a rare and radiant maiden, whom the angels named Lenore?'Quoth the raven, `Nevermore.'
`Be that word our sign of parting, bird or fiend!' I shrieked upstarting -`Get thee back into the tempest and the Night's Plutonian shore!Leave no black plume as a token of that lie thy soul hath spoken!Leave my loneliness unbroken! - quit the bust above my door!Take thy beak from out my heart, and take thy form from off my door!'Quoth the raven, `Nevermore.'
And the raven, never flitting, still is sitting, still is sittingOn the pallid bust of Pallas just above my chamber door;And his eyes have all the seeming of a demon's that is dreaming,
And the lamp-light o'er him streaming throws his shadow on the floor;And my soul from out that shadow that lies floating on the floorShall be lifted - nevermore!
State standards: Analyze how multiple themes or central ideas in a text interact, build on, and, in some cases, conflict with one another. Analyze the condensed language, determining how specific word choices and multiple meanings shape the impact and tone.
Objectives: Evaluate “The Prison Door” and see who can find the most symbolism
Materials: highlighters; copies of “The Prison Door”
Time Activity5:00 Review symbolism from yesterday. Go around and ask the students to share the symbol that
they found for class.15:00 Hand out copies of “The Prison Door” and divide the class up into groups of two or three
In their groups, have the students look through the chapter and highlight the symbols. Tell them that they are competing against the other groups to see who can find the most symbols. Once the groups have gone through and highlighted the symbols tell them to discuss 1. What the symbols could refer to. 2. How the symbol might relate or allude to the rest of the novel.
5:00 Have the class move their desks into a giant circle and explain the rules.
15:00 Play the game and be sure to keep score on the board so everyone can see5:00 Give the winners candy; collect lists; summarize symbols and tell the students to review
chapters 3-4 of The Scarlet Letter for tomorrow.Homework: Review chapters 3 and 4 of The Scarlet Letter
Assessment: I will collect the lists that each group makes as well as lead a classroom discussion to see if each of the groups can explain some of the symbolisms that they found. I will also mark down who came prepared with a symbol for class.
2. Go around the circle calling on one person from each group to tell one of the symbols that they found as well as the meaning.
3. A group receives one point for finding a symbol and one point for being able to explain what it means.
4. Symbols cannot be repeated but another group can gain an extra point if they can use sufficient evidence to give a different group’s symbol a meaning other than the one that was originally given.
5. Groups that have everyone speak at least once will receive two bonus points.
Nathaniel Hawthorne (1804–1864). The Scarlet Letter. 1850.
I. The Prison-DoorA THRONG of bearded men, in sad-colored garments and gray, steeple-crowned hats, intermixed with women, some wearing hoods, and others bareheaded, was assembled in front of a wooden edifice, the door of which was heavily timbered with oak, and studded with iron spikes. The founders of a new colony, whatever Utopia of human virtue and happiness they might originally project, have invariably recognized it among their earliest practical necessities to allot a portion of the virgin soil as a cemetery, and another portion as the site of a prison. In accordance with this rule, it may safely be assumed that the forefathers of Boston had built the first prison-house, somewhere in the vicinity of Cornhill, almost as seasonably as they marked out the first burial-ground, on Isaac Johnson’s lot, and round about his grave, which subsequently became the nucleus of all the congregated sepulchres in the old church-yard of King’s Chapel. Certain it is, that, some fifteen or twenty years after the settlement of the town, the wooden jail was already marked with weather-stains and other indications of age, which gave a yet darker aspect to its beetle-browed and gloomy front. The rust on the ponderous iron-work of its oaken door looked more antique than any thing else in the new world. Like all that pertains to crime, it seemed never to have known a youthful era. Before this ugly edifice, and between it and the wheel-track of the street, was a grass-plot, much overgrown with burdock, pig-weed, apple-peru, and such unsightly vegetation, which evidently found something congenial in the soil that had so early borne the black flower of civilized society, a prison. But, on one side of the portal, and rooted almost at the threshold, was a wild rose-bush, covered, in this month of June, with its delicate gems, which might be imagined to offer their fragrance and fragile beauty to the prisoner as he went in, and to the condemned criminal as he came forth to his doom, in token that the deep heart of Nature could pity and be kind to him. This rose-bush, by a strange chance, has been kept alive in history; but whether it had merely survived out of the stern old wilderness, so long after the fall of the gigantic pines
and oaks that originally overshadowed it,—or whether, as there is fair authority for believing, it had sprung up under the footsteps of the sainted Ann Hutchinson, as she entered the prison-door,—we shall not take upon us to determine. Finding it so directly on the threshold of our narrative, which is now about to issue from that inauspicious portal, we could hardly do otherwise than pluck one of its flowers and present it to the reader. It may serve, let us hope, to symbolize some sweet moral blossom, that may be found along the track, or relieve the darkening close of a tale of human frailty and sorrow.
Day 3
State standards: Engage the reader by establishing the significance of a problem, situation, or observation and purposefully organize events or experiences. Use a variety of techniques to build towards a particular impact (sense of growth, resolution, anxiety, etc.) Analyze point of view.
Objectives: Demonstrate using point of view by writing a diary entry for Hester or Mr. Chillingworth based on chapter 3 and/or 4
Materials: Basket with strips of paper with a different point of view written on them
Time Activity15:00 Introduce point of view
Explain that there are several views from which you can write a story Talk about first person POV and write example sentences on the board.Talk about second person POV and write example sentences on the board.Talk about third person POV and write example sentences on the board (be sure that they understand the different between third person, third person limited, and third person omniscient.
5:00 Fill a basket with strips of paper that have the different points of view written on them and have each of the students draw one strip.Once they all have a paper they may open them up and see which point of view they will be using for their assignment.Explain to the students that they will be writing a diary entry for either Hester or Mr. Chillingworth and their experience in chapters 3 and/or 4.
20:00 Give the students time to work on their diary entries. (Be sure to tell them to write what POV they had on the top left hand side of their paper.)
5:00 Tell the students that they have until the beginning of tomorrow’s class to finish
Assessment: I will look at the diary entries that the students write and grade them according to the rubric. I will also wander the room and keep myself open for questions.
Ideas Are main idea and supporting details clearly stated? Is the main idea focused and fully developed? Are the supporting ideas logical and appropriate to the assignment? Is the overall idea consistent with ideas from the novel
Organization Is the paragraph or essay well-organized? Does the essay remain focused from beginning to end? Are the ideas appropriate and logical? Is the essay organized so that ideas are easily understood? Do transitions link ideas and parts of the paper?
Style Does the argument engage the reader? Does the essay use appropriate, precise, and engaging language? Is the writer’s voice constant throughout? (Does it sound like one writer?) Sentence lengths and styles are varied (not too choppy or too wordy)
Conventions Is the paragraph or essay written with standard English grammar and usage? Are sentences correctly formed, and is end punctuation correct? Is the grammar/usage correct (subject/verb agreement, verb forms, word endings)? Are punctuation, spelling, capitalization, and paragraph indention used correctly?
Student Writing Quality Checklist Name _______________
Writing Rubric for Teachers (to prepare students for the GHSGWT)
Essay Description
Does Not Meet (1)
Meets (2)
Exceeds (3)
Content Are main idea and supporting details clear? Controlling idea is focused and fully developed Logical supporting ideas are appropriate The overall idea is consistent with the novel
Organization Is the paragraph or essay well-organized? Essay remains focused throughout Ideas are appropriate and logical Writing is organized so that ideas are easily understood Transitions link ideas and parts of the paper
Style Is the paragraph or essay clear and convincing? Writing uses appropriate, precise, and engaging language Writer’s voice is constant throughout (sounds like one writer) Sentence lengths and styles are varied (not too choppy or too wordy)
Conventions Is the paragraph or essay written with standard English grammar and usage?
Sentences are correctly formed; end punctuation is correct Grammar/usage is standard (subject/verb agreement, verb forms, word
endings, etc.) Correct punctuation, spelling, capitalization, and paragraph indention are
evident
Total number of points = ___________ Total score = ___________
State standards: Cooperate with peers to set clear goals, establish roles, and determine ground rules for decision making. Propel conversations forward by asking questions that test the evidence and by sharing findings that clarify, verify, or challenge ideas and conclusions. Summarize accurately the comments and claims made on all sides of an issue and determine what additional information, research, and tasks are required for the team to complete the task. Plan and deliver focused and coherent presentations that convey clear and distinct perspectives such that the line of reasoning and sources of support are clear and alternative perspectives are addressed, adjusting presentation to particular audiences and purposes.
Objectives: Demonstrate the ability to work in groups, cooperate, research, share information, and agree and/or disagree with conclusions.
Introduce the dilemma of Hester and divide the class into characters for a court case to decide if Hester is guilty and how harsh her punishment should be. (I will be the judge, and the two sides must try to convince me of their arguments using support from the chapters we have read so far)
Materials: Copies of the rubric, strips of paper with a character on them, copies of character roles
Time Activity10:00 Collect the diary entries from yesterday.
Discuss how and why Hester’s experience was different than Mr. Chillingworth’s experience.10:00 Introduce the court case activity that we will be doing in a couple of days
Explain that everyone will play a specific character in our court case and that I will be the judge. Then have everyone draw their character out of a basket.Explain that everyone needs to research their character or the character that they are supposed to be assisting and develop a strong argument or character for their part in the case.
5:00 Hand out the rubric and explain how they are going to be graded during the trial. Allow time for questions.
15:00 Give them time to research and prepare their case. (Have them write a who they are and a small summary of what their argument might be on a piece of paper.)
5:00 Gather the class together. Answer any remaining questions about the trial. Talk a little about how important POV will be in the trial and dismiss.
Homework: Continue researching and putting their argument together
Assessment: Observe the groups and make sure that all are participating. Also have everyone turn in a small summary of who they are and what some of their main arguments are.
Court Case: Hester Prynne vs. The State of Massachusetts
The Puritan Community of Massachusetts has found Hester Prynne guilty of adultery, one of the most terrible sins among such a pure people. They have asked to courts to decide upon her guilt and what punishment, if any, she should receive.
Assign Roles:
RolesHester’s Lawyer Lawyer of the stateHester’s Lawyer Lawyer of the stateHester’s Lawyer Lawyer of the stateHester Judge
WitnessesPearl Reverend DimmesdaleMistress Hibbins Governor BellinghamChillingworth Reverend John WilsonHester’s mother Village gossip #1Village gossip #2 Village gossip #3Hester and Chillingworth’s marriage counselor
Native American who had captured Chillingworth
Other CharactersJuror JurorJuror JurorJuror JurorJuror JurorReporter ReporterBailiff
Mistress Hibbins: You are a witness in the trial. Research your character and try to decide what side she would take, what evidence she would use, and develop a story which you feel would be appropriate to give to the court and will be consistent with the time period and the novel.
Governor Bellingham: You are a witness in the trial. Research your character and try to decide what side he would take, what evidence he would use, and develop a story which you feel would be appropriate to give to the court and will be consistent with the time period and the novel.
Chillingworth: You are a witness in the trial. Research your character and try to decide what side he would take, what evidence he would use, and develop a story which you feel would be appropriate to give to the court and will be consistent with the time period and the novel.
Reverend John Wilson: You are a witness in the trial. Research your character and try to decide what side he would take, what evidence he would use, and develop a story which you feel would be appropriate to give to the court and will be consistent with the time period and the novel.
Hester’s mother: You are a witness in the trial. Because your character is not actually in the book, you will need to research Hester’s character and try to decide what kind of mother she might have had. (was she stern, did she teach her to be a good girl, etc.) Develop your own character and create a story which you feel would be appropriate to give to the court and is consistent with the time period and novel.
Village gossip: You are a witness in the trial. Because your character is only briefly mentioned in the book, you will need to research your character as much as you can and then develop the character more yourself. Try to think of what they might say about someone like Hester and create a story which you feel would be appropriate to give in court and is consistent with the time period and novel.
Native American: You are a witness in the trial. Because your character is only briefly mentioned as having captured Chillingworth in the book, you will need to research Chillingworth’s character. Then come up with a testimony that the Native American’s might have given of Chillingworth. Create a story which you feel would be appropriate to give in court and is consistent with the time period and novel.
Marriage Counselor: You are a witness in the tiral. Because your character doesn’t actually exist in the book, you will need to research the relationship between Hester and Chillingworth, especially their early relationship. Create a story which you feel would be appropriate to give in court and is consistent with the time period and novel.
Pearl: You are a witness in the trial. Research your character and try to decide what side she would take, what evidence she would use, and develop a story which you feel would be appropriate to give to the court and be will be consistent with the time period and novel.
Hester: You are the accused. You must defend yourself and convince the court that you do not deserve the punishment that they wish to give you. Research your character carefully and come up with sufficient evidence to support your case. You will be working closely with your lawyers.
Hester’s Lawyer: You will be working closely with Hester to prove her innocence. Research her character closely and interview other characters and pick at least six witnesses (because all witnesses need to be used at least once, you will need to have your witnesses approved by the teacher so she can make sure that everyone is used.) It would be wise to also research the moral codes of the Puritans and see if there are lesser punishments in case you cannot prove her innocent. You may create evidence but it must be approved by the judge (teacher) before you use it in your argument.
Lawyer of the State: You will be trying to prove that Hester is without a doubt guilty of committing a great crime and that she must be punished. Research the actions of Hester, as well as the moral codes of the Puritans, and decide what kind of punishment you think is suitable. You will need to interview other characters as well and pick at least six witnesses. (Because all witnesses need to be used at least once, you will need to have your witnesses approved by the teacher so she can make sure that everyone is used.) You may create evidence but it must be approved by the judge (teacher) before you use it in your argument.
Juror: You need to research the moral codes of the Puritans and try to develop a character which understands and maybe even believes in those codes. You will listen intently to both sides of the case and then discuss with the other jurors what the verdict and sentence should be.
Reporter: You will research the role of a reporter in a court case. Then you will interview witnesses as they come off of the stand. Develop questions that you think would be appropriate for each character. This will probably require some brief research of the witnesses before the trial as well.
Bailiff: You are the lottery winner! Yours will be the easiest role. You will be required to research the role of a bailiff. After that you will be responsible for performing those duties. You will also need to meet with the judge (teacher) before the trial so that your duties can be further discussed.
Court Case Check List YES NO
Presentation conveys clear and distinct perspective of the character (5 points)
Shows an understanding of their character (5 points)
Demonstrates a solid knowledge of the novel’s plot (5 points)
Adapts speech to match their character(5 points)
Demonstrates ability to reason, identify logical errors, and exaggerated or distorted evidence. (5 points)
Day 5
State standards: Apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Draw on prior experience, interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features. Apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
Objectives: Define and identify character traits by using traits, adjectives, and perspective.
Materials: Markers; butcher paper; Character Traits Chart; Character trait list; Become a Character assignment explanation
Time Activity5:00 Review adjectives and how they are used
10:00 Have the students help brainstorm a list of character traits and list on the board, to provide a sample for students. Then have the students compose a class definition of “character traits.”Using a character from The Scarlet Letter demonstrate/explain the process of compiling a list of character traits, using resources such as a dictionary, thesaurus, online sources, etc.Compile the data for the character in the Character Traits Chart. Make sure that the students understand that they need to put their character’s name as the title. Then in the first column they will write the character’s actions in the novel, as well as the page number, and the traits of the character that are related to the action on the other.
10:00 Divide students into pairs or small groups. Have students work through the character traits for one character on their own.
10:00 Once they have compiled a list of traits and support from the novel, give each pair or group a piece of butcher paper and a wide marker.Use the Become a Character assignment as an overhead to explain the activity to the class
20:00 Give the students time to make their lists and charts. Have them post their work on the wall or board.
10:00 Number each of the charts and assign each list a letter, so that everyone can refer to a particular list easily.Each student pair then examines the posted lists and, on a sheet of paper attempts to identify who is being described. Look at each list or a selected number of lists and discuss the identities.
10:00 The authors of the lists under discussion finally give the “right answers.” The class can discuss the adjectives in each list and can cite specific events and details from the text which either support or call into question the accuracy of those adjectives. (Be sure to mention that these character trait analyses could be useful in developing their arguments for the Hester’s trial.)
Assessment: I will assess how the kids did by observing their work as I circulate the classroom as well as by looking at their ability to provide support for the traits on the lists they create.
2. Working notebook paper, list ten adjectives that describe yourself, the character that you've become
3. Again, on notebook paper, list ten adjectives each for the remaining three characters, describing them as the character that you've become would describe them.
4. Look over your lists for accuracy: remember that you need strong adjectives and that you need to choose your adjectives from the perspective of the character you've chosen.
5. Make any revisions or additions to your lists.
6. Write each of your lists in a separate place on one side of your paper.
Don't write any names on the sheet. Other groups will be asked to guessthe characters described by each of your lists. And remember to write thewords large enough for everyone to read once they're posted on theboard.
TIPS
· Be sure to write legibly and in large letters, so that people can see yourwork from a distance.
· Remember that you "are" the character; each list, including the one inwhich you describe yourself, should reflect your experiences andprejudices.
· Don't forget that you are writing as your chosen characters, not asobjective readers.
Identifying Character Traits Worksheet
Book Title: __________________________________________________________
Character Name:_____________________________________________________
Action Character Trait They Revealed
Day 6
State standards: Plan and deliver focused and coherent presentations that convey clear and distinct perspectives such that the line of reasoning and sources of support are clear and alternative perspectives are addressed, adjusting presentation to particular audiences and purposes. Adapt speech to a variety of contexts and communicative tasks, demonstrating a command of formal English when indicated or appropriate. Evaluate the information conveyed and rhetoric used by a speaker or presenter, identifying logical errors in reasoning and exaggerated or distorted evidence.
Objectives: Convey clear and distinct perspectives such as line of reasoning and sources of support through the presentation of the court case. Also, demonstrate a command of formal English when appropriate.
Time Activity5:00 Discuss how the court case will be organized and where people will need to be seated.
10:00 Give groups time to go over their parts one more time and make any last changes.25:00 Perform the court case (give the jurors three minutes at the end to discuss and vote on a
verdict. During that time discuss with the class what they think the verdict will be based on how the trial went.)
5:00 Deliver a verdict and further discuss the validity of the arguments made during the trial based on our modern day perspective versus the Puritanical perspective.
Assessment: Use a rubric to grade performance
Court Case Check List YES NO
Presentation conveys clear and distinct perspective of the character (5 points)
Shows an understanding of their character (5 points)
Demonstrates a solid knowledge of the novel’s plot (5 points)
Adapts speech to match their character(5 points)
Demonstrates ability to reason, identify logical errors, and exaggerated or distorted evidence. (5 points)
Day 7
State standards: Use precise language to develop the events, experiences, and ideas clearly and to reinforce the style. Provide a satisfying conclusion that follows from what is experienced, observed, or resolved over the course of the narrative.
Objectives: Use precise language to develop the events, experiences, and ideas clearly by writing a new ending to the story.
Materials: Corrected papers from prior lessons in this unit
Time Activity15:00 Briefly explain what an ambiguous ending is and then lead a class discussion by asking the
students how The Scarlet Letter could be considered a novel with an ambiguous ending. (Make sure that they focus on Pearl at some point.)Talk about why an author might use an ambiguous ending. What purpose does it serve for the reader and/or the author.
15:00 Explain that the students will be writing another chapter for the book which will tie up all of the loose ends (an alternate ending).Hand out a rubric and have the students write down the requirements for the alternate ending paper. Open for questions.Review point of view, character traits, and symbolism and explain how these will be important in their writing their new endings. Hand back their papers from the previous lessons which might help with their brainstorming.
5:00 Have the students put everything away except for paper and something to write with. Do a free write. Tell the students that they are not allowed to stop writing. They are to write everything in their head without going back and fixing mistakes, etc. If they don’t know what to write, then they should write “I don’t know what to write” until something comes to mind. Explain that this exercise is to help them get their ideas started.
10:00 Collect the free write and allow the students the rest of the time to work on their papers.Remind students to have their rough draft done in two days.
Homework: Work on their rough drafts
Assessment: grade the new endings according to the rubric
Minimum of two and a half pages Can be written from any point of view Shouldn’t sound like an essay, but rather a continuation of a story
1 3 5 ScoreId
eas
Limited focus on topic and purpose No controlling idea Ideas repetitious, unclear, or
irrelevant Little or only partial development Sense of completeness
Generally focused on topic and purpose
Sufficient controlling idea Most ideas clear and relevant Some parts well-developed;
some may be weak Ideas developed with examples,
evidence
Consistently focused on topic and purpose
Fully developed controlling idea
Details are fully supported and elaborated
Contains abundant information
Org
aniza
tion
Little or no sense of organization, planning
Lacks introduction and/or conclusion Unrelated ideas Lacks sequence No or inappropriate transitions
Clear organization, evidence of planning
Appropriate introduction and conclusion
Related ideas grouped together in paragraphs
conclusion is appropriate Transitions “link” paragraphs
Organizational plan enhances purpose
Logical, appropriate sequencing throughout
Transitioning goes beyond usual
Links all elements of the paper effectively
conclusion is engaging, not repetitious
Styl
e
Poor word choice Little or no sentence variety Little or no understanding of topic
Generally appropriate, interesting word choice
Some variety in sentence structure
Understanding of topic, purpose
Varied, precise, engaging language
Outstanding variety of sentence structure
Excellent understanding of topic purpose
Conv
entio
ns
Frequent fragments, runs, and unclear sentences
Frequent, severe usage and mechanics
Errors which may interfere with meanings
Majority of correct sentences May be some fragments, run-
ons Few errors interfere with
meaning
Full command of grammar All elements of usage
consistently correct Infrequent, if any errors
Total Score
Writing Across the Curriculum Does Not Meet the Standard (1/2) - - - - - - - - Meets the Standard (3/4) - - - - - - -- - Exceeds the Standard (5)
Day 8
State standards: apply knowledge of language structure, language conventions (e.g. spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. Conduct research on issues and interests by generating ideas and questions, and by posing problems. Gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience. Use a variety of technological and information resources.
Objectives: Demonstrate knowledge of proper use of grammar by completing the grammar pet peeves activity
Materials: Dear Abby’s “Good Grammar is Sweet Music to Any Language-Lover’s Ear” ; Grammar Pet Peeves Analysis Chart; overhead of Grammar Pet Peeves Analysis Chart; Questions from “Analyzing Grammar Rants”; Grammar Pet Peeves Reflection Sheet
Time Activity5:00 Have the students write about their “grammar pet peeves” or the grammar pet peeves of
someone they know. Example: My aunt hates it when people spell “forty” as “fourty”15:00 Ask volunteers to share some of their pet peeves. List their responses on the board.
Introduce Dear Abby’s column “Good Grammar is Sweet Music to Any Language-Lover’s Ear” by telling them that even “famous” people have grammar pet peeves. Pass out copies of this column. Read the column as a class. Allow for some short discussion.Have students write down any of Dear Abby’s grammar pet peeves that are similar to their own, or any that strike them as excessive. Invite comments from the students about their findings.
15:00 Explain to students that they are going to be analyzing these pet peeves in order to discover the reasoning behind them and to discover what the pet peeves tell them about the author.Pass out copies of the Grammar Pet Peeves Analysis Chart, and work through one or two samples together. Students then can work on their own or in groups to complete the chart. One response is done as an example
10:00 Have students use grammar websites, dictionaries, etc. to double-check the pet peeves for accuracyExplain that for homework you will have the student add their own grammar pet peeves to the chart and analyze them.
15:00 Begin class by following up on the previous session’s activities. Using an overhead transparency of the Pet Peeves Analysis Chart, ask for volunteers to fill in the chart with Dear Abby’s grammar pet peeves. Continue the analysis by asking student to add their own grammar pet peeves from their homework.
20:00 After several students have volunteered their pet peeves, begin a full class discussion that follows from the analysis chart. Questions to guide the discussion should focus on those that Lidblom and Dunn suggest on page 72 of their article “Analyzing Grammar Rants.”
10:00 As the discussion comes to a close ask the student to reflect in writing on the lesson using the Pet Peeves Reflection Sheet. If time, have them share reflections with others.
Remind student to bring four copies of their rough draft of their final chapter paper to class tomorrow. Mention that participation points will be given for those who bring them.
Homework: Bring four copies of the rough draft of the alternate ending paper
Assessment: Collect the student’s worksheets and obvserve their use of resources such as dictionaries, etc.
(This lesson would take more than one day; two is desirable.)
GOOD GRAMMAR IS SWEET MUSIC TO ANY LANGUAGE-LOVER'S EARS
DEAR ABBY: I wish you would run your collection of "pet peeves" again. Seventy years ago I learned to conjugate verbs, and I am amazed at the number of people who use "got" when they should say "have." Thank you. -- MR. J.W. ANDERSON, LEVITTOWN, PA.
P.S. Remember, Abby, "Got has got to go!"
DEAR MR. ANDERSON: It has been nearly 10 years since these rules of basic grammar appeared in my column -- and we can all use this refresher course. Read on:
DEAR READERS: A while back, I wrote a column on the misuse of words and other irritants and named a few. I then asked readers to send their pet peeves concerning common mistakes in grammar and pronunciation. How's this for a collection?
The "lie" and "lay" confusion: To "lay" means to set or put; to "lie" means to recline. Remember, chickens lay eggs. People lie down.
The use of "all are not" when the person means "not all are." Example: Saying, "All women are not beautiful," when one means, "Not all women are beautiful."
We frequently hear "between you and I." Wrong! It's "between you and me." Another irritant is "try and" instead of "try to." For example, one may try to win -- then lose. But how can one try and win -- and then lose?
One hears supposedly educated people say "between she and I" instead of the correct "between her and me."
And how about the word "irregardless"? Just plain "regardless" will do, but regardless of how "irregardless" grates on one's nerves, it has nosed its way into the dictionary. (It means "regardless.")
Talk about overusing a word, I nominate "basically." People who start every other sentence with the word "basically" usually have limited vocabularies.
My pet peeve -- double negatives: "I don't know nothing" and "We don't go nowhere" are the worst offenders.
Some people think the plural of "you" is "youse." It's not. "You" is both singular and plural.
The word "forte" (meaning strong point) is pronounced "fort" -- not for-tay.
Also, people use the word "snuck" instead of "sneaked." Although "snuck" somehow sneaked into the dictionary, it's not used by people who use proper English.
Ask someone to define "hoi polloi," and it's a good bet that he will say "high-tone or upper class." Actually, it means "the masses" -- or the general population.
"Nuclear" is pronounced "nuke-lee-er," not "nuke-you-ler"!
And how about "he's got," "she's got" and "they've got"? The better word is "has." ("He has," "she has," etc.) "Got" has got to go!
The month of February has two "R's" in it, but we keep hearing "Feb-yoo-ary."
We frequently hear that a man has "prostrate" trouble, when actually he has "pros-tate" trouble.
Another error -- using the word "myself" instead of "me." Example: "If you have any questions, see Bobby or myself after the meeting." "See Bobby or me" is correct.
The "infer" and "imply" mix-up: The writer "implies"; the reader "infers." (It's like pitching and catching.)
Please do not say "o" instead of "zero." Or use the word "that" when "who" is correct. ("That" refers to inanimate objects, "who" to people.)
Now, lend me your ear: Don't use "loan" as a verb, as in, "Loan me a 20." It should be, "Lend me a 20." "Loan" is a noun; "lend" is a verb.
Finally, the misuse of the word "ask": Some say "ax" instead of "ask." I would much rather be "asked" than "axed." Wouldn't you?
Name:______________________
Grammar Pet Peeves Reflection Sheet Reflect on the questions below in writing.
1. How have your views on "correct" grammar rules been affirmed, challenged, or changed by this lesson?
2. What has analyzing your own grammar pet peeves affected your attitude toward grammar?
3. What do these grammar pet peeves tell you about the person/people making these assertions?
4. What do your own grammar pet peeves tell you about yourself as a user of language?
5. How can you use knowledge about others’ pet peeves to make your own communication more effective?
Grammar Pet Peeves Analysis Chart
The Pet PeeveThe Ranter’s
Reasoning
Type of ErrorAdditional Comments
“Error”Interferes
with meaning?
“Error” marks
social class or race?
“Error” of hypercorrectness?
February pronounced as “Feb-you-ary”
There are two “r’s” in “February,” and they should both be pronounced X
Has anyone ever heard of “silent letters”? Does anyone still pronounce the “k” in “knee”? Most people would think you’re off if you pronounced both “r’s” in the word.
Day 9
State standards: Strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Objectives: Strengthen skills such as editing and rewriting by dividing into editing groups for their book ending essay
Time Activity10:00 Have everyone take out their rough drafts. Mark the names of those who have it done on
time so that they can receive full participation credit.Divide the students into groups of four and have them sit facing each other. Take some time to explain what constructive criticism is and how to give it. Emphasize that the students are to show respect for one another’s work.
35:00 Have each student give a copy of their alternate ending paper to the other three people in their group and read it to them out loud. Meanwhile the people not reading should be editing as well as listening.When one person has finished reading, then the others should take turns explaining first what they thought was good and then what they thought should or could be changed. Remind the students that their final drafts are due in two more days (when we finish watching the video.)
Homework: Work on final drafts
Assessment: Have the students turn in their rough draft edits along with their final draft. Observe the students as they help edit each other’s papers and answer any questions the class may have.
Day 10
State standards: Compare and contrast multiple interpretations of a story, distinguishing how each version interprets the source text
Objectives: Compare and contrast different interpretations by watching and analyzing The Scarlet Letter video
Materials: The Scarlet Letter video; worksheet
Time Activity90:00 Watch The Scarlet Letter video
As they watch have them look for two ways in which they felt that the video did a good job of portraying the events of the novel and two ways in which it differed from the novel.
5:00 Discuss these differences as a class when the movie ends and have the students turn in their final chapter papers.
Assessment: Correct the worksheets to see if they are capable of comparing and contrasting.
(This will take two days rather than just one.)
The Scarlet Letter Video Review:
Describe the Scene Explain how it compares or contrasts with the novel
Things Done Well
(Compare)
Things I Didn’t Like
(Contrast)
Scarlet Letter Final Test
Name: ___________________________________
Multiple Choice (5 points each)
1: The prison door best represents which of the following:
(a): Puritanical severity of law and the authority of the regime
(b): a dirty, rusted old door separating Hester from her daughter
(c): an escape route for Hester
(d): the strength of Hester's determination to live with her crime
2: The rosebush outside the prison door is a symbol of all of the following except:
(a): Hester and Pearl living among the Puritans
(b): Hester's passion
(c): the wilderness surrounding Boston
(d): Puritanical punishment for moral crimes
3: Hawthorne's portrayal of the Puritanical society is one of:
(a): support for the Puritan way of life
(b): contradictory images and hypocrisy
(c): disgust with the Puritan way of life
(d): he does not portray the Puritanical society
4: Hester has embroidered what symbol onto her dress?
(a): A bird for freedom
(b): A rose blossom
(c): A scarlet letter A
(d): A round pearl
5: What gesture does Reverend Dimmesdale make throughout the book?
(a): He rubs his brow
(b): He pulls at his shirt sleeves
(c): He places his hand over his heart
(d): He raises his eyes to heaven
6: Why is the first scaffold scene very ironic?
(a): Because Hester is married to Chillingworth and he has just arrived.
(b): Because it is the first time that Hester has come into public wearing the
scarlet "A" on her chest.
(c): Because Dimmesdale is called upon to ask Hester who
the father is
(d): Because it’s like 10,000 spoons when all you need is a knife.
7: Chillingworth pretends to be of what profession?
(a): a lawyer
(b): a doctor
(c): a clergyman
(d): an infantryman
8: After she is released from prison, Hester goes to live where?
(a): on the outskirts of Boston
(b): within the city of Boston
(c): in another city in the colony of Massachusetts
(d): with Roger Chillingworth
9: How does Hester earn a living?
(a): by selling wood in Boston
(b): by growing crops
(c): by her needlework
(d): by healing other people
10: What does Pearl best represent throughout the novel?
(a): The living embodiment of Hester's sin
(b): The unifying force that will bring Hester and Dimmesdale together at the end
(c): A young innocent child
(d): A form of punishment for Hester
11: When John Wilson asks Pearl who her maker is, Pearl replies:
(a): that God made her
(b): that Hester and Dimmesdale made her
(c): that sin made her
(d): that she was plucked off of a rose bush
12: Mistress Hibbins, the sister of Governor Bellingham, is reputed to be:
(a): a witch
(b): a good mother
(c): a cruel lady
(d): a Puritan
13: To whom does Hawthorne apply the term "The Leech"?
(a): Dimmesdale
(b): Hester
(c): Pearl
(d): Chillingworth
14: How does Chillingworth figure out who Pearl's father really is?
(a): Dimmesdale tells him
(b): Chillingworth becomes Dimmesdale's doctor and guesses the secret
(c): Hester tells him one day in the woods
(d): He never finds out
15: What is Hester's response when she learns that the Puritan council might allow her to
remove her scarlet letter?
(a): she is very happy
(b): she is furious
(c): she indicates that only God can remove her letter
(d): she immediately takes the letter off and goes into town without it
16: Hester tries to convince Dimmesdale to do what during their walks in the woods?
(a): to run away and live elsewhere
(b): to get rid of Chillingworth
(c): to marry her
(d): to adopt Pearl
17: What does Pearl do when she first sees her mother without the scarlet letter?
(a): She is excited for her mother
(b): She convulses and screams
(c): She runs away
(d): She runs to hug her mother
18: Who destroys Dimmesdale and Hester's plans to run away from Boston?
(a): Pearl
(b): Bellingham
(c): John Williams
(d): Chillingworth
19: What does Pearl do right before Dimmesdale dies?
(a): She takes his hand and gives it to Hester
(b): She kisses Dimmesdale
(c): She runs away from Hester
(d): She runs to Roger Chillingworth
20: Eventually, years after it was put on her chest to stand for "adultery", the "A" on Hester’s chest begins to stand for:
(a): Articulate
(b): Attitude
(c): Able
(d): Alcoholic
21: Two symbolic images of the good and evil battling over Dimmesdale’s soul are:
(a): Pearl and Hester
(b): Chillingworth and Pearl
(c): Chillingworth and Mistress Hibbins
(d): Pearl and John Wilson
22: By punishing Hester with the scarlet letter, the Puritan community is doing what, according to Nathaniel Hawthorne?
(a): being reasonable about their justice
(b): following the principles of religious forgiveness
(c): proclaiming its own smug and judgmental self-richeousness
(d): being merciful by allowing Hester to stay in town
23: Chillingworth became the greatest sinner in violating the human heart because:
(a): He felt the church should have avenged him
(b): He single-mindedly was bent on personal revenge against Dimmesdale
(c): He burned a scarlet letter into Dimmesdale’s chest with a hot iron
(d): He neglected his young wife
24: What happens to Pearl at the end of the story?
(a): She dies the same day that Dimmesdale confesses.
(b): She is left a lot of money by Chillingworth, and leaves town, never to be
heard from again.
(c): She is forced to wear lower-case "a" on her chest, for she is the daughter of
Hester.
(d): She becomes the first female mayor of Salem.
25: The following line is about Hester, towards the end of the story:
"Her face, so long familiar to the townspeople, showed the marble quietude which they were accustomed to behold there. It was like a mask; or rather, like the frozen calmness of a dead woman’s features…"
What literary device does Hawthorne use in the underlined portion of the passage?
a. symbolism b. metaphor c. simile d. haiku
Essay Questions (25 points each)
1. Which character in A Scarlet Letter displays the most integrity? Why do you feel this way? Back up your answer with evidence from the story.
2. In the third scaffold scene, it is said that Dimmesdale regains his soul, Pearl gains her humanity, Chillingworth loses his victim, and Hester loses her dreams. Explain what this means for each of the characters.
3. Throughout America’s history, there have always been laws that regulated citizens’ personal behavior. Among the Puritans of the 18th century, for example, adultery was a serious crime, as The Scarlet Letter makes clear. Today we have laws forcing motorcycle riders to wear helmets, laws that make suicide illegal, and laws against speeding on an empty highway, among many others. Where should society draw the line between personal and political actions? Should society have the right to tell you how to behave on your own time? Why or why not?
