As one of the most widely read novels in the American literary canon, The Scarlet Letter is a fitting introduction to this course exploring American fiction. In his renowned novel, Nathaniel Hawthorne explores the themes of sin, compassion, and hypocrisy as they play out in seventeenth-century Puritan New England. As students track Hawthorne’s development of his characters, plot, and themes, they will analyze his use of such literary techniques as symbols, motifs, and evocative names to communicate his message to his readers. Critical of the relationship between religion and law in Puritan society, Hawthorne raises questions about the society and its treatment of the individuals that will likely resonate with students as being as applicable to today’s society as they are to the world of Hester, Pearl, Dimmesdale, and Chillingworth. To further develop students’ understanding of the thematic topics, they will listen to several podcasts during this unit that engage with themes and questions similar to those raised in the novel. As a culminating task, students will be asked to produce their own podcast that explores one of the key thematic questions through the lens of a current societal issue.
Sept 3, Tuesday - SWBAT explain the lifestyle and values of Puritan New England in the mid-1600s. SWBAT make inferences about the author’s potential tone and purpose in the novel.
Open-Book Reading Quiz on The Custom House introduction
Key Questions: [1] Based on the details in his biography, what can you infer will be Hawthorne’s tone toward the Puritans of New England in his novel? Explain using details from the article to support your answer.
HW: [DUE FRIDAY] Read chapters 1-2 of The Scarlet Letter. While you read, [1] identify unknown vocabulary and verify its meaning and part of speech using a dictionary, then paraphrase or break down the sentences into shorter sentences and record the words, definitions, original sentences, and paraphrased sentences in a consistent location; [2] Summarize the setting, characters, and events of the first two chapters; [3] Record examples of symbolism in a three-column graphic organizer: (a) List the symbols found in The Scarlet Letter, (b) provide proper citation information (page number, paragraph number, etc.), and (c) describe the meaning of the symbols.
Sept. 4- Wednesday - SWBAT listen to the speech and analyze the language and devices. Finally, students will analyze the writing style of the author. (RL.11-12.9, RI.11-12.9)
Edwards’s piece is a sermon, I will read the excerpts aloud as students follow along with a copy.
With their partner, students rewrite a passage from Edwards’s sermon, replacing any use of “you.” Then discuss as a class how the changes they made affect the impact of the text: What is the significance of using the second person point of view? How does this contribute to the persuasiveness of the sermon? (RI.11-12.5, RI.11-12.6)
Students reread paragraph 24, focusing on Edwards’s language choices: How does Edwards use willingly throughout the paragraph? What is the rhetorical significance of this word? How does the repetition of it convey meaning and/or purpose? (L.11-12.5b)
Pairs create a three-column chart: (1) Record examples of images, analogies, hyperboles, and strong word choices from the sermon, (2) paraphrase the examples and interpret their meaning, and (3) explain the rhetorical purpose of the devices and how they develop a tone and central idea of the sermon. (RI.11-12.2, RI.11-12.3, RI.11-12.4, RI.11-12.6, L.11-12.5a)
Analyze how the author introduces and develops his central ideas throughout each text. (RL.11-12.2, RI.11-12.2)
Analyze the style of Edwards. Focus on imagery, point of view, rhetorical devices, and word choice.
Jonathan Edwards is representative of a Puritanical ministers, What language, details, or elements in each text most contribute to their different styles and impact?
HW: Finish Purital and Hawthorne article.
Sept 5, Thurs. - SWBAT analyze chapter 1 and 2 of The Scarlet Letter as they identify unknown vocabulary and determine the meaning of symbols.
Reread chapter 1 together as a class and fill out the three column chart together.
[1] identify unknown vocabulary and verify its meaning and part of speech using a dictionary, then paraphrase or break down the sentences into shorter sentences and record the words, definitions, original sentences, and paraphrased sentences in a consistent location; [2] Summarize the setting, characters, and events of the first two chapters; [3] Record examples of symbolism in a three-column graphic organizer: (a) List the symbols found in The Scarlet Letter, (b) provide proper citation information (page number, paragraph number, etc.), and (c) describe the meaning of the symbols.
Do the same analysis for chapter 2 (finish for HW).
Sept. 6, Friday. - SWBAT (“How Religion in the United States Avails Itself of Democratic Tendencies” from Democracy in America, Alexis de Tocqueville -B)
Students read the excerpt from Democracy in America in pairs. (RI.11-12.10) In pairs, outline Tocqueville’s argument, focusing on the following questions:
Identify two to three central ideas being discussed. What is Tocqueville’s stated purpose?
Next to each paragraph, paraphrase or summarize the content. (RI.11-12.2)
How do the central ideas interact over the course of the text? Identify three quotations from the text that support this intersection and the relationship between the ideas. (RI.11-12.1, RI.11-12.2, RI.11- 12.3)
Explain the structure of Tocqueville’s argument based on how each paragraph relates. Does the structure support his argument and make it more clear, convincing, or engaging? (RI.11-12.5)
How does Tocqueville appeal to his audience to convince them of his purpose?
Sept. 9, Monday - SWBAT - identify Tocqueville's central claims and identify how the central ideas interact over the course of the text.
Students will be given the "week at a glance" for what they are expected to accomplish this week.
Discuss the development of Tocqueville's argument (you will turn in your homework - while it is being stamped for completion, begin identifying 5 words from SL chapter 3 that you do not know. You will finish reading/analyzing this chapter for HW.)
Begin Socratic Seminar Q's in class. You may ask a partner for assistance, but it is your responsibility to complete all of these questions for our Socratic Seminar on Wednesday (4th period on Tuesday) (3rd period will complete it on Tuesday & Wednesday)
Finish Socratic Seminar Q's for HW; [2] Chapter 3 SL analysis due Thursday at the beginning of class.
Sept. 10-11, Tues/Wed - SWBAT Class Discussion: students are prompted to synthesize information from each of the four texts read thus far. Students will use accountable talk and cite textual evidence throughout the discussion.
Discussion questions to be completed BEFORE the Seminar: How do varying levels of religious influence on governments dictate moral and ethical law? How does a society’s definition of “sin” influence/affect the individual? o What role do hypocrisy and conformity play in the beginning of The Scarlet Letter? o What cautions does Tocqueville have about Americans? o Tocqueville explains that for religions to be successful in a democratic age, they must “confine themselves strictly within the circle of spiritual matters.” How does this fit in with what we’ve seen in The Scarlet Letter so far? Has Hester committed a crime or is this really more of a spiritual matter?
HW: Chapter 3 analysis due Thursday at the beginning of class.
September 12, Thursday - SWBAT discuss the significance of chapter 3 and its symbolism. SWBAT compose a formal written response to a prompt.
Turn in Chapter 3 analysis for a stamp for completion
Begin writing a formal composition - respond to ONE of the two prompts in which you will write a mini essay (at least 3 paragraphs - includes a thesis statement!) paragraphs using textual evidence. :
What is the function of the past in The Scarlet Letter? (RL.11-12.5, 9; W.11-12.1a-e, 4, 9a, 10; L.11-12.1). As part of your response, consider why Hawthorne uses a frame narrative rather than simply telling the story. Why might he set the events in history? Why would Hawthorne choose to start the events of the story with Hester already in prison? What effect do these choices have on the reader? Use evidence from the text for support
Write a literary analysis for either Tocqueville's text, Jonathan Edward's sermon, or Nathaniel Hawthorne's novel. You may compare and contrast both, or write about one of the authors. How does each author convey their meaning to the readers? Which authors' style is more effective and why? Analyze how each author introduces and develops their central ideas throughout each text. Analyze the style of writing. Focus on imagery, point of view, rhetorical devices, and word choice. Consider the language they use and the details included in order to contribute to their different styles and impact.
HW: [1] Finish essay; rough draft due tomorrow for peer editing; [2] Read and finish an analysis for SL chapter 4.
Sept. 13, Friday - SWBAT proof read each others' timed analysis from yesterday and outline what someone else has written. Students wil then rewrite the analysis and turn it in at the end of class.
Turn in Chapter 4 analysis. Begin peer editing while I stamp the HW.
Swap your written response from yesterday with someone else who will complete the following:
Identify and underline the thesis or main claim of the essay
Next to each body paragraph, write a one-sentence summary (RI.11-12.2). Determine how the ideas of the body paragraph are connected to the main claim of the essay. Next to thesis statement, write a brief summary describing the organization and connection between various ideas of the essay.
Underneath each summary sentence, list the evidence used in that paragraph (direct quotation, paraphrased quotation, key details from the text.) (RI.11-12.1)
Assess the quality of the evidence and how well it supports the thesis and ideas of the paragraph. Place a plus sign next to the relevant evidence and logical reasoning and a minus sign next to irrelevant evidence or false reasoning.
Review the sentence structure and offer suggestions for increasing the complexity by add more phrases and clauses or varying syntax
Circle the strong vocabulary words in the text and note any unnecessary repetitions. (L11-12.6)
Lastly, edit the essay for spelling mistakes and use of proper punctuation (L11-12.2a-b). * Note this should be the LAST thing you edit their essay for!)
Return the essay and feedback form to the owner.
You will rewrite your essay. Due at the beginning of our next block period.
HW: [1] Read and complete and analysis for chapters 5-6. Due Monday at the beginning of class; [2] IR book and notebook due Sept. 16!
September 16, Monday - SWBAT begin documenting their pages read in IR 10 mins today.
Turn in paragraph draft AND chapters 5-6 analysis for a stamp. (You will turn in all chapter analyses at the end of the unit.)
Edit paragraph in class by underlining topic sentence, evidence, and analysis with different colored pencils. Switch paragraphs with someone else to peer edit for a score of 1-5. The final draft will be due on our block day - you will have 20 mins to finish it in class.
I will come by and check to see you have an IR book and notebook (college ruled) due today. We will decorate the notebooks tomorrow. Complete 10 mins of IR during class and record the numbers of pages that you read. (We will do this everyday this week.)
HW: Read and complete and analysis for chapters 7. Due at the beginning of our block period.
Sept. 17/18 (block) - SWBAT begin organizing and decorating their IR notebooks today; SWBAT complete their analysis paragraph today analyzing chapters 1-4 through a social criticism lens.
Finish paragraph final draft and turn in (20 mins).
Read for 10 mins; stop and record pages read. Repeat for another 10 mins.
Scarlet Letter chapter 7 discussion. I will check your analysis HW while we silently read for 20 mins.
Read chapter 8 together, Scarlet Letter and fill out analysis while we read.
Begin decorating the exterior of your notebook (both sides). Packing tape must be applied to both sides!
Read chapter 9 in class together and complete an analysis of the chapter.
HW: Read 10-11 tonight and complete an analysis
Sept. 19. Thursday - SWBAT organize their independent reading notebook.
Turn in chapters 10-11 analyses
Read silently for 10 mins and record your pages.
Finish setting up your notebook.
Sept. 20, Friday - SWBAT
Read silently for 10 minutes and complete the formulas on the green sheet.
Read chapters 12-14 and complete analyses for each chapter.
HW: Read and analyze chapters 15-18 this weekend. Due Monday.
Sept. 23, Monday - SWBAT analyze the character development of Hester, Dimmesdale and Chillingworth.
IR - 10 mins and begin reading logs
Formal Assessment (chapters 12-18) Due at the end of the period.
HW: Read and analyze chapters 19-20
Sept. 24/25 - BLOCK- SWBAT analyze what happens to the mind in isolation as they listen to a podcast and apply it to Hester.
Turn in chapters 19-20 analyses
IR - 20 mins
Discuss chapters 12-20
Prep for Socratic #4 - listen to the podcast and answer the questions on the handout. This will be applied to your Socratic discussion.
Socratic Seminar #4 - Group A and B will discuss for 20 mins then reflect.
HW: Read and analyze chapter 21-22
Sept. 26, Thursday - SWBAT read and anlyze the rest of the novel and make judgments about Hawthornes claims regarding the Puritan society.
IR - 10 mins
Discuss chapters 21-22
HW: Read and analyze chapters 23-24.
Sept. 27, Friday - SWBAT study for the upcoming Scarlet Letter Exam
IR 10 mins & BBB #1
prepare for scarlet letter exam
Sept. 30, Monday - SWBAT prepare for their Novel Exam during class today by completing review activities.
Scarlet Letter Novel Exam Oct. 1/2 (block period) Be sure to bring your book AND all of your chapter analyses!
Oct. 3 - G.E.A.R Event Weekend HW: IR & BBB #2
No School Oct. 4-7 Bring your Scarlet Letter book to class on the 8th. We will return it during class.