iii second … · web viewjournal: the students could create a reading/thinking/writing (rtw)...

11th Grade English/Language ArtsSecond Six Weeks: Week 1Writer: Renee Sena/Evelyn Gilmore-Smith

TEKS:2A, 2B, 2C, 5, 5B, 5C, 11BObjective:

The students will apply comprehension skills and strategies to read and analyze The Scarlet Letter, chapters

1-6. explore author’s craft, archetypes, symbols, etc. and how they assist in developing

characters, setting, plot, theme, and tone. Understand and use new vocabulary when reading and writing Comprehend theme and genre in literary texts Comprehend structure and elements of autobiography and drama Comprehend informational text: expository text Use elements of the writing process to compose narrative and analytical text Analyze textual context (within a sentence and in larger sections of text) to draw

conclusions about the nuance in word meanings. Understand, make inferences, and draw conclusions about the structure and elements of

fiction and provide evidence from text to support their understanding. Evaluate how different literary elements (e.g., figurative language, point of view) shape the

author's portrayal of the plot and setting in works of fiction Analyze the internal and external development of characters through a range of literary

devices.

Overview: The Scarlet Letter by Nathaniel Hawthorne should be introduced to ensure a strong start to this important piece of American Literature. Many schools mandate the reading of this novel, but students should close read some chapters and summarize others to allow many of the complexities of the writing style to be understood and absorbed.

Before beginning this novel one may obtain several items to assist with the reading: Enough copies of the novel for each student The book on tape or CD The film “The Scarlet Letter on DVD by WGBH/Boston Production with Meg Foster, John Heard, and Kevin

Conway because of its accuracy The Spark Notes or other supplemental material

Another assessment for TAKS will indicate how well the objectives from this six weeks’ lessons have been mastered and how prepared they are becoming for the EXIT TAKS test.

A six weeks assessment constructed by the teacher may additionally indicate the mastering of specific objectives for pieces of literature, literary elements, academic and SAT vocabulary, grammar, and writing.

The instructors should develop a list of projects complete with rubrics to be used as culminating projects.

During the reading of The Scarlet Letter, students should review the text in a variety of ways: close reading; teacher directed reading mixed with discussion; annotating; whole class reading; partner and group reading; summarizing sentences, paragraphs, and entire chapters; note-taking; answering questions; journaling; and extending the learning through learning about the time period.

Students could keep an RTW (Reading/Thinking/Writing) journal documenting their learning from each chapter in a collection of thoughts, notes, answers, vocabulary, summaries, etc.

Teachers should exhaust every resource necessary to the teaching of this classic, but complex literary piece.

Additional pieces of literature that would correlate with The Scarlet Letter and would also serve as good options for self-selected reading during this six weeks include:

The Crucible by Arthur Miller The Witch of Blackbird Pond by Elizabeth George Speare

1

Good extension research topics include: Salem Witch Trials Puritan laws and religion

Chapter 1: The Prison Door (introduction of the setting and symbols)Chapter 2: The Market-Place (introduction of Hester as she takes her baby to the scaffold)Chapter 3: The Recognition (Hester notices the stranger [Roger Chillingworth] in the crowd)Chapter 4: The Interview (Chillingworth visiting Hester in the prison)Chapter 5: Hester at Her Needle (About Hester and how she makes her living)Chapter 6: Pearl (Introduction of Pearl, Hester’s daughter)

Essential Questions:Why is The Scarlet Letter considered a classic piece of American Literature?How has the early American literature prepared you to read The Scarlet Letter?Why is The Scarlet Letter considered a romantic piece of literature?How do symbols enhance the story of The Scarlet Letter?How are Chillingworth and Pearl characterized?Suggested Lesson Ideas:2. The Scarlet Letter: Introduction & Chapter 1 Before reading

Introduce The Scarlet Letter by reviewing the author’s background on pages 271 and information about the time period.

Students could also be divided into groups to answer anticipation guide questions (e.g. Is it right to punish certain crimes more harshly than others?

Quickwrite: Are there circumstances when it is ok to break laws?.) Academic vocabulary: novel, fiction/Literary terms: setting, theme, tone, dialogue, foreshadowing, symbol,

character, irony, suspense, plot, romanticism/ SAT vocabulary: portal, threshold, utopia, edifice, nucleus, ponderous, congenial, inauspicious

During reading The teacher should read the chapter to the class, stopping to explain details. Intervention: Struggling readers should review the spark notes summary of chapter 1 before reading.After reading Journal: The students could create a Reading/Thinking/Writing (RTW) journal (perhaps just a spiral

notebook) incorporating notes from class, questions and answer sessions, short writing assignments, summaries, vocabulary, etc. from The Scarlet Letter (much of the information could be handwritten, but many items could be pasted as well)

The teacher can discuss why the novel is considered an American classic. Enrichment: Students can add an “About the Author” page to their RTW journal by collecting information

and pictures to decorate one full page about Nathaniel Hawthorne.3.TAKS milestone:

The Texas Test Preparation Assessment on pages 202-206 (The literary selection “Sound-Shadows of the New World” with short answer “How does the theme of this selection represent a comment on the human condition? Explain your answer and support it with evidence from the selection.” and revising and editing selection “Ben Franklin”)

An optional essay, “Write an essay explaining why adjusting to a new environment is challenging,” may also be included as a timed writing if desired.

4.The Scarlet Letter – Chapter 2Before reading

Read about colonial punishments in the online article “Bilboes, Brands, and Branks” by James A. Cox Review academic vocabulary: romanticism, realism/Literary terms: setting, theme, tone, dialogue,

foreshadowing, symbol, character, irony, suspense, plot/ SAT vocabulary: physiognomy, augur, indubitably, magistrate, solemnity, venerable, infamy, rotundity, malefactress, haughty, visage, iniquity, taint, solemn, preternaturally, eminence

Discuss the differences between romanticism and realism. Review the symbols from chapter 1: the prison door, the wild rose bush, and the weeded grass plot.

During reading Make a list of possible symbols found in chapter 2 (the scaffold, Puritan women, scarlet letter, baby [Pearl],

the deformity of the stranger [Chillingworth], the beadle).

2

Teacher should read aloud to model fluency, inflection, and think aloud self-questioning, stopping to review and explain certain passages.

Intervention: Struggling readers should receive a copy of teacher notes on the chapter and should be encouraged to listen to the book on tape at home.

After reading Discuss the important symbol of the embroidered letter “A.” In groups or as a class, write a short one-paragraph summary of chapter 2 in the RTW journal. Enrichment: draw four scenes from chapter 2 on an 8 ½” x 11” piece of paper, including the quote from the

book on the bottom of each scene.2. The Scarlet Letter – Chapter 3-4Before reading

Review academic vocabulary: romanticism, realism/Literary terms: setting, theme, tone, dialogue, foreshadowing, symbol, character, irony, suspense, plot/ SAT vocabulary: furrowed, heterogeneous, imperceptible, grievous, sojourn, sagacity, mien, genial, obstinacy, purport melancholy, tremulous, hypocrisy, avail, lurid, quell, pervade, amendable, quietude, peremptory, alchemy, efficacy, scrutiny, expostulation, impel, feign, epoch, retribution, appall

Review the events and key ideas from chapter 2, especially the stranger mentioned at the end: “There she beheld the countenance, of a man well stricken in years,…”

During readingCreate a persona of the stranger by using a chart that identifies the physical appearance and description of the man, who ends up being Roger Chillingworth (the chart should include the outline of the human body with which to draw and write characteristics and other graphic organizer elements to collect information about characterization [direct description, what he says, what others say to him, what he does, what others say about him, what he thinks, etc.]).

Stop to review and explain certain passages while reading portions as a class and with partners. Intervention: Struggling readers should receive a copy of teacher notes on the chapters and should be

encouraged to listen to the book on tape at home.After reading

In groups or as a class, write a short the timeline of events in chapters 3 and 4 (the events should be main ideas broken down from individual paragraphs in the text. (Hint: Many students miss the fact that Roger Chillingworth reveals their marriage in the middle of chapter 4: “ Nay, from the moment when we came down the old church steps together, a married pair,…”)

Answer questions from chapters 3 and 4 in the RTW journal. Enrichment: Have two students act out the scene in chapter 4 of Chillingworth’s visit to Hester in the jail.

3.The Scarlet Letter – Chapter 5 Summarize chapter 5 only. Review the facts: Hester lives on the outskirts of town. She makes her living as a seamstress. She dresses

her daughter in fine clothes and in the color red, which shows a connection to the letter “A” embroidered on Hester’s dress. Hester feels she can sense the hidden sins in others due to her own experience.

4. The Scarlet Letter – Chapter 6 Before reading

Review academic vocabulary: romanticism, realism/Literary terms: setting, theme, tone, dialogue, foreshadowing, symbol, character, irony, suspense, plot/ SAT vocabulary: morbid, lurid, vigor, obscure, invariably, uncongenial, purge, martyrdom, discern, ingenuity, progenitor, sumptuary, intangible, plebian, ascetic, superfluous, penance, derive, banish, repugnance, revile, succor, contrive, exhortation, diffusion, endow, insidious, intimation, loathsome, piety, avert, sully, talisman, revere, aver, incredulity

Predict what Hester’s daughter is like.During reading

Make a characterization chart for Pearl like the chart of Chillingworth. Discuss the meaning and symbol of Pearl’s name. Intervention: Struggling readers should receive a copy of teacher notes on the chapter and should be


Individually students could answer the following questions to practice the TAKS short answer (Direct answer, textual evidence, and commentary): What are Pearl’s personality traits? What does the narrator mean when it says, “Mother and daughter stood together in the same circle of seclusion from human society”? In what way is Pearl both Hester’s “happiness” and her “torture”?

Practice showing students how to embed or lead-in quotations into a sentence. Enrichment: Research how children were raised, rewarded, and punished during Puritan times.

3

Suggested Assessment:The Texas Test Preparation Assessment (pages 202-206)Study guide questions RTW JournalFour scenes Characterization chartsReading quizzesQuickwriteResources:Prentice Hall Literature TextbookThe Scarlet Letter novelsSparknotes.com*an online search will provide study guides, full-text of book, and many more supplementary materials Colonial Punishments (“Bilboes, Brands, and Branks”) http://www.history.org/foundation/journal/spring03/branks.cfmTechnology for research


TEKS:2A, 2B, 2C, 5A, 5B, 5C

4

Objective: The students will apply comprehension skills and strategies to read and analyze The Scarlet

Letter, chapters 7-12. The students will explore author’s craft, archetypes, symbols, etc. and how they assist in

developing characters, setting, plot, theme, and tone.

Overview:During the reading of The Scarlet Letter, students should continue to review the text in a variety of ways: close reading; teacher directed reading mixed with discussion; annotating; whole class reading; partner and group reading; summarizing sentences, paragraphs, and entire chapters; note-taking; answering questions; journaling; and extending the learning through learning about the time period.

The RTW journal can continue to be utilized to extend or aid learning.

Chapter 7: The Governor’s Hall (Hester and Pearl visit Governor Bellingham’s mansion)Chapter 8: The Elf-Child and the Minister (Hester pleads to keep Pearl, especially with minister Dimmesdale)Chapter 9: The Leech (Roger Chillingworth becomes the doctor of minister Dimmesdale)Chapter 10: The Leech and His Patient (Chillingworth talks with Dimmesdale and finally discovers his secret)Chapter 11: The Interior of a Heart (Chillingworth treats Dimmesdale’s guilt only for purposes of revenge)Chapter 12: The Minister’s Vigil (Dimmesdale’s presence on the scaffold at night are noticed by Hester and Pearl)

Essential Questions:What archetypes exist in The Scarlet Letter that gives the novel more meaning and importance in our culture and society?How is Dimmesdale characterized?Why is Pearl considered an outcast?What details foreshadow future events in the story?

Suggested Lesson Ideas:

1.The Scarlet Letter – Chapter 7 Summarize chapter 7 only. Review the facts: The other children did not accept Pearl, Governor Bellingham’s mansion is beautiful, Pearl

demands sunshine from Hester, Pearl notices Hester’s “A” in the reflection of a suit of armor, and Pearl’s demands a the rose from the garden and screams when she cannot have it.

2. The Scarlet Letter – Chapter 8Before reading

Review academic vocabulary: romanticism, realism/Literary terms: setting, theme, tone, dialogue, foreshadowing, symbol, character, irony, suspense, plot/ SAT vocabulary: antiquated, transgression, benevolence, apparition, relic, pious, perversity, amiss, depravity, indefeasible, emaciated, boon, adduce, vehemence, profane, comely

Discuss who is at Governor Bellingham’s mansion when Hester arrives and why she is going there to meet with him (to plead to keep Pearl)

During reading Annotate the important details of the chapter while reading it aloud as a class, particularly sections that

simple describe the scenario and what it describes and the dialogue and who is speaking to whom. Intervention: Struggling readers should receive a copy of teacher notes on the chapter and should be


In groups or partners, have students create a script for this chapter, including only minimal description between lines.

In groups or as a class, write a short one-paragraph summary of chapter 8 in the RTW journal. Enrichment: Students could write a letter from Hester’s point of view to Governor Bellingham in place of

her visiting him to ask for permission to keep Pearl.3.The Scarlet Letter – Chapter 9-11

Summarize chapter 9-11 only.

5

Review the facts: Chillingworth does possess many skills for making medicines. Dimmesdale’s health begins to fail, so Chillingworth becomes his personal physician. Chillingworth began living in Dimmesdale’s house to better “take care of him.” People of Boston viewed Chillingworth two different ways: as a trusted doctor and as a conjurer of the black art. Dimmesdale and Chillingworth discussed the topic of secrets. Chillingworth and Dimmesdale also discuss Hester. As Dimmesdale slept, Chillingworth discovered “something” under Dimmesdale’s shirt (on his chest). ***I suggest reading this passage aloud from the end of chapter 10 to see if the students understand the meaning. Dimmesdale’s inner emotional struggles led to outward physical torment as he began to physically beat himself, starve himself, and deprive himself of sleep. Despite his dwindling physical state, the people of Boston only esteemed Dimmesdale more, and he grew even more popular.

4. The Scarlet Letter – Chapter 12 Before reading

Review academic vocabulary: romanticism, realism/Literary terms: setting, theme, tone, dialogue, foreshadowing, symbol, character, irony, suspense, plot/ SAT vocabulary: ascend, zenith, peril, trifle, remorse, inextricable, expiation, multitudinous, wary, minute, luminary, conjecture, lurid, defunct, tumult, wax, patriarch, decorous, awry, acute, suppress, torpid, providence, impute, malevolence, admonish, erudite, beseech, replete, efficacy, scurrilous, portent

Quiz students on prior events to prepare them for this very important upcoming scene. Ask them to describe what they do when they are particularly upset about something to compare their

reactions to Dimmesdale’s.During reading

Close read the text as a class and annotate details in setting, dialogue, etc. Make a characterization chart for Dimmesdale. Intervention: Struggling readers should receive a copy of teacher notes on the chapter and should be


Create a T-chart or Venn Diagram contrasting the two scaffold scenes (chapter 2 and chapter 12) Discussion question: What events from chapter 12 foreshadow future events? How do you know? Enrichment: In the RTW journal, note and record the changes in Hester, Dimmesdale, Pearl, and

Chillingworth from the beginning of the novel. Use textual evidence to support ideas.

Suggested Assessment:Annotations T-ChartScript RTW JournalCharacterization chart Reading quizzesStudy guide questions

Resources:The Scarlet Letter novels


TEKS:1B, 2A, 2B, 2C, 5A, 5B,

6

5CObjective: The students will apply comprehension skills and strategies to read and analyze The Scarlet



Overview

During the reading of The Scarlet Letter, students should continue to review the text in a variety of ways: close reading; teacher directed reading mixed with discussion; annotating; whole class reading; partner and group reading; summarizing sentences, paragraphs, and entire chapters; note-taking; answering questions; journaling; and extending the learning through learning about the time period.


Chapter 13: Another View of Hester (Hester’s reputation turns positive and the letter “A” takes on new meaning)Chapter 14: Hester and the Physician (Hester pleads for Chillingworth to abandon “helping” Dimmesdale)Chapter 15: Hester and Pearl (Pearl questions her mother about the meaning of the letter “A” and why Dimmesdale always puts his hand over his heart)Chapter 16: A Forest Walk (Hester and Pearl discuss the “Black Man” before meeting minister Dimmesdale in the forest)Chapter 17: The Pastor and His Parishioner (Hester and Dimmesdale meet and talk in the forest; she takes off the scarlet letter “A”)Chapter 18: A Flood of Sunshine (Hester and Dimmesdale make plans to leave Boston together before calling back Pearl)

Essential Questions:How does Hawthorne craft his novel and what techniques does he use that have made it a classic?What types of sentences are used mostly throughout the novelHow does Hester change through chapters 13-18?

Suggested Lesson Ideas:1.The Scarlet Letter – Chapter 13-14Before reading

Review academic vocabulary: romanticism, realism/Literary terms: setting, theme, tone, dialogue, foreshadowing, symbol, character, irony, suspense, plot/ SAT vocabulary: abase, faculty, pristine, repose, impede, gibe, calamity, zealous, accost benign, propensity, despotic, austerity, stigmatize, amiss, obviate, labyrinth, insurmountable, precipice, auspicious, discourse, derisively, misgiving, vile, usurp, bane, implore

Discuss the different types of sentences: simple, compound, complex, and compound-complex. Give examples:

Simple: “His nerve seemed absolutely destroyed.”Compound: “Now go thy ways, and deal as thou wilt with yonder man.”Complex: “When sunshine came again, she was not there.”Compound-Complex: “Little accustomed, in her long seclusion from society, to measure her ideas of right and wrong by any standard external to herself, Hester saw – or seemed to see – that there lay a responsibility upon her, in reference to the clergyman, which she owned to no other, nor to the whole world besides.”

During reading Discuss how the structure of sentences adds or effects meaning and shows an author’s writing style. Give example: “Hester Prynne did not occupy precisely the same position in which we beheld her during

the earlier periods of her ignominy. Years had come and gone. Pearl was now seven years old. Her mother, with the scarlet letter on her breast, glittering in its fantastic embroidery, had long been a familiar object to the townspeople.” These few sentences are a great example of the author’s craft because of the way structure is used to manipulate the feeling of time passing. For instance, the short, simple sentences have the effect of making time pass quickly. Before you read far, “seven years” have passed. The opposite effect in the last sentence, because it is a lengthy compound-complex sentence, makes this time seem longer due to the way the Hawthorne is trying to portray the length of time felt by Hester at wearing the scarlet letter “A.”

Read the chapters in groups or partners with the intention of finding examples of structure and style to

7

discuss as a class. Intervention: Struggling readers should receive a copy of teacher notes on the chapters and should be


Share and discuss examples of author’s craft collected as a class. In groups or as a class, write a short one-paragraph summary of chapters 13 and 14 in the RTW journal. Enrichment: Write a one-paragraph response to the question, “What does the ‘black flower’ blossoming

represent from the end of chapter 14?”2. The Scarlet Letter – Chapter 15-16Before reading

Review academic vocabulary: romanticism, realism/Literary terms: setting, theme, tone, dialogue, foreshadowing, symbol, character, irony, suspense, plot/ SAT vocabulary: blight, verdure, sedulous, deleterious, ominous, upbraid, reciprocate, impalpable, ascertain, incongruity, capricious, petulant, precocity, acrid, vivacity asperity, penitent, impute, scintillate, loquacity, prattle, cadence, lamentation, despondency, listlessness, gait, vivacious,

Review the definitions of connotation, tone, and dictionDuring reading

Read some passages as groups or partners and some passages as a class in order to discuss some of the word choices Hawthorne selected and why

Give example: “Hester gazed after [Chillingworth] a little while, looking with a half-fantastic curiosity to see whether the tender grass of early spring would not be blighted beneath him,…” The word “blighted” is used in this instance because Hawthorne wants the connotation of Chillingworth’s effect on nature to be strongly negative. Also, because “blight” means to damage with affliction or to destroy as if by a plague it refers to way a plant withers and dies from disease. This is must more descriptive than simply saying “die” or even “wither” because it presents Chillingworth as the “plague” that kills the grass he walks upon.

Intervention: Struggling readers should receive a copy of teacher notes on the chapters and should be encouraged to listen to the book on tape at home.

After reading Create a poster of 4-6 examples of diction, explanations, and an image or drawing to present the tone of the

passage. Answer questions from chapters 15-16 in the RTW journal. Enrichment: Individually students could answer the following questions to practice the TAKS short answer

(Direct answer, textual evidence, and commentary): How is nature personified in chapter 16? 3.The Scarlet Letter – Chapter 17-18Before reading

Review academic vocabulary: romanticism, realism/Literary terms: setting, theme, tone, dialogue, foreshadowing, symbol, character, irony, suspense, plot/ SAT vocabulary: somber, estrange, devoid, consolation, interpose, misanthropy, sanctity, dolefully, satiate, vestige, fervent, estrange, zeal, harrow, machination, breach, citadel, subsequent, stealthy, solace, grovel, transmute, subjugate, denizen, choleric

Predict what will happen when Hester and Dimmesdale meet in the forest.During reading

The teacher could read paragraphs 1-9 of chapter 17 aloud to model fluency, inflection, and think aloud self-questioning

The students could read the rest of chapter 17-18 like a script similar to Reader’s Theater without the tags (he said, she said) In partners, one person could read Hester’s dialogue and one person could read Dimmesdale’s.

Intervention: Struggling readers should receive a copy of teacher notes on the chapter and should be encouraged to listen to the book on tape at home.

After reading Answer questions from chapters 17 and 18 in the RTW journal. Enrichment: Write a one-paragraph explanation based on your opinion about Hester and Dimmesdale’s

plans to leave Boston together. Should they or shouldn’t they? Why or why not?Suggested Assessment:RTW JournalConnotation project Study guide questionsReading quizzes

8


11th Grade English/Language ArtsSecond Six Weeks: Week 4 Writer: Renee Sena/Evelyn Gilmore-Smith

TEKS:2A, 2B, 2C, 5A, 5B, 5C,

9

24A, 24B, 25, 26

Objective: The students will apply comprehension skills and strategies to read and analyze The Scarlet



Overview

During the reading of The Scarlet Letter, students should continue to review the text in a variety of ways: close reading; teacher directed reading mixed with discussion; annotating; whole class reading; partner and group reading; summarizing sentences, paragraphs, and entire chapters; note-taking; answering questions; journaling; and extending the learning through learning about the time period.


During the reading of these chapters, the teacher should start bridging students learning of the novel to the literary response essay with discussions that lead to one of the three optional prompts.

Chapter 19: The Child at Brook-Side (Pearl arrives but will not cross the brook until Hester returns the scarlet letter “A” to her dress)Chapter 20: The Minister in a Maze (Dimmesdale’s newfound energy carries him back to the town, but he is tempted three times and nearly succumbs to temptation)Chapter 21: The New England Holiday (The entire town of Boston is celebrating Election Day)Chapter 22: The Procession (Dimmesdale is seen in the procession with vigor and energy on his way to preach his sermon)Chapter 23: The Revelation (Dimmesdale leaves the church after his sermon in weakness, stands upon the scaffold, and reveals his secret to the world before dying)Chapter 24: Conclusion (Chillingworth dies, Pearl becomes and heiress, and Hester moves back to Boston, ending with a scene about her being buried next to the grave of Dimmesdale marked with the letter “A”)

Essential Questions:Did the story end like you thought it would?How realistic or romantic on the whole did the story seem? How much verisimilitude did the characters, setting, and events have?What events are the parts of the plot in The Scarlet Letter?Out of all the characters, who committed the worst sin?

Suggested Lesson Ideas:1.The Scarlet Letter – Chapter 19Before reading

Review academic vocabulary: romanticism, realism/Literary terms: setting, theme, tone, dialogue, foreshadowing, symbol, character, irony, suspense, plot/ SAT vocabulary: manifest, prattle, steadfast, imperious, inure, mollify, gesticulate, wrath, pacify, pallor, reproach, grimace, physiognomy, diffuse, solitude

Predict Pearl’s request to her mother’s request to cross the brook in order to come and meet DimmesdaleDuring reading

Read the account out loud as a class. Watch the movie clip of the scene. Intervention: Struggling readers should receive a copy of teacher notes on the chapter and should be


Discuss the important symbols of the forest and the brook. In groups or as a class, write a short one-paragraph summary of chapter 19 in the RTW journal. Enrichment: Create a Hawthorne dictionary of words that are either archaic or often seen while reading

this novel (Examples: hither, thee, beseech, bosom, dost, thou, hasten, canst, didst, etc.)2. The Scarlet Letter – Chapter 20-22

Students should jigsaw read these chapters in groups and present a plot summary from their chapter to the

10

class. After the presentations, the teacher should ask follow-up questions: What decision was made in the forest?

What is the significance of Mistress Hibbin’s appearance? What did Hester learn from the mariner?3.The Scarlet Letter – Chapter 23-24Before reading

Review academic vocabulary: romanticism, realism/Literary terms: setting, theme, tone, dialogue, foreshadowing, symbol, character, irony, suspense, plot/ SAT vocabulary: eloquent, profound, oracle, auditor, rapture, constrain, denounce, transitory, eminence, etherealize, repel, imperceptive, intimation, lurid, acute, sportive, affliction, expiring, futile, remorse, repudiate, fidelity, forlorn, antipathy, bequeath, devout, desolate, trifle, lavish, delve, gules

Review the events and key ideas from chapters 20-22, especially the conversation between Hester and the mariner about Chillingworth leaving with them and the conversation between Hester and Mistress Hibbins (the witch) about being seen with Dimmesdale in the forest.

During reading Read these chapters aloud, making note that this is the third and final scaffold scene and concluding scene. Annotate events in the text. Intervention: Struggling readers should receive a copy of teacher notes on the chapters and should be


The students could be put in groups or partners to create a plot chart of events from the entire novel. Answer questions from chapters 23 and 24 in the RTW journal. Enrichment: Create a characterization chart of Hester.

Suggested Assessment:Annotations Plot ChartStudy guide questions RTW JournalCharacterization chart Reading quizzes


11th Grade English/Language ArtsSecond Six Weeks: Week 5Writer: Renee Sena/Evelyn GilmoreSmith

TEKS:13A, 13B, 13C, 13D, 13EObjective:

The students will brainstorm and plan for the literary response essay on The Scarlet Letter. The students will write a first draft.

11

The students will revise and edit for lead-ins, embedding, correctly cited quotations, and variety of sentences.

The students will produce a final, corrected draft.

Overview:Although knowing the events of The Scarlet Letter and being able to describe them in a literary response essay is important, the writing process remains the paramount skill to master: prewriting, planning, drafting, revising, editing, and publishing.

English 3 students should develop their essays to a length of between 500-700 words and should use MLA format when typing: Times New Roman, 12 point font, double-spaced, 1” margins, etc.

Because this is the first essay of the year written about literature, a review of the requirements, plus examples of writing will aid students’ understanding.

The details of a literary response essay should be discussed: formal tone, 3rd person point of view (he, she, it, they, them, etc.), use of present tense verbs, use of quotations to support ideas, descriptions that use discussion of literary elements, no contractions, etc. Grammar warm-ups would be an excellent activity to support editing skills.

A standardized rubric should be used across grade levels with comparable features to the TAKS essay rubric. It can be as holistic or specific as the department desires, but it should be used for each formal essay evaluation.

Essential Questions:Why write about literature?What skills of this essay can you use to help you pass the ELA TAKS test?How will writing this essay help you extend your knowledge of The Scarlet Letter?

Suggested Lesson Ideas:Notes on the Literary response essay can be found on pages 196-216 of the Prentice Hall Grammar Textbook.

Brainstorming: I suggest brainstorming the ideas of support and quotations from the novel after choosing one of the following prompts:

The Scarlet Letter contains three important scenes that take place on the scaffold in the center of town – chapter 2, 12, and 23. Write an essay explaining how these three scaffold scenes represent the basic structure of the novel, briefly describing the event that occurs in each scene, telling how each scene advances the action of the story, and using textual evidence to support the analysis.

In many ways The Scarlet Letter is a story about the consequences of truth and falsehood or hypocrisy. Write and essay explaining the theme of truthfulness in the novel, discussing the various incidents of falsehood, describing how the novel’s conclusion resolves each falsehood by revealing the truth, and using textual evidence to support the analysis.

Woods or forests are traditional symbols of being lost morally or spiritually. Write an essay explaining the significance of the forest, discussing each scene or reference connected to the forest, making inferences and interpretations about the information, and using textual evidence to support the analysis.

In addition to choosing a prompt and brainstorming: This would be a good time to show them how to site each source when using a quotation or a paraphrase

and how to list it on a works cited page according to MLA format. Example: (Hawthorne 55). You can also designate how many citations you want students to use from their article, perhaps 5-10

citations.Planning: An outline or other organizational plan should be completed before writing a first draft.

Drafting: Students should use their outlines and an example essay to write a first draftRevising & Editing: Separate sessions should be conducted for revising and editing.

Revising can focus on evaluating the lead-ins, embedding, and incorporation of quotations. Editing can focus on grammar, spelling, capitalization, and punctuation errors, as well as minilessons (5-10

minute lessons) on removing passive voice, using present tense verbs, varying sentence structure, adding details, being concise, and checking MLA citations, for example. This will give students a hands-on approach to grammar.

12

Many formats can be used to complete these steps: individual revision & edit/peer revision & edit/teacher-student private conferencing.

Ideally, students would produce 2-3 drafts and correct make many types of corrections before producing a final draft.

Key Questions to ask about essay: How clearly are the ideas supported with textual evidence? How organized are the topic sentences and thesis? How interesting are your introduction and conclusion? How poignant are your explanations? How correct is your grammar?

Publishing: A final draft should be free from all errors and ready for grading.

Suggested Assessment:Short grammar quizzes or warm-upsThe completed literary response essay with all parts of the writing process attached to the backBrainstorming sheetOutlineRough Drafts

Resources:The Scarlet Letter novels Teacher created material Prentice Hall Grammar Textbook TechnologyStandardized rubric


TEKS:1E, 2A, 5B, 9C. 9D, 12B

Objective: The students will take and pass a TAKS milestone. The students will take and pass a six weeks test.

13

Overview: Another assessment for TAKS will indicate how well the objectives from this six weeks’ lessons have been mastered and how prepared they are becoming for the EXIT TAKS test.

A six weeks test constructed by the teacher may additionally indicate the mastering of specific objectives for pieces of literature, literary elements, academic and SAT vocabulary, grammar, and writing.

Essential Questions:Have you mastered the objectives this six weeks?How well do you understand the characters, events, and literary elements in The Scarlet Letter?

Suggested Lesson Ideas:1.Six Weeks Test Review

The six weeks test review can be a study guide including open-ended questions from all chapters of The Scarlet Letter. Instead of giving students the packet of questions however, each question can be cut into strips of paper, students divided into groups, and a review conducted by allowing students to look up the answers into groups and writing down answers at the end of the RTW journal when discovered.

Teachers should be available to correct and guide the students’ responses. Also, the set of questions should rotate from group to group, so each group has a chance to see and answer

all the questions. A list of vocabulary words could also serve as test question options. The questions should also closely resemble the test questions.

2.TAKS milestone: The Texas Test Preparation Assessment on pages 454-459 (The literary selection “Journey” and the

expository selection “To Track Down my Dream” with multiple choice questions1-9, two visual representation questions 10-11, and three short answers 12-14. This TAKS assessment does not include any practice on revising and editing.

An optional essay, “Write an essay explaining how life is a journey,” may also be included as a timed writing if desired.

3.Six Weeks Assessment The teacher-constructed six weeks test could be multiple choice, true-false, matching, fill-in the blank with

or without a word bank, open-ended, or essay in nature. It would be beneficial for all English 3 teachers to collaborate, create, and use the same assessment to ensure the consistency of assessment and achievement of students.

4. Complete and present Six Weeks Culminatng Project.

Suggested Assessment:The Texas Test Preparation Assessment (pages 454-459)Teacher created Six Weeks Assessment

Resources:The Scarlet Letter novelsPrentice Hall Literature Textbook

English III ChecklistSecond Six Weeks

At the completion of the First Six weeks, the student will be able to:

14

_________ Create a character sketch of each character in The Scarlet Letter _________ Understand and explain the culture and society of the Puritans

_________ Summarize each chapter of The Scarlet Letter

_________ Use the highly complex vocabulary words correctly in a sentence

_________ Identify the type of a sentence (simple, compound, complex, compound-complex)

_________ Explain the similarities and differences between romanticism and realism

_________ Discuss the author’s craft, archetypes, and symbols of The Scarlet Letter

_________ Complete the writing process to create a literary analysis essay

_________ Quickwrite; Are there circumstances when it is permissible to break the law?

_________ Journal Writing of chapter summaries

_________ Quickwrite: Are there circumstances when it is permissible to break the law?

_________ Composition: Novel Structure

_________ Composition: The Theme of Truthfulness

_________ Compose a letter from Hester to Dimmesdale

_________ Write a script for chapter 8

_________ Identify the parts of the plot in The Scarlet Letter

_________ Develop and present a culminating project

_________ Demonstrate mastery on a TAKS Milestone Assessment

_________ Develop and present a culminating project

_________ Demonstrate mastery on the Six Weeks Assessment

15

iii second … · web viewjournal: the students could create a reading/thinking/writing (rtw)...

Documents