By Nathaniel Hawthorne

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades
11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
RI.11-12.6. Determine an author‘s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Objective
Today students will determine themes and symbols in the novel “The
Scarlet Letter” and analyze their development over the course of the text.
Students will do this by reading, answering chapter questions, and keeping a
Thematic/Symbol Journal as they read the novel.
Common Core Standard
RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

You need to keep a notebook for the rest of what we do for “The Scarlet Letter.”
I know that it is tough transferring to a new class and changing what you might have done before, but let’s work together to make the transition as smooth as possible.

Now that you have been reading your book, brainstorm with a partner and write in your notebook about what the title might refer to.
What might the color “Scarlet” symbolize?
What do you think the “A” might mean?
Why might authors choose to use symbols or symbolism in their works?

Complete the following prompt in 1 to 2 paragraphs:
Writers often use colors or objects to represent larger ideas or themes. I would like you to think of one object and one color that you think could have deeper meaning in your own life . In your notebook, write about this object and color.

What does the scarlet
“A” literally mean?
What abstract idea (s) do/does the scarlet “A” represent?
The meaning of the letter will change through the novel.

What abstract ideas do do the color scarlet represent?
Is is good or bad if a character is associated with the color scarlet?
The the meaning of the color will change throughout the novel.

What abstract ideas does the prison door represent?
What abstract ideas does the rosebush represent?
Describe the sharp contrast between the rosebush and the scenery surrounding it.
Why does the author dedicate an entire chapter to this door and the scenery around it?

The “Black Man” whom Hester refers to in the end of
“Chapter 4: The
Interview” is the embodiment of all things evil. He’s basically the devil.
What abstract ideas could the Black Man represent?

Although Pearl is a very complex character, since she is a physical, concrete person, she can also represent an abstract idea.
What abstract ideas does Pearl represent?

Another kind of dialectical journal is an Analysis of Symbol
Journal . When creating this type of journal, you will target the passage’s symbols through out the novel.
Symbolic Idea : Based on the symbols we just talked about.
Choose one to use in your Symbol Journal.
Evidence: As you read the novel, look for references to you symbol.
Follow the format that you will see in a moment to set up your
Symbol Journal.

The Rose Bush
The Prison
Pearl
The color Scarlet
The Letter A
“The Black Man”

In the left column:
Record evidence that supports the symbol you chose in a text you are studying. Also, record the context of the evidence.
In the right column:
Write commentary that explains the connection between the evidence and the symbol.

Inference—Commentary Evidence (quotation or detail and context)
Quotation:
Context:

Read chapters 9 & 10 of The Scarlet
Letter.
Complete Story Questions.
Complete at least 1 theme journal entry for each chapter.

Objective
Today students will create a Symbolism
Poster for the novel “The
Scarlet Letter.
Students will do this by working in groups to find quotes that represent their symbol, and write a paragraph that explains why the symbol is a part of the book—how it brings greater meaning to the story
Common Core Standard
RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other authors.)

List the symbols you have discovered so far in this novel.
Remember that in order for something to be a symbol, it has to be a
concrete object that represents an abstract idea. For example, a river can be a symbol of “tranquility” but tranquility cannot symbolize anything because it is an idea.
o The scarlet “A” o The color scarlet o The prison door o Wild rosebush/roses o The black man o Pearl

Group 1: The Prison Door
Group 2: Pearl
Group 3: The Scarlet Letter
Group 4: The Rosebush
Group 5: The Black Man

Create a poster for the symbol you’ve been assigned. On the poster, you must include:
The name of the symbol, along with an illustrative image (can be abstract or concrete).
Quotes that refer to this symbol (directly or indirectly), indicating page number and chapter.
A paragraph of text that explains why you think this symbol is a part of the book—how does it bring greater meaning to the story?

Read chapters 11 & 12 of The Scarlet
Letter.
Answer story questions
Complete at least 1 theme journal entry for each chapter.

Objective
Today students will finish any work they are behind on for the novel “The
Scarlet Letter. Students will also study for the
Chapter 7-12 Test
Tomorrow.
Students will do this by working quietly at their desk or with a group to put finishing touches on their posters.
Common Core Standard
RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades
11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Explain how the symbol you made a poster for yesterday might be related to the other symbols in the novel.
Catch up on missing work
Study for Chapter 7-12 Test tomorrow on
Quizlet.

Read chapters 11 & 12 of The Scarlet
Letter.
Answer story questions
Complete at least 1 theme journal entry for each chapter.
Study for Chapters 7-12 Test Tomorrow

Objective
Today students will work in groups to create
Symbolism Web for the novel “The Scarlet Letter.
Students will do this by working with “experts” from other Symbolism groups to link the various symbols from the novel together.
Common Core Standard
RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades
11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

st
Go onto my Webpage
Americanlitlozano.weeble.com
Take the Chapters 7-12 Test
Show me your score

NEW GROUPS will have 7 minutes to complete the following assignment:
Each of you have shown how each individual symbol functions in the book to bring deeper meaning to the text. However, a close reader should be able to tie these symbols together so that they are unified. Because each of you previously chose a different symbol, you should have members who are “experts” in different symbols.
With your new group, your task is to make a web that connects all of these symbols together.

THE
MARKET-
PLACE: The place where everyone is exposed and has to face the restrictions of society.
FOREST: The forest is the place of freedom where
Hester and
Dimmesdale can escape society.
DARKNESS:
The time of day that is associated with evil and sin, but a time where people can find freedom because they are hidden from the “light” of society.

BE CREATIVE! The webs can snake around the paper or be formed into a pyramid. Students will be engaging in linking these symbols in a symbolic representation of their own creation – there is no “right” or “wrong”, as long as somehow the structure makes sense.

Read chapters 13 - 19 of The Scarlet Letter.
Chapter Questions
Complete at least 1 theme journal entry for each chapter.

Objective
Today students will work in groups to create
Symbolism Web for the novel “The Scarlet Letter.
Students will do this by working with “experts” from other Symbolism groups to link the various symbols from the novel together.
Common Core Standard
RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades
11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

How are women viewed today if they get pregnant out of wedlock?
As a society, do we blame the woman more than the man for getting pregnant? What are some typical comments we might hear about women? What are the forums we use for passing judgment?
Finish working on Symbolism Webs

Read chapters 13 - 19 of The Scarlet Letter.
Chapter Questions
Complete at least 1 theme journal entry for each chapter.

Objective
Today students will study for the Chapter 13-19
Test for the novel “The
Scarlet Letter.
Students will do this by going to Quizlet and using the “Study” modes for the test.
Common Core Standard
RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades
11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Go to my website and study the Quizlet Chapter 13-19
Test.

Make sure all your work is up to date
Study for Chapter 13-19 test

Objective
Today students read an article about Hester
Prynne and write their opinion of how they would characterize
Hester based on the article and the novel.
Students will do this by
Close Reading the article and characterizing Hester in a written essay.
Common Core Standard
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Go to my website and get ready to take the Chapter 13-
19 Test.

The following is an new article about Hester Prynne.
Hester Prynne: Sinner, Victim, Object, Winner
With a Partner your will Close Read the article are respond with your viewpoint and opinion of Hester.
You will need to provide textual evidence to support your claim.
http://www.npr.org/2008/03/02/87805369/hesterprynne-sinner-victim-object-winner

Read chapters 20-21 of The Scarlet Letter.
Chapter Questions
Finish your Close Reading of the article
Complete at least 1 theme journal entry for each chapter.

Objective
Today students read an article about Hester
Prynne and write their opinion of how they would characterize
Hester based on the article and the novel.
Students will do this by
Close Reading the article and characterizing Hester in a written essay.
Common Core Standard
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

The following is an new article about Hester Prynne.
Hester Prynne: Sinner, Victim, Object, Winner
With a Partner your will Close Read the article are respond with your viewpoint and opinion of Hester.
You will need to provide textual evidence to support your claim.
http://www.npr.org/2008/03/02/87805369/hesterprynne-sinner-victim-object-winner

Read chapters 22-24 of The Scarlet Letter.
Chapter Reading Questions
Complete at least 1 theme journal entry for each chapter.

Objective
Today students will use this day to catch up on all assignments for “The
Scarlet Letter.”
Students will do this by
Completing: Chapter
Questions, Journal
Entries, Group Work assigned, Make up any missing test.
Common Core Standard
RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grade