The Scarlet Letter 2.4

Do now: finish the Cat in the Hat activity (5-10 minutes). Share findings.

Objectives:

• use close reading to analyze the relationship between Hester and Chillingworth

Agenda:

1. Do now
2. TSL Vocab #1
3. Socrative: What are the names of characters thus far? What predictions could we make based on the names?
4. In pairs: Download and complete the "Hester and Roger" handout. 
   

   Chapter 4 makes clear the relationship between Hester Prynne and the man identified as Roger Chillingworth, as well as their motivations, apparent philosophies of justice, and individual desires. Based upon the characters’ actions and interaction in chapter 4, analyze all of these particular aspects of both persons.

5. Class: review findings
6. If time, begin reading #2
7. Summarizer

HW: reading assignment #2

The Scarlet Letter Reading schedule

Assignment 1: Chapters 3-5 (Pg. 41-60)

Assignment 2: Chapters 6-8 (pg. 61-80)

Assignment 3: Chapters 9-11 (pg. 81-100)

Assignment 4: Chapters 12-14 (pg. 101-120)

Assignment 5: Chapters 15-18 (pg. 120-141)

Assignment 6: Chapters 19-21 (pg. 141-161)

Assignment 7: Chapters 22-24 (pg. 161-180)

The Scarlet Letter 2.3

The Scarlet Letter 2.3

Do now: In table groups: share annotations for chapter 1.  As a group, decide on a tone word.  Using highlighters, highlight all words that contribute to that tone.

Objectives:

• use technology to research historical context
• use close reading skills to identify tone in the opening chapter

1. Do now
2. In table groups: draft a thesis statement.  Examine how a literary device contributes to the tone of the opening chapter (in socrative).
3. Hand in annotations for chapters 1 and 2
4. Download the “Literary Theory- Scarlet Letter” handout
5. Individual: read the Literary Theory handout
6. In groups: Complete the Freudian theory activity for The Cat in the Hat
7. summarizer

HW: Assignment #1

The Scarlet Letter 2.2 PURPLE WEDNESDAY

The Scarlet Letter 2.2

Do now: (In socrative) what is juxtaposition?  What is tone?  What is sensory imagery?

Objectives:

• use technology to research historical context
• use close reading skills to identify tone in the opening chapter

1. Do now
2. In groups of 3: research both sides of the graphic organizer
3. Independently begin to annotate chapter 1 (focus on tone)
4. Read and annotate chapter 2
5. summarizer

HW: chapter 1 and 2: read and annotate

The scarlet letter 2.1 GREEN

Scarlet Letter 2.1

Do now: Do you remember YGB from 9th grade?  Has your reading of it changed?

Objective:

• analyze Hawthorne’s use of symbols to present meaning

Agenda:

1. do now
2. in groups of 3: complete the symbol activity for YGB
3. Class: discuss findings
4. in groups: draft thesis statements
5. Review annotation expectations
6. summarizer

HW: Finish thesis statements

Scarlet Letter 2.1- PURPLE

Scarlet Letter 2.1

Do now: Do you remember YGB from 9th grade?  Has your reading of it changed?

Objective:

• analyze Hawthorne’s use of symbols to present meaning

Agenda:

1. do now
2. in groups of 3: complete the symbol activity for YGB
3. Class: discuss findings
4. in groups: draft thesis statements
5. In groups of 3: research both sides of the graphic organizer
6. Review annotation expectations
7. summarizer

HW: Read and annotate chapters 1 and 2

Scarlet Letter 1.4

Do now:  What do you know about the Puritans?  List characteristics/facts

Objectives:

• understand the foundation of the Puritan belief system

Agenda:

1. Do now
2. Finish Dead Poets Society
3. In Socrative: DPS reflection prompts
4. Begin reading/re-reading "Young Goodman Brown" (you do NOT need to annotate)
5. Watch: American Passages: “Utopian Promise” http://www.learner.org/amerpass/unit03/usingvideo.html
6. summarizer

HW: Finish reading “Young Goodman Brown” and work on Transcendentalism assignment (Green: due WEDNESDAY; Purple due MONDAY). Watch "Utopian Promise" (link above)