If you're stumped, or looking for something new…one more
The Scarlet Letter draws heavily on religious images,
symbols, and allusions. One common character type in Western literature is the
Christ-type. Using evidence from How to Read Like a Professor and The Scarlet Letter, make an argument for
how one of the characters in The Scarlet Letter functions as a Christ-type and
how Hawthorne uses the Christ-type elements of that character to develop and
convey a particular theme or message.
Last night's homework:
Do the following journal entry…
September
29, 2014 Scarlet Letter pre-essay reflection journal
Write
a 9 to 13 sentence journal on what you perceived to be one or two of the most
interesting points Hawthorne may have wished to convey to his readers. Explain
your answer. And although this is a
nearly two-hundred year old story – looking back at a time and culture from
nearly 400 years ago, which message or idea feels most relevant to you
personally? Finally, write a working thesis (one or two sentences) that could
eventually be refined into a final thesis appropriate for The Scarlet Letter essay assignment you just received.
Thesis Focus Question
Focus Question:
What lesson(s) can Nathaniel Hawthorne’s
novel The Scarlet Letter teach about
__________________________________, and
how does Hawthorne convey that lesson?
Think of lessons not necessarily as more lessons, but as a lesson on anything that Hawthorne may wish to point out or explore by means of this novel.
Generic/one-word themes can be a good starting point if you plug them in to the question above. Also, create other questions that include
that “generic theme” (word or phrase) in order to develop a precise and nuanced
answer to the focus question. You
might even combine two generic themes in your question. Then, craft a concise
and precise (1-2 sentence) thesis
statement by weaving your best answers together. Use at least one analytical verb in your
thesis statement.
Another look at the resources and lessons in the Writer’s
Sourcebook
-
thesis crafting mini-lesson on Wordsworth’s “I Wandered Lonely as a Cloud”
(16-17)
-
mini-essay on David Berman’s poem, “Snow” (11-12)
Ten Tips to Improve Writing
Emdedding quotes
Work
on essay in class
HW:
Type and bring an intro paragraph and your first body paragraph
By the end of class, write your working thesis in your notebook and on a notecard with your name on it and the period. Please hand that into me.
Kehinde Wiley, Venus at Paphos (The World Stage: Haiti), 2014. Oil on linen
Kehinde Wiley, The Sisters Zénaïde and Charlotte Bonaparte (The World Stage: Haiti), 2014. Archival inkjet print on Epson Hot Press Bright 300 grain paper.
I can actively listen and share my own ideas and questions in small group and/or large group discussion settings.
Important note regarding the AP quiz:
I have graded and entered grades for the AP reading quiz but I still have several students who need to take it, so I will not hand those back today. I curved the score by adding 3.5 points.
If you did not do as well as you would have liked, please don't panic!
We will take some time Friday (and probably Monday and/or Tuesday) to go over the passages and questions and give you a chance to reflect what you may have struggled with and gain back some points. You'll learn and boost your grade: a win-win!
Mert has to take the quiz
Homework:
Finish The Scarlet Letter and write tow inferential questions for discussion
Bellringer:
Look at the inferential questions you wrote last night .
Pick the one which most intrigues you and rewrite it on the notecard provided.
Don't forget to include your name, today's date, and the period at the top of the card. Also, don't forget to put the page # in your citation.
Hand those cards into me.
Activity 2: Deeper Understandings Through Questioning and Discussing
Share one of your inferential questions with your group and ask your partners to respond. Time permitting, each person should take a turn using their question to lead the discussion.
You may also share your most important lines from the chapters
Whenever possible, refer back to specific passages in the book to support your response to an inferential question.
share your honest opinion - be brave!
listen actively and respectfully to the opinions of others
don't be afraid to respectfully debate the questions with one another!
After small group discussion we will have a brief whole class discussion
Activity 3: Whole group discussion
Discuss inferential questions and most important lines from each chapter
Andrew has to take the quiz Go over passage 1 of the AP Lang and Comp reading quiz Write
a concise but precise three to four
sentence analysis of a key passage from the homework reading—pages
136-161 of The
Scarlet Letter–that
can be connected with a key detail or description from an earlier section of
the novel.
•
In short, you will synthesize key excerpts from different parts of the text to
build a coherent and compelling claim about a central character, or theme, or
motif in Hawthorne’s novel.
•Write
a concise but precise three to four
sentence analysis of a key passage from the homework reading—pages
136-161 of The
Scarlet Letter–that
can be connected with a key detail or description from the conversation between
Hester and Dimmesdale on pages 130-136.
•
In short, you will synthesize key excerpts from different parts of the text to
build a coherent claim about Hester or Dimmesdale.
Need to take AP Reading Quiz 9th period: TJ, Anisa, Andrew, Kiera, Carolyn and David HW: Read chapter 21 and write inferential discussion questions from two of the last three chapters (19, 20, 21).
Near the beginning of chapter 19, Hester, Dimmesdale and Pearl have met in the forest. After watching Pearl play and adorn herself with flowers, they remark on her spritely character. "Be the foregone evil what it might, how could they doubt that their earthly lives and future destinies were conjoined, when they beheld at once the material union, and the spiritual idea, in whom they met, and were to dwell immortally together?" (142) 10th period: Kiera Activity 1
Review your annotations for chapters 19-20. Select one sentence from each of the chapters which you think is most significant or revealing.
Write a 3-5 sentence explanation as to why the sentence you selected would be most useful if you had to write a one page essay about the novel and you could only use one quoted passage from this section of the novel as evidence. What would this sentence help you prove in your essay? Why would you make it your “#1 draft pick”?
Engaged
Listening/Note-taking Mini-Lesson
ØAs we have our discussion today, make
note of two or three opinions/interpretations expressed by your classmates that
you find interesting or that give you a deeper understanding of the novel.
Consider the “generic themes” at play in the ideas expressed by your
classmates.
ØYou will write a two to three sentence
discussion summation that should grow out of the notes you take and which will
be submitted at the end of class today.
•Write
a concise but precise three to four
sentence analysis of a key passage from the homework reading—pages
136-161 of The
Scarlet Letter–that
can be connected with a key detail or description from an earlier section of
the novel.
•
In short, you will synthesize key excerpts from different parts of the text to
build a coherent and compelling claim about a central character, or theme, or
motif in Hawthorne’s novel.
Learning Targets: I can practice reading challenging non-fiction passages for comprehension and awareness of rhetorical elements and strategies. Tomorrow: I can assess my struggles and strengths in comprehending content and rhetorical elements in challenging non-fiction passages. Homework: Read and annotate chapters 19 and 20.
Activity 1:AP Language and Composition reading quiz (two passages; 21 points total)...This will provide a baseline assessment of your ability to identify rhetorical strategies in a complex text and it will count for a grade. (30-40 minutes) Activity 2: Share your paragraphs with a partner. Be prepared to report to the class on what they wrote about.
Activity 3: September 22, 2014 Romanticism in The Scarlet Letter Journal
In chapters 15-17, what evidence do you see of strains of Romanticism in The Scarlet Letter?
Round
Characters: A round character is one who is capable of change and evolution
throughout a story. The character is complex and increases in complexity
throughout the story. A round character is capable of contradiction and change
with evidence of emotional and psychological development.
Flat
Characters: A flat character is one who lacks a complex and realistic
personality. A flat character is a term referring to a character who boasts no
mental or emotional development. Much like a stock character, a flat character
exhibits strong defining characteristics, speech habits, and the like, but
still falls short of the complexity of a round character.
Based
upon events, actions, and dialogue of pages 115-136, make an argument that
Hester, or Chillingworth is a round character or a flat character. Consider
counter-arguments as you craft your paragraph response. Weave in at least one
key quoted passage to illustrate/prove your argument. (Try to use “short quotes” to make your use
of textual evidence more sophisticated.)
I can make connections between literature and religious and literary movements, specifically The Scarlet Letter, Puritanism and American Romanticism.
Homework: Read and annotate chapter 18, paying careful attention to Hawthorn's treatment of characters in light of what you know about the tension between Romanticism and Puritanism.
Activity 1:God in America - The Puritans - 12:40 to 33:20.
Activity 3: September 22, 2014 Romanticism in The Scarlet Letter Journal
In chapters 15-17, what evidence do you see of strains of Romanticism in The Scarlet Letter?
ØSkim back through the chapters 15-17of The Scarlet Letter by and review your annotations; write a 8-10 sentence analytical paragraph about one or two key passages which suggests that Hawthorne's novel addresses or reflects some of the values of American Romanticism.
ØMake a precise and concise argument about how the passage reflects this movement;
ØPractice using the “short quote” integration technique which involves weaving short phrases from the text into your prose as opposed to always quoting full sentences.
Using Short Quotes
Eg. The small run down wooden prison where Hester is kept at the beginning of the novel is meticulously described with a series of words with negative connotations. Words such as “gloomy”, “ugly”, “rust” and “weather-[stained]” help create a bleak setting and a foreboding atmosphere in the novel’s opening chapter (Hawthorne 33). However, the narration also notes that the “fragile beauty” of a fully in bloom rose bush thrives in this rough and unkempt setting (33). The fact that “delicate gems” like roses can survive in such a harsh and ugly environment conveys the sense that Hester too can retain her dignity and beauty despite being imprisoned in such a dismal and depressing structure (33).
Romanticism is the name given to those schools of thought that value feeling and intuition over reason.
Romantics believed that the imagination was able to discover truths that the rational mind could not reach.
Usually accompanied by powerful emotion and associated with natural, unspoiled beauty.
Imagination, individual feelings, and wild nature were of greater value than reason, logic, and cultivation.
Romantic writers tried to reflect on the natural world until dull reality fell away to reveal underlying beauty and truth.
Summary of Romanticism
Values feeling and intuition over reason.
Place faith in inner experience and the power of imagination.
Shuns the artificiality of civilization and seeks unspoiled nature.
Prefers youthful innocence to educated sophistication.
Champions individual freedom and the worth of the individual.
Reflects on nature’s beauty as a path to spiritual and moral development.
Looks backward to the wisdom of the past and distrusts progress.
Finds beauty and truth in exotic locales, the supernatural realm and the inner world of the imagination.
Sees poetry as the highest expression of imagination
Finds inspiration in myth, legend, and folklore.
The romantic hero was one of the most important products of the early American novel.
The rational hero, like Ben Franklin, was worldly, educated, sophisticated, and bent on making a place for himself in civilization.
The typical hero in American Romantic fiction was youthful, innocent, intuitive, and close to nature.
Characteristics of the Romantic Hero
Young or possesses youthful qualities.Innocent and pure of purpose.Has a sense of honor based not on society’s rules but on some higher principle.Has a knowledge of people and life based on deep, intuitive understanding, not on formal learning.Loves nature and avoids town life.Quests for some higher truth in the natural world.
What if God was one of us?
A Puritan Preacher's dilemma...a man who is supposed to be God-like but is also all-too-human.
Journal:
Close Reading of a Key Passage from the Homework Reading – Pages 115-136
Skim
back through your annotations of the homework reading and use one paragraph/ a
half page excerpt as a starting point to write a close reading response that makes a concise and precise
argument about that passage.
ØTone of the passage? How does the
style – diction, syntax, sentence structure, punctuation etc. impact the tone?
ØMood? How does the diction,
imagery, and/or dialogue shape the mood of this passage and this section of the
novel?
ØCharacterization? In what ways are
the actions and words of key characters revealing in this section of the novel?
Romanticism in American Literature and Hawthorne's writing American Romanticism Power Point What evidence do you see of strains of Romanticism in the last five chapters and the novel as a whole? Examples of inferential questions from 2H novels:
"He was familiar with that hollow feeling. He remembered it from the nights after they had buried his mother....the empty space of loss, regret for things which could not be changed." (73) How has this hollow feeling from Tayo's past returned to him? What do you think caused it? Do you believe that the empty feeling described is worse now than it was in the past? Why would this be?
‘When we gaze at the night sky’ he says, ’we are looking at fragments of the past.’ What does Stephen mean by this? Also, could that phrase (and some of what follows it) be relevant in some way to Elaine’s life as well?
1.“After he has gone back, to wherever he’s going next, I think of getting him a star named after himself, for his birthday. I have seen an advertisement for these: you send in your money, and you get a certificate with a star map, your own marked on it. Possibly he would find this amusing. But I’m not sure the word birthday, for him, would still have meaning (363).” What might Elaine mean with this cryptic comment about the word “birthday”? Is this comment connected to his speech on the universe? Is the “star” as a “birthday” present significant in a symbolic way, or just something a theoretical physicist might like?
No Homework!!!!!!!!!!!!!!!!!!!!! Examples of inferential questions from 2H novels:
"He was familiar with that hollow feeling. He remembered it from the nights after they had buried his mother....the empty space of loss, regret for things which could not be changed." (73) How has this hollow feeling from Tayo's past returned to him? What do you think caused it? Do you believe that the empty feeling described is worse now than it was in the past? Why would this be?
‘When we gaze at the night sky’ he says, ’we are looking at fragments of the past.’ What does Stephen mean by this? Also, could that phrase (and some of what follows it) be relevant in some way to Elaine’s life as well?
1.“After he has gone back, to wherever he’s going next, I think of getting him a star named after himself, for his birthday. I have seen an advertisement for these: you send in your money, and you get a certificate with a star map, your own marked on it. Possibly he would find this amusing. But I’m not sure the word birthday, for him, would still have meaning (363).” What might Elaine mean with this cryptic comment about the word “birthday”? Is this comment connected to his speech on the universe? Is the “star” as a “birthday” present significant in a symbolic way, or just something a theoretical physicist might like?
Using questions generated by me and my classmates, I can have a sustained conversation about a novel.
I can observe and evaluate a literary conversation.
Activity 1: Word Rants...pair and share
Activity 2: Fishbowl Discussion - chptrs 14-15 Period 9 comments/suggestions for improvement of yesterday's discussion More voluntary participation More building off of one another's comments Probably should add their own thoughts and questions to the main person's questions. Not many people talked (It would have been better)..if they had done the reading. They did a good job of letting everyone speak, but I wish they (had) delved deeper into each topic instead of talking on the surface about it. ...not be afraid to share their opinions more evaluation and less plot summary ...if anyone read and there was a little less stage fright they could have been a little more ready with textual evidence to respond to their questions I think more people should have added more of their own ideas as opposed to jst agreeing Colleen will lead off period 9 discussion Period 10 comments/suggestions for improvement of yesterday's discussion Good question... Thomas Lombardo's question seemed to gather the most responses Insightful comment... Tommy Sopic's comment Chillingsworth being the devil, and how his "friendship" with Dimmesdale will have one prevail over the other Comments for improvement... I think it would be better if everyone shared their ideas in a conversational way rather than waiting to be called upon. The participants could have paid closet attention to the questions so they could remember them and produce sufficient responses They looked not interested, not engaged. I feel it directly impacted the energy of the group. They did a good job of keeping conversation going though. More group participation from EVERYONE in the group. Maybe add more comments and go more in depth with their opinions. If more people participated it would have been better.
Talya will lead off for period 10 discussion
Strategies in Touchscreen?
HW: Read, annotate, and write two inferential questions, total, for chapters 16 & 17
"He was familiar with that
hollow feeling. He remembered it from the nights after they had buried his
mother....the empty space of loss, regret for things which could not be
changed." (73) How has this hollow feeling from Tayo's past returned to
him? What do you think caused it? Do you believe that the empty feeling
described is worse now than it was in the past? Why would this be?
‘When we gaze at the night sky’ he says, ’we are
looking at fragments of the past.’ What
does Stephen mean by this? Also, could that phrase (and some of what follows
it) be relevant in some way to Elaine’s life as well?
1.“After
he has gone back, to wherever he’s going next, I think of getting him a star
named after himself, for his birthday. I
have seen an advertisement for these: you send in your money, and you get a
certificate with a star map, your own marked on it. Possibly he would find this amusing. But I’m not sure the word birthday, for him, would still have
meaning (363).” What might Elaine mean with
this cryptic comment about the word “birthday”?
Is this comment connected to his speech on the universe? Is the “star” as a “birthday” present
significant in a symbolic way, or just something a theoretical physicist might
like?
Using questions generated by me and my classmates, I can have a sustained conversation about a novel.
I can observe and evaluate the a literary conversation.
Activity 1: I-touch twist. Watch and listen to how this young poet uses language - words and body language - to convey an argument about technology and our relationship to it. When he is done, write down two lines which caught your attention and try to write one or two sentences which encapsulates what you believe he is saying. In other words, what is his argument? In essence, condense his poetic language to a thesis statement.
Activity 2: Fishbowl discussion...
Groups 5-7 in the middle; the rest of the class will sit in a circle around them.
Sean, Andrew, and Colleen will take turns leading the discussion today.
Period 10: Jack S., Thomas L., Talya
They will begin with tossing their own questions out to the group for discussion and soliciting responses; however, after taking a few responses, they might ask another group member to share their question.
The students outside the discussion circle should observe. After the discussion is finished, they should write the following on an exit ticket:
Name and class period:
Which question seemed to generate the most engaging discussion?
In your opinion, what was the most interesting or insightful comment?
What, if anything, could the participants have done to make the discussion better?
Period 9 groups:
Period 10 groups
Group 1: Krupa, Cecelia, Dana
Group 2: Ayah, Bria, Sam
Group 3: Rebecca, Anisa, Connor, David
Group 4: Danny, Chris, Abby
Group 5: Andrea, Michael, Amy, TJ
Group 6: Carolyn, Sean, Nicky
Group 7: Colleen, Andrew, Lizzy, Ellie
Group 1: Audrey, Maja, Yair, Jake R.
Group 2: Christian, Jake C, Ellie
Group 3: Michael, Melissa, Katrina
Group 4: Claudia, Anna, Colin
Group 5: Matt G, Claire, Sam
Group 6: Thomas, Jack D., Jack B., Alexa
Group 7: Matt, Jack S., Madison, Tommy
HW: Read pp. 115-125 and write one discussion question which is textually based and meaningful. Optional Assignment #1 (due tomorrow): (10 completion points) Select a word or phrase that is used today that you believe is overused, odd, or even crazy and research its origin and examine the similarities and differences between denotation and connotation. Also, do you like this word/phrase or loathe it? Feel free to rant against or cheerlead for it. Have a little fun. Let your voice come out to play. (1 page, typed, double-spaced, Times New Roman 12 point Font) Optional Assignment #2 (due Friday): Get two points added to your last quiz score by using sagacious in two sentences: One having to do with the Scarlet Letter and another having to do with your life. Make sure that their are sufficient context clues to convey the meaning.
Learning Target: I will practice good discussion and listening skills while exploring literature in a small group setting. I will also paraphrase challenging passages, and then writing discussion questions using question stems.
Homework:
Read chapters IX - XI (80-100)
For each of the chapters, write one question using the question stems provided for you. You do not need to rewrite and paraphrase the passage, simply write down the page and paragraph #.
Review questions and answers from yesterday's quiz Small group discussion on chapters
Learning Target: I will practice good discussion and listening skills while exploring literature in a small group setting. I will also paraphrase challenging passages, and then writing discussion questions using question stems.
Homework:
Read chapters VII and VIII (68-80)
For each of the chapters, write one question - but this time you do not need to write down and paraphrase the passage - you only need to write down the page # and paragraph for textual passage.
Small group discussions...groups of three
Take turns leading the discussion, with each of you leading the discussion for one of the three chapters.
Begin with chapter 4, then discuss 5, and finally 6
When leading the discussion, begin by sharing your passage (have your group mates turn to it), then your paraphrase, and, finally, your question. Solicit responses to your question from the two (or three) other members.
After the first leader finishes discussing his or her question, the leader should invite one of the other two members to lead the discussion about the next chapter.
By the way, please feel free to discuss topics, spin-off questions, and observations which are not directly in response to the questions written.Think of the questions you wrote last night as discussion starters, but not necessarily all that you must talk about.
Wednesday, September 10, 2014
Learning Target: I will practice paraphrasing challenging passages, and then writing discussion questions using question stems.
Homework:
Read chapter VI (61-68)
For each of the following chapters, paraphrase one passage and write accompanying question(s) - one or two per passage - using the question stems provided for you: chapters IV (48-53), V (53-60), and VI (61-68).
The Scarlet Letter
Questioning
Before you can even get to a critical question, particularly
with a challenging text, paraphrase a complex sentence/idea.
On page 33 of Scarlet Letter: Find a challenging 1-3 sentence passage in your
reading. Record the passage exactly. Then, summarize it. Here is an example:
Hawthorne: 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.”
Summarize the key
points expressed above: The founders of new societies have always
recognized that the practical demands of human civilization necessitate a plan
to deal with death and criminals. Because no matter what their hopes and ideals
might have been, the fact remains, human beings are mortal and flawed.
Writing Discussion Questions...
Going back to Hawthorne’s original wording, what key words
within Hawthorne’s phrasing beg bigger questions, or seem to tease out bigger
themes and questions about those themes?
For example, see the questions below, created with the use
of question stems. It takes patience and practice and good thinking to come up
with good questions.
By the way, there are weak questions!Here’s one:
What are the strengths and weaknesses of Hawthorne’s
description?
Instead, try this: What
are the strengths and weaknesses of Hawthorne’s depiction of the founders of
Utopian societies; is he dismissive of their utopian ideals or does he provide
a useful reality check?
Here are some more examples of good question stem questions for that passage...
Given Hawthorne’s claim, what seems to be his attitude about
utopian thinkers and the founders who aimed to create Utopian societies?
What case can be made that “invariably” may be the most
important word in the sentence?
What other words in the sentence can you make an argument
for being the most important for revealing an attitude?
Explain how your knowledge of the founders of America’s New
England colonies can impact your reading of this entire sentence.
What are the implications of Hawthorne contrasting the
founder’s original projections for human virtues and happiness with a society’s
earliest practical necessities?
Learning Targets: I can identify effective word choices and phrases in a rhetorical analysis essay, and I can imagine how I might incorporate them into my own analytical writing. I can use question stems to help me interact with text and prepare questions for discussion.
Activity 1) Read and annotate the third student example essay written in response to the John Barry scientific method piece. Mark and annotate for effective words, phrases and explanations of rhetorical strategies. Tonight: Begin keeping a writer's notebook (or section of your notebook) for recording well-conceived words, phrases and explanations of rhetorical strategies and effects. These which might help you in later writing. Activity 2) Generating questions using question stems. Examples from 33-48 Given how Hawthorne has the stranger make the pronouncement, "It irks me, nevertheless, that the partner of her iniquity should not...stand on the scaffold by her side. But he will be known!"(44), what might Hawthorne be indicating about the character and future events in the plot? Given how the Puritan women are portrayed in pages 35-36 (and many of the men later), what might Hawthorne be trying to say about some elements of the Puritan religion and society? Now, write one question of your own.
I will also reflect on the different ways that English is spoken, and the assumptions we make about people based on our perceptions of how they speak.
I will reflect on the rhetorical strategies used in a non-fiction piece and consider how they might be incorporated into a rhetorical analysis essay.
Amy Tan Interview: The first 3 mins 48 seconds. You can watch the rest at home by clicking on this link.
Activity 1: Amy Tan's Mother Tongue Journal 09.04.14 Read question # 4 under Suggestions for Writing on page 706. Don't write an essay, but write about a page-long reflection on whether you believe that your language was/is more influenced by peers or family. Use evidence from your personal experience to support your position.
Amy Tan Mother Tongue Questions for Discussion # 3 & 8 and Questions of Rhetoric and Style 2 & 3
Santa Ana AP Essay Journal 09.04.13 Read the AP prompt for the Joan Didion Santa Anna piece and then spend 10 minutes writing about the following: 1) write one or two sentences in which you characterize/summarize Didion's view of the Santa Ana winds; and 2) choose three stylistic elements that struck you as significant in her attempt to convey her view, and write two or three sentences briefly describing how she used each of the elements to help convey her view.
Homework: To prepare for tomorrow's essay...
do the following in your journal: Mother Tongue rhetoric & style questions 4, 5 and 6:
Also read the student AP exam responses to Didion's Santa Ana piece and the commentary which follows the essay judged excellent.
and
Tomorrow: Go straight to the following location. You are going to write a practice AP rhetorical analysis essay. On Monday, I will have each of your do some self-assessment of your essay and the experience of writing it. Period 9 = DC East Period 10 = Library Room F
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