American Literature Katlyn Vuillemot

Lesson Name: 2/6 Scarlet Letter 6 February 2018

Learning Targets:

 Students will discuss Chapters 7-8 of The Scarlet Letter in order for them to have a better
understanding of Nathaniel Hawthorne’s purpose
 Students will analyze the symbols Hawthorne creates in Chapters 1-8 in order for them to
successfully understand the author’s purpose of the story.

Success Indicators:

 I can participate in discussion by listening and taking notes in order to further understand
The Scarlet Letter
 I can create a chart of all the symbols I find Hawthorne using in Chapters 1-8 in order to
further my understanding of the novel.

Anticipatory Set:

 Students will put on their “A” which they will wear through the week in order for them to
experience the shame and guilt Hester had to experience in the novel.

Task Analysis:

1. On the board, have directions for students to pick up the materials for the class period
located on the table
2. Take attendance
3. Good morning - show students the learning targets and success indicators
4. Ask students to have their note packets open for me to check
5. The teacher will have students look at their directions sheet for their “A”
6. Students will put on their “A” which they will wear through the week
7. Allow students to ask questions about their reading
8. Ask students the following questions
1. Why does Hester approach Governor Bellingham?
2. What is symbolic of the way Pearl is dressed?
3. What does Hester see in the breastplate?
4. Why does the Governor want to take Pearl from Hester?
5. Why does Hester feel that Arthur Dimmsdale should speak on her behalf?
6. What happens between Hester and Mistress Hibbins?
9. Students will be asked to draw a chart modeled by the teacher over symbols in The
Scarlet Letter
10. The teacher will model the first symbol and how the chart will be used
11. The teacher will allow students 15 minutes to work with a partner to continue working on
their chart
12. The teacher will check note packets
13. The teacher will bring the class back together and discuss the symbolism that students
found
14. The teacher will ask students to independently find one last symbol
 15. Students will be reminded their homework is to read 9-11 and prepare for a quiz.

Bloom’s Taxonomy:

Application
Students will apply the transcendental and anti-transcendental values, and Puritan ideals to the
information presented in Chapters 7-8 of The Scarlet Letter to further their understanding of
Hawthorne’s message.

Analysis
Students will analyze the symbols within The Scarlet Letter in order for them all to begin
thinking past the denotation of the material and into the connotation of the allegory.

Synthesis
Students will develop their understanding of the novel through answering questions with the
teacher and discussing confusion or misconceptions.

Methods:

 Class “A”
 Class discussion
 Note taking/Discussion
 Group activity

Materials:

 Copies of the “A” (60)

 Access to the ELMO
 Access to the note packet
 The Scarlet Letter book

Check for Understanding:

 The teacher will check for understanding through the class discussion
 The teacher will check for understanding through the class activity

Guided Practice:

 The teacher will guide students through the discussion by asking questions regarding the
material.
 The teacher will guide students through a symbol in their chart in order for them to
understand how to complete it
 Students will work in groups in order for them to work through the symbols within The
Scarlet Letter as they continue with the story

Independent Practice:
  Independently students will find one symbol in the reading and complete the analysis
 Independently students can begin reading their homework chapters 9-11 and taking notes

Closure:

 Students will be reminded their homework is to read 9-11 and prepare for the quiz.