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SAMPLE MODULE: The Scarlet Letter and Hester Prynne

by LDC CoreTools Scavenger Hunt

Adapted from The Scarlet Letter and Hester Prynne by Ashley N. Gore
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Overview

Description

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The Puritans centered their way of life and laws on the Bible. From that, Hester should be judged based on the Bibical passage of Proverbs 31. Looking at the evidence, is Hester Prynne a virtuous woman or not? scavengerhuntmodule
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Curriculum

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Grade

11 - 11

Discipline

ELA

Course

English 11

Pacing

N/A
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Section 1: What Task?

Teaching Task

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Task Template 6 - Argumentation

Is Hester Prynne a virtuous woman? After reading The Scarlet Letter, write an essay in which you discuss Hester's Prynne's character attributes and evaluate her virtues in connection with Proverbs 31. Support your position with evidence from the text(s).
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Standards

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 All Standards  Focus Standards
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
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.11-12.7
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
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.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11—CCR text complexity band independently and proficiently.
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.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.11-12.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.11-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Kentucky Core Academic Standards - English Language Arts
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.11-12.7
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.1.a
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
Custom Standards
ACT Course English 11 Quality Core Standard A.1 Reading Across the Curriculum b. Read independently for a variety of purposes (e.g., for enjoyment, to gain information, to perform a task) c. Read increasingly challenging whole texts in a variety of literary (e.g., poetry, drama, fiction, nonfiction) and nonliterary (e.g., textbooks, news articles, memoranda) forms
ACT Course English 11 Quality Core A.2 Reading Strategies a. Apply strategies before, during, and after reading to increase fluency and comprehension (e.g., adjusting purpose, previewing, scanning, making predictions, comparing, inferring, summarizing, using graphic organizers) with increasingly challenging texts c. Demonstrate comprehension of increasingly challenging texts (both print and nonprint sources) by asking and answering literal, interpretive, and evaluative questions d. Use close-reading strategies (e.g., visualizing, annotating, questioning) in order to interpret increasingly challenging texts e. Compare texts to previously read texts, past and present events, and/or content learned in other coursework
ACT Course English 11 Quality Core A.3 Knowledge of Literary and Nonliterary Forms a. Identify, analyze, and evaluate the defining characteristics of specific literary and nonliterary forms (e.g., satire, allegory, parody, editorial, essay, memorandum) and describe how form affects the meaning and function of the texts d. Identify and interpret works in various poetic forms (e.g., ballad, ode, sonnet) and explain how meaning is conveyed through features of poetry, including sound (e.g., rhythm, repetition, alliteration), structure (e.g., meter, rhyme scheme), graphic elements (e.g., punctuation, line length, word position), and poetic devices (e.g., metaphor, imagery, personification, tone, symbolism)
ACT Course English 11 Quality Core A.5 Author’s Voice and Method c. Identify, analyze, and evaluate plot, character development, setting, theme, mood, and point of view as they are used together to create meaning in increasingly challenging texts e. Identify, analyze, and evaluate the ways in which the devices the author chooses (e.g., irony, imagery, tone, sound techniques, foreshadowing, symbolism) achieve specific effects and shape meaning in increasingly challenging texts h. Identify the author’s stated or implied purpose in increasingly challenging texts
ACT Course English 11 Quality Core A.6 Persuasive Language and Logic c.
Locate important details and facts that support ideas, arguments, or inferences in increasingly challenging texts and substantiate analyses with textual examples that may be in widely separated sections of the text or in other sources
ACT Course English 11 Quality Core A.8 Words and Their History a. Apply knowledge of Greek, Latin, and Anglo-Saxon affixes, inflections, and roots to understand unfamiliar words and new subject matter vocabulary in increasingly challenging texts (e.g., words in science, mathematics, and social studies) b. Infer word meanings by analyzing relationships between words (e.g., synonyms, antonyms, metaphors, analogies) in increasingly challenging texts c. Use general and specialized dictionaries, thesauruses, and glossaries (print and electronic) to determine the definition, pronunciation, derivation, spelling, and usage of words d. Use context clues (e.g., author’s restatement, example) to understand unfamiliar words in increasingly challenging texts f. Identify and interpret common idioms and literary, classical, and biblical allusions (e.g., the garden of Eden as it is used in Thomas Hardy’s novel Tess of the D’Urbervilles) in increasingly challenging texts h. Apply knowledge of connotation and denotation to determine the meanings of words and phrases in increasingly challenging texts
ACT Course English 11 Quality Core B.1 Writing Process a. Use prewriting strategies (e.g., brainstorming, webbing, note taking, interviewing, background reading) to generate, focus, and organize ideas as well as to gather information
ACT Course English 11 Quality Core B.2 Modes of Writing for Different Purposes and Audiences d. Craft first and final drafts of responses to literature that organize an insightful interpretation around several clear ideas, premises, or images and support judgments with specific references to the original text and to other texts or authors
ACT Course English 11 Quality Core B.3 Organization, Unity, and Coherence a. Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing b. Organize writing to create a coherent whole with effective, fully developed paragraphs, similar ideas grouped together for unity, and paragraphs arranged in a logical sequence c. Add important information and delete irrelevant information and details to more clearly establish a central idea d. Rearrange words, sentences, and/or paragraphs and add transitional words and phrases to clarify meaning and to achieve specific aesthetic and rhetorical purposes e. Write an introduction that engages the reader and a conclusion that summarizes, extends, or elaborates points or ideas in the writing
ACT Course English 11 Quality Core B.4 Sentence- Level Constructions a. Recognize and correct errors that weaken writing, including nonparallel structure, shifts from active to passive voice, misused modifiers, and awkward sentence construction b. Combine phrases and clauses to create sentences of varying lengths and sophistication (e.g., simple, compound-complex, balanced, periodic, cumulative) and to coordinate or subordinate meaning for effect c. Use parallel structure to present items in a series and items juxtaposed for emphasis d. Evaluate own sentence style by identifying common sentence patterns and constructions e. Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone, and voice f. Use formal, informal, standard, and technical language effectively to meet the needs of audience and purpose g. Use strong action verbs, sensory details, vivid imagery, and precise words
ACT Course English 11 Quality Core B.5 Conventions of Usage a. Correctly spell commonly misspelled/confused words b. Correctly choose verb forms in terms of tense, voice (i.e., active and passive), and mood for continuity c. Make subject and verb agree in number, even when a phrase or clause between the two suggests a different number for the verb d. Use pronouns correctly (e.g., appropriate case, pronoun-antecedent agreement, clear pronoun reference) e. Correctly choose adjectives, adjective phrases, adjective clauses, adverbs, adverb phrases, and adverb clauses and their forms for logical connection to word(s) modified f. Correctly use parts of speech
ACT Course English 11 Quality Core B.6 Conventions of Punctuation b. Use punctuation correctly within sentences and words c. Demonstrate correct use of capitalization
ACT Course English 11 Quality Core C C.c Evaluate source information (e.g., primary and secondary sources) for accuracy, credibility, currency, utility, relevance, reliability, and perspective C.e Summarize, paraphrase, and directly quote from sources, including the Internet, to support the thesis of the paper and/or presentation; accurately cite every source to avoid compromising others’ intellectual property (i.e., plagiarism)
ACT Course English 11 Quality Core D.2 Application g. Actively participate in small-group and large-group discussions, assuming various roles
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Texts

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The Scarlet Letter by Nathaniel Hawthorne
This module reference the HRW Classics Library edition by Holt, Rinehart, Winston
Proverbs 31
From the Bible; gives context to the Puritan way of thought that Hester Prynne was judged by yet gives doubt to her being shunned and treated the way she was in the novel.
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Rubric

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LDC Student Work Rubric - Argumentation
Rubric Collection: LDC Collection 2.0 Content Dimensions: Default

1
Not Yet
2
Approaches Expectations
3
Meets Expectations
4
Advanced
Expand All / Collapse All

Focus

  • Attempts to address prompt, but lacks focus or is off-task.
  • Addresses prompt appropriately and establishes a position, but focus is uneven. D. Addresses additional demands superficially.
  • Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position. D: Addresses additional demands sufficiently
  • Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position. D: Addresses additional demands with thoroughness and makes a connection to claim.

Controlling Idea

  • Attempts to establish a claim, but lacks a clear purpose.
  • Establishes a claim.
  • Establishes a credible claim.
  • Establishes and maintains a substantive and credible claim or proposal.

Reading/Research

  • Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt.
  • Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.
  • Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim.
  • Accurately and effectively presents important details from reading materials to develop argument or claim.

Development

  • Attempts to provide details in response to the prompt, but lacks sufficient development or relevance to the purpose of the prompt.
  • Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations.
  • Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim.
  • Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim.

Organization

  • Attempts to organize ideas, but lacks control of structure.
  • Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence.
  • Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument.
  • Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument.

Conventions

  • Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.
  • Demonstrates an uneven command of standard English conventions and cohesion.
  • Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.
  • Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using appropriate format with only minor errors.
  • Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format.

Content Understanding

  • Attempts to include disciplinary content in argument, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.
  • Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.
  • Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.
  • Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.
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Background for Students

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You started out the year with analysis of texts and then creating your analysis writing. Then, last unit we analyzed arguments and then writing our own arguments. For this assignment, we will utilize both areas while looking more deeply at The Scarlet Letter and Hawthorne's characterization of Hester Prynne.
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Extension

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Sections 2 & 3: What Skills & Instruction?

Instructional Ladder: Skills List and Mini-Tasks

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Preparing for the Task

No skills defined for this skill cluster.
Task Engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
Short Constructed Response
15min

In a quick write, write your first reaction to the task prompt. Include specific details you know about Hester Prynne and her characterization from the novel.
Task Analysis
Ability to understand and explain the task's prompt and rubric.
List of Argument and Exemplar Qualities
40min

In your own words, what are the important features of a proficient response to this prompt? Use the Argument Rubric and our prior study of argument to generate a list of at least ten attributes.

Reading Process

No skills defined for this skill cluster.
Active Reading
Ability to identify key features of a descriptive text and apply those features to a secondary text.
Annotation and Descriptive Prose
50min

What defining descriptive features of the virtuous woman as seen in Proverbs 31? As you annotate, look for her concrete actions and her abstract character traits. Be sure to mark these descriptive features either varying colored highlighters. When done, create a summarized description of the virtuous woman based on the annotations.
Active Reading
Ability to identify the central point and main supporting elements of a text.
Annotation and Group Discussion of Passages
40min

Looking at scenes from The Scarlet Letter, what evidence did you find to accomplish the task?
Which parts of the text show Hester is or is not a virtuous woman in connection to Proverbs 31?
Text Evidence Selection
Ability to identify appropriate text evidence for argument support.
Annotation for Characterization
1hr 30min

For each close reading text, annotate for evidence from The Scarlet Letter to defend or challenge the notion that Hester Prynne was truly a virtuous woman as outlined in Proverbs 31.
Essential Vocabulary
Ability to identify and master terms essential to understanding a text.
On Going Vocabulary Notebook

In your notebook, list words and phrases essential to the texts. Add definitions, and (if appropriate) notes on connotation in this context.
Annotation and Note-Taking
Ability to read purposefully and select relevant information; to make connections and create commentary to explain importance.
Selecting Text Evidence

From each text, find evidence that looks most important for answering the prompt.
Academic Integrity
Ability to use and credit sources appropriately.
Bell Ringer and Discussion Plagiarism
15min

Define "plagiarism" and list ways to avoid it.

Transition to Writing

No skills defined for this skill cluster.
Bridging
Ability to begin linking reading results to writing task.
Socratic Seminar
50min

Is Hester Prynne a virtuous woman or not? 

Writing Process

No skills defined for this skill cluster.
Focus: Crafting Thesis
Ability to establish a thesis and consolidate information relevant to the argument stance.
Thesis and Opening Paragraph
50min

Write an opening paragraph that includes an argument thesis.
Planning
Ability to develop a line of thought and text structure appropriate to an argumentation task.
6 Paragraph Essay Organizer
50min

Complete your essay organizer based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence.
Development
Ability to construct an initial draft with an emerging line of thought and structure.
Initial Draft
50min
Write an initial draft complete with opening, development, and closing; insert and cite textual evidence.
Revision
Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
Multiple Drafts with Response Questions
30min
Refine composition’s analysis, logic, and organization of ideas/points. Use textual evidence carefully, with accurate citations. Decide what to include and what not to include.
Editing
Ability to proofread and format a piece to make it more effective.
Correct Draft with Editing Revision sheet
30min
Revise draft to have sound spelling, capitalization, punctuation, and grammar. Adjust formatting as needed to provide clear, appealing text.
Completion
Ability to submit final piece that meets expectations.
Final Piece
1hr
Turn in your complete set of drafts, plus the final version of your piece.
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Instructional Resources

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Student Handouts

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Teacher Resources

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Section 4: What Results?

Student Work Samples

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Meets Expectations
Student Example Meets Expectations (Advanced)
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Approaches Expectations
Student Example Approaches to Meets Expectations
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Emerging
Student Approaches Expectation (low)
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Teacher Reflection

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