Poe+and+Hawthorne;+Resources

Hutchinson and Bradstreet [|Discovery Link]

Introduction to Puritans in the text: [|Puritans]

Purtian SAS Lesson: []

**College- and Career-Readiness Standards and K-12 English Language Arts: Common Core State Standards (2010)** The Puritans and Their Legacy, QL #1266aligns to the following standards: Grades 11-12 Strand - Reading Reading Informational Text Craft and Structure Anchor Standard 6 Assess how point of view or purpose shapes the content and style of a text. Grade Level Standard 6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

The Scarlet Letter: [] English **>** Essential Standards **>** EII.T.2.1 - Analyze world literature through literary devices such as allusions, symbolism, figurative language, flashback, dramatic irony, situational irony, and imagery. Grade(s) 9-12

English **>** Essential Standards **>** EII.T.2.2 - Analyze world literature by relating universal themes to real life experiences. Grade(s) 9-12

Introduction to Poe []

Analysis of struggles through letters: []

Read
Review background information about Edgar Allan Poe's life and his 1831 letters to his guardian, John Allan.

Research
Read a selection of Poe's letters online.

Respond
Complete short summaries of three letters to his guardian, and use the information to explain how these letters show his struggles and growth. **You will need to print a copy of the Respond sheet to complete this lesson.** After selecting Respond, click Print (upper right corner).

Here is a sample lesson plan format that works as a template

Here is the same lesson plan in a Power Point or SMART Board format for students with links

American Literature: Poe and Hawthorne

American Literature: Poe and Hawthorne Grades 11-12 English Language Arts Strand - Reading Reading Literature Key Ideas and Details Anchor Standard 3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Grade Level Standard 3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). collapse all | expand all

Standards by Academic Benchmarks. Copyright 2002-2011, Academic Benchmarks, a division of Peet Consulting, Inc, 1244 Meadowgate Place, Loveland, OH 45140 U.S.A. All rights reserved. Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Evaluate the reason, or motivation, for an individual to write. Correct the following sentence: The Tell Tale Heart written by Edgar allan poe is a mental Thriller. || Think/Pair/Share/ essential question TTYPA Nominate Partner Review of prior learning about life of EAP. Students select a modern-day author or individual who employs the same methods as Edgar Allan Poe. Group activity: The group shares findings on poster board and shares information with class. Exit Slip: What question would you like to ask Mr. Poe. Entrance Slip for tomorrow: share one ‘fun fact’ about EAP || Auditory Verbal/Linguistic Visual/Spatial Tactile Interpersonal Intrapersonal ||  ||
 * **Essential Question/Reflection**
 * Bellringer** || **Activities** || **Learning Styles**
 * Intelligences** ||
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//Collect entrance slip// What inspires you to write? Consider an incident that prompted you to text, blog, write, and describe the circumstances. Idiom interpretation: “Everywhere I go, my mother makes me take my bratty little sister. She’s an **//albatross around my neck//**.” Idiom: Think/Pair/Share/ TTYPA: Nominate Partner Read aloud of “The Tell Tale Heart” Students scribe three favorite lines on index cards, work in groups of four, narrow to one ‘wow’ line Literature log entry Exit Slip: Did the detectives ‘flush him out’? Explain. || Auditory Visual/Spatial Tactile Interpersonal Intrapersonal Existential ||
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 * //Consider the meaning and create a unique sentence to reflect the intended spirit of the phrase.//** || EQ:Enter thoughts in literature log/journal

Identify one method used by the narrator to defend his sanity in “The Tell Tale Heart” and examine the impact on the reader. Correct the following for spelling, punctuation, and grammar: Above all were the scence of hearing acute. I heard all things in the heaven and in earth. I heard many thing in hell. How than am I mad. Hearken? and observe how healthily how calmly I can tell you the hole story. || EQ:Enter thoughts in literature log/journal Warm-up: Think/Pair/Share/ Use SMARTBoard for corrections Media Center Activity: SAS on Hawthorne and Poe [] Teacher Website: Blog about responses H/W: Select a song that EAP would enjoy and write down the artist, title, and reason for the selection on an index card. This will be collected as an entrance slip tomorrow. One will be chosen as bathroom break song. || Visual/Spatial Verbal/Linguistic Musical Tactile Intrapersonal Interpersonal Existential ||
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EQ: Do events in your life shape your view of the world? Idiom: My upstairs neighbors fight a lot and **//air their dirty laundry in public.//** Small Group Discussion about idiom, nominate one response to share with class Introduction to the life of Hawthorne: video clip and discussion through Discovery Education Introduction of new break song from prior exit slip SMARTBoard Venn Diagram of Poe and Hawthorne Personal history, theme, and approach Exit slip: develop one question for Hawthorne about his life || Visual/Spatial Verbal/Linguistic Existential Tactile Musical Intrapersonal Intrapersonal ||  || Do comic books have a place in literature? Consider whether a meaningful story can be represented for plot, character, and theme in a comic book. Defend your response. Correct the following for punctuation and grammar: Hawthornes The Scarlet Letter is a wonderful tail of hester Prynne, one of the strongest Woman in literature. || EQ: Think/Pair/Share Nominate your peer’s response Introduction of project: Menu Journal Website Blog Storyboard Creation Rubrics Personal Goals Independent activity: Personal portfolio goals H/W: Entrance slip for tomorrow: consider a question you would like to ask Hawthorne || Visual/Spatial Intrapersonal Tactile Verbal/Linguistic Existential ||  ||
 * **Essential Question/Reflection**
 * Bellringer** || **Activity** || **Learning Styles**
 * Intelligences** ||
 * **4**
 * //Evaluate the meaning of dirty laundry and create a scenario where the idiom would apply.//** || Journal
 * **5**

EQ: Consider whether one significant event in the life of an individual can change his/her view of the world. In your private journal, reflect upon an event in your life that altered your view of the world. If you cannot think of one, create a scenario that might apply. Idiom: Alex’s mother was horrified when he started dating a girl from the **//wrong side of the tracks.//** Entrance slip activity to narrow to one question per group for author Author study activity Ask the author activity Project time for group and independent work Exit slip: What did you learn from the author activity? Examine one favorite response from today’s activity. || Visual/Spatial Verbal/Linguistic Existential Tactile Musical Intrapersonal Intrapersonal ||
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 * //Discuss the meaning of the phrase with a partner and create a new sentence to reflect the spirit of the idiom.//** || Journal and/or blog

EQ: Create a tattoo that symbolizes a value that you hold dear. Is this meaning transparent to other people? Describe the tattoo in terms of shape, color, and size and evaluate its symbolic meaning. Correct this sentence for grammar, spelling, and punctuation: "Of a certainty it is good mr. Hooper", repleid the sexton. "he were to have exchanged pulpits with Parson Shute, of westbury; but Parson Shute sent to excuse himself yesterday, being to preach a funeral sermon". || Journal and/or blog Students illustrate and elaborate meaning for classroom display Read aloud: “The Minister’s Black Veil” Focus: Theme,symbolism, and allegory Literature log entry for meaningful lines, words, and images. Group activity to discuss commonalities/differences Exit slip: Each group selects one song to reflect theme of short story || Visual/Spatial Verbal/Linguistic Existential Tactile Musical Intrapersonal Intrapersonal ||
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EQ: What two parcels of land would you put aside when creating a new town? How would they be used by the community? Idiom: “Kelly bought a new can of spray paint the day the graffiti appeared. She must have done it. **Where there’s smoke, there’s fire**.” TTYPA: nominate a response Read aloud: chapter one of The Scarlet Letter Video supplement of books 2-8 Blog time in Media Center Storyboard Menu selections Exit Slip: Develop one question each for Pearl, Hester, Roger, and Arthur. Use the front and back of an index card. || Visual/Spatial Verbal/Linguistic Existential Tactile Intrapersonal Intrapersonal || EQ: Consider dramatic irony, or when the audience knows something that the character (s) do not. Evaluate the impact of the unknown person (Pearl’s father) on the townspeople. Using your knowledge of chapter one, consider the symbolism in this statement: Her sin, her ignominy, were the roots which she had struck into the soil. Enter your thoughts in your literature log/journal. || Journal Group: consolidate exit slip into one question for each of four characters. Read aloud: chapter nine of The Scarlet Letter Video supplement of books 10-16 Blog time in Media Center Storyboard Menu selections H/W: Entrance slip for tomorrow: what motivates Hester to keep her secret? || Visual/Spatial Verbal/Linguistic Existential Tactile Intrapersonal Intrapersonal ||  || Review Time Frames and Revise EQ: Examine the meaning of the scarlet letter to the following characters: Hester Pearl Arthur Respond in at least one sentence per character. Idiom: “The new landlord seems friendly, but he may be **//a wolf in sheep’s clothing//**.” Discuss the meaning of the phrase with a partner and examine the relationship to one of the major characters. || Journal TTYPA: nominate a response Hot Seat: Students take roles and answer student-generated questions. Read aloud: chapter 17 of The Scarlet Letter Video supplement of books 17-23 Storyboard H/W Menu selections || Visual/Spatial Verbal/Linguistic Existential Tactile Intrapersonal Intrapersonal || EQ: What role does nature and the forest play in the novel? Examine two instances where the forest and/or nature is involved and synthesize the relationship to the theme. Correct this sentence for grammar, spelling, and punctuation: While the procesion past, the child were uneasy, flutering up and down like a burd on the point of takeing flight. || Journal TTYPA: nominate a response Read aloud: chapter twenty-four of The Scarlet Letter Blog time in Media Center Storyboard Menu selections Verbal/Linguistic Natural Existential Tactile Intrapersonal Intrapersonal ||
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 * //Discuss the meaning of the phrase with a partner and create a new sentence to reflect the spirit of the idiom.//** || Journal
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 * H/W final products due tomorrow!** || Visual/Spatial