Scsk12.org



IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts?to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. ?Lexile levels are listed on the Curriculum Maps, and additional information is cited, where available.509270016192500How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:Regular practice with complex text and its academic language.Reading, writing, and speaking grounded in evidence from text, both literary and informational. Building knowledge through content-rich nonfiction.-5834430035500Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, here are some high-leverage resources around each of the three shifts that teachers should consistently access.The Tennessee State Literacy StandardsThe Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards): can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection. Student Achievement Partners Academic Word Finder: to Support Vocabulary Instruction & Development Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources: can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Project: can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.Using the Curriculum Maps, Grades 9-12Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.” (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking.)Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.Plan your weekly and daily objectives, using the evidence statements to help. As a reminder, standards and objectives are not synonymous and mastery of the standards develops over time. Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.Using your Pearson TE and other resources cited in the curriculum map, plan your week using the lesson plan designated by your administrator. Remember to include differentiated activities for teacher-led small group instruction and literacy stations. Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.Quarter 2 At-a-GlanceAdhering to the shifts, instruction for ELA/Literacy should build knowledge through content-rich nonfiction. During Quarter 2, students will learn from two units, including a Shakespeare unit on “Romeo and Juliet.” Be sure to review the following At-a-Glance table to become more familiar with the instructional plan for Quarter 2. English III, Quarter 2Anchor Texts RecommendationsWeeks 1-3Text 1: from “Sinner in the Hands of an Angry God” (1210L) by Jonathan EdwardsText 2: “How Religion in the United States Avails Itself of Democratic Tendencies” from Democracy in America by Alexis de Tocqueville (Appendix B, Text Exemplar) 3: “The Minister’s Black Veil” (1250L) by Nathaniel HawthorneText 4: “The Devil and Tom Walker” (1130L) by Washington IrvingInstruction will routinely focus on close reading, annotation, modes of writing, critical thinking, Accountable Talk, and POW+TIDE. Use the starter texts on the left to model your expectations for students.Week 4Writing WorkshopWriting should focus on the Performance Task, analyzing two themes in multiple texts and how the themes interact and build upon one another.Weeks5-7The Scarlet Letter (1420L) by Nathaniel HawthorneInstruction focused on Ch. 1-8Consider analyzing how women are portrayed in 19th century literature using resources found here: Text Complexity Analysis: Week 8Culminating Writing TaskHawthorne’s and Irving’s texts in this quarter contain a number of significant symbols. Write a literary analysis that examines how the author’s choices in character development, setting development, and the structure of events contribute to the development of the central ideas in “ The Minister’s Black Veil”, “The Devil and Tom Walker” or The Scarlet Letter. . In the analysis, focus on how word choice, tone, and symbolism contribute to the development of characters, setting, and events of the novel. Provide strong and thorough textual evidence that is integrated while maintaining the flow of ideas and including proper citation.Weeks 1-3 Text 1: from “ Sinner in the Hands of an Angry God” by Jonathan Edwards (1210L) Text 2: “How Religion in the United States Avails Itself of Democratic Tendencies” from Democracy in America by Alexis de Tocqueville (Appendix B, Text Exemplar) 3: “ The Minister’s Black Veil” by Nathaniel Hawthorne (1250L)Text 4: “The Devil and Tom Walker” by Washington Irving (1130L) Essential Question: How does the role of religion continue to shape society?Performance Task: Write an essay in which you analyze two themes in a text by noting ways in which the themes interact and build on one another. Discuss how this interaction creates a complex account or deeper meaning of theme for the reader. (W.11-12.9.a) Week 1Tennessee State StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionandReading Complex TextsRI.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.RI.11-12.2 Determine two or more 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 provide a complex analysis; provide an objective summary of the text.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events RI 11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI 11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text. RI.1Provides a statement of a theme or central idea of a text. RI.2Provides an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of the text. RI.2Provides an objective summary of a text. RI.2Provides an explanation of how specific ideas interact and develop over the course of the text. R.I 3?Provides an evaluation of the authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, or evidence. ? RI.6Reading SelectionsText 1: from “ Sinner in the Hands of an Angry God” by Jonathan Edwards (1210L) Text 2: “How Religion in the United States Avails Itself of Democratic Tendencies” from Democracy in America by Alexis de Tocqueville (Appendix B, Text Exemplar) Video / Prediction TaskJonathan Edwards and the Great Awakening: Sermons & Biography Edwards is one of the leaders of “The Great Awakening”. Before reading the text, determine the historical context of Edwards’ speech and what Edwards hope to accomplish with this sermon. Please write a response in 3-5 sentences Text Dependent Questions for the selectionfrom “ Sinner in the Hands of an Angry God”What does Edwards mean by “natural men”? How do you know? Describe his primary audience? (Key Details)In the second paragraph, Edwards begins three clauses with “there is”. This technique is anaphora. Why does he use this repetitive structure? (Vocab & Text Structure) Describe Edwards’ tone change throughout the text? Where? How do you know? (Opinion) Edwards’ sermon is persuasive. Although he conveys an argument, how is his text persuasive? Is it effective (Opinion)Text Dependent Questions for the selection“How Religion in the United States Avails Itself of Democratic Tendencies”How does Tocqueville appeal to his audience to convince them of his purpose? (Key Details) Identify two central ideas being discussed. What is Tocqueville’s stated purpose? (Author’s Purpose) Explain the structure of Tocqueville’s argument on how each paragraph relates. Does the structure support his argument and make it clear, convincing, or engaging? (Opinion, Argument & Intertextual Connections) Close Reading –Annotation/Guided Reading QuestionsA Reader’s Guide to Annotation Reading QuestionsAccording to Edwards, what would happen to people if God withdrew his hand? What would fail to save them?To what are people a burden, according to Edwards?How does Edwards address those who may doubt his words?According to Edwards, how much control do people who are sinful in the eyes of God have over their destinies?Regular practice with complex text and its academic languageLanguage L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11th -12th reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.11-12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Tier 3 Academic Vocabulary Academic vocabulary is the language you encounter in textbooks’ and on standardized tests. Review the word list below. Some students may need to use Imagery ConnotationEthosPathosLogosDemonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone. L.4 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. L.6 Tier 2 Academic VocabularyPrudenceOmnipotentMediatorInduce DogmaticEmanatesinculcatedVocabulary Instruction: Word Study Guide, Frayer Model, graphic organizers, word wall interactionsUsing Context Clues (Pearson Teacher’s Edition p. 91) Word Analysis: Latin Prefix omni- (Pearson p. 93) Writing to TextsWritingW. 11-12.4: Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. W. 11-12.9: Draw evidence from literary or informational texts to support analysis, reflection and research. a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). 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 tasks, purposes, and audiences. WritingWritten Expression Evidence StatementsDevelopment of Ideas: The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization: The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone6, and/or domain-specific vocabulary.Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage. Writing ContentCite strong and thorough textual evidenceSelect and integrate quotations, details, and examplesUse appropriate organizational patternWrite strong thesis statementsPlan, draft, revise, edit, and rewriteUse appropriate style and tone for purposeRoutine Writing: Next to each paragraph, paraphrase or summarize the content in both speeches Write an objective summary of each speechOpinion Writing: How do you think a contemporary audience of worshippers would react to this type of “fire and brimstone” biblical imagery?Analysis Writing: In “Sinners in the Hands of an Angry God,” Edwards uses figurative language throughout the piece to describe his audience’s relationship with God. Identify and analyze three figures of speech Edwards uses in this sermon.Reading, writing and speaking grounded in evidence from text, both literary and informationalSpeaking and ListeningSL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternative views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. SL.11-12.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Speaking and ListeningStudents will be able to effectively participate in collaborative discussions (we do, they do) Students will be able to refer to textual evidence as ideas are exchanged. Students will be able to question posed ideas and themes when agreeing and/or disagreeing with text summaries. SL. 1Students will be able to evaluate a speaker’s evidence and reasoning. SL.1 Students will demonstrates ability to integrate multiple sources of information presented in diverse media or formats SL.2Speaking and ListeningAccountable TalkClass discussionUsing Accountable Talk ask students to discuss the 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, including which of the two authors is more effectiveSmall Group: Have pairs create a three-column chart: (1) Record examples of images, analogies, hyperboles, and strong word choices from the sermon, (2) paraphrase the examples and interpret their meaning, and (3) explain the rhetorical purpose of the devices and how they develop a tone and central idea of the sermon. Socratic Seminar Pinwheel Discussion: Texts in Conversation IDA English Language Development Standard 1English language learners communicate for Social and Instructional purposes within the school settingSocial and Instructional languageEnglish Language Development Standard 2English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language ArtsThe language of Language ArtsStandard 1 recognizes the importance of social language in student interaction with peers and teachers in school and the language students encounter across instructional settings. Standards 2 address the language of the content-driven classroom and of textbooks, which typically is characterized by a more formal register and a specific way of communicating (e.g., academic vocabulary, specific syntactic structures, and characteristic organizational patterns and conventions).Week 2Tennessee State StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionandReading Complex TextsRL. 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,RL.11-12.2: Determine a theme or central ideas of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL. 11-12.3: 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). RL. 11-12.5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text. RL.1Provides a statement of a theme or central idea of a text. RL.2Provides an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of the text. RL.2Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop over the course of a text. RL.3Provides an analysis of how complex characters (those with multiple or conflicting motivations) interact with other characters over the course of the text. RL.3Provides an analysis of how complex characters (those with multiple or conflicting motivations) advance the plot over the course of the text. RL.3Provides an analysis of a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement). RL.6Reading Selections “ The Minister’s Black Veil” by Nathaniel Hawthorne (1250L)Pre-Reading Have the song below to play as the students enter class in order to set the tone and get them engaged. “Long Black Veil” by Dave Matthews students watch a video on Puritanism (from 12 minutes and 40 seconds—16 minutes and 10 seconds) Text Dependent Questions for the selectionWhat is the topic of the first sermon? How might this be important a) to Mr. Hooper, b) to the congregation, and c) to the allegoric meaning of the story. (Key Details)Elizabeth is Hooper’s fiancée. What does Hooper realize about the strength of his relationship with his intended wife? (Key Details) What, if any, are the positive effects of the veil? What makes them positive? (Inferences) Has Mr. Hooper truly changed? What inferences can you draw based on this description of his sermon? (Inferences) Based on her actions in the story, what inferences can you draw about Elizabeth’s personality and overall character? (Inferences)Do you think Hawthrone’s intentional use of ambiguity, or uncertain meaning, makes the story more of less effective? Explain your reasoning ( Author’s Purpose) Creating Text Dependent Questions () Organizer:Symbolism Reader’s Guide to Annotation practice with complex text and its academic languageLanguage L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11th -12th reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.11-12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Tier 3 Academic VocabularyAcademic vocabulary is the language you encounter in textbooks’ and on standardized tests. Review the word list below. Some students may need to use ParableSymbolism Imagery Allegory Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone. L.4 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. L.6 Tier 2 Academic VocabularyInanimatePathosImpertinentImperceptibleObstinacyVocabulary Instruction: Word Study Guide, Frayer Model, graphic organizers, word wall interactions1. Write the definitions of the words you know.2. Consult a dictionary to confirm the definitions of the words you know. Revise your definitions if necessary.3. Using a print or an online dictionary, look up the meanings of the words you do not know. Then, write the meanings.4.Use all the words in a brief paragraph The tools and strategies intended to be used to build students' vocabulary during reading instruction. Vocabulary Practice Test to TextsWritingW.11-12. 2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.a. Introduce a topic; organize complex ideas, concepts and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.b. Develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic. W.11-12. 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view and introducing a narrator and/or characters; create a smooth progression of experiences or events. ?Use narrative techniques, such as dialogue, pacing, description, reflection and multiple plot lines, to develop experiences, events and/or characters. ?Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. ?Use precise words and phrases, telling details and sensory language to convey a vivid picture of the ?experiences, events, setting and/or characters. ?Provide a conclusion that follows from and reflects on ?what is experienced, observed, or resolved over the course of the narrative. ?W. 11-12.4: Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. W. 11-12.9: Draw evidence from literary or informational texts to support analysis, reflection and research. a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). 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 tasks, purposes, and audiences. Written Expression Evidence StatementsDevelopment of Ideas: The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization: The student response demonstrates purposeful coherence, clarity, and cohesion5 and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone6, and/or domain-specific vocabulary.Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage. Writing FundamentalsCite strong and thorough textual evidenceSelect and integrate quotations, details, and examplesUse appropriate organizational patternUse appropriate style and tone for purposeRoutine Writing: Please explain why you think Hooper wears the veil?and give evidence from the story to support your position.Narrative Writing: Imagine that you are Reverend Hooper. Write an alternate deathbed speech, in which you either (1) explain to your love, Elizabeth, why you have worn the veil or (2) explain why you will not take the veil off, even at the moment of your death. Plan the speech carefully; include logical explanations as well as an indication of the passion you feel about wearing the veil. Organize the details carefully and include specific references to the story. Write your first draft. When you revise, make sure that you have followed the style and manner of speech common to the Puritan period. Finally, proofread your speech and prepare a final draft. Explanatory Writing: Write an interpretive essay in which you explore the veil’s significance. Explain the ambiguity that surrounds the veil, and give your own interpretation of its meaning.Strategies: Model Think-Aloud ( ) Using SRSD -POW -POW+TIDE ( ) SOAPSTone ( ) Reading, writing and speaking grounded in evidence from text, both literary and informationalSL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternative views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. SL.11-12.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Speaking and ListeningStudents will be able to effectively participate in collaborative discussions (we do, they do) Students will be able to refer to textual evidence as ideas are exchanged. Students will be able to question posed ideas and themes when agreeing and/or disagreeing with text summaries. SL. 1Students will be able to evaluate a speaker’s evidence and reasoning. SL.1 Students will demonstrates ability to integrate multiple sources of information presented in diverse media or formats SL.2Speaking and ListeningAccountable TalkClass discussionGroup Activities:1.This story, like many of Hawthorne’s works, contains some very dramatic moments. Your job is to perform the final scene from Hawthorne’s “Minister’s Black Veil.” You will need at least three characters (Reverend Mr. Hooper, Reverend Mr. Clark, narrator). Remember, this is to be a performance, not just a reading, which means you’ll have to block out movement and make choices with the dialogue (volume, tempo, pauses, etc.). In a one-page essay write down at least three choices that you make with the text – things that are the result of your group’s interpretation, and not necessarily visible in the story itself. Explain these three choices your group made, why you felt they were necessary, and how they relate to the Hawthorne’s choices about how to develop the character of Mr. Hooper. 2. At the beginning, Hawthorne labels the story “A Parable.” What is a parable? Write and provide a source for the definition. Compile and cite evidence from the text that both supports and opposes the idea that this story is a parable - including Hawthorne's assertion that the story is taken from a true incident with a Joseph Moody. As a group, come to a conclusion about whether Hawthorne's story is in fact a parable, and if so, what lesson (or lessons) is it teaching? Write an essay to support your conclusion and explain the lesson(s) it is teaching. Cite evidence from the text. Socratic Seminar Pinwheel Discussion: Texts in Conversation 3Tennessee State StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionandReading Complex TextsLiterature and Informational Text(s)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,RL.11-12.2: Determine a theme or central ideas of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL. 11-12.3: 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). RL. 11-12.5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text. RL.1Provides a statement of a theme or central idea of a text. RL.2Provides an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of the text. RL.2Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop over the course of a text. RL.3Provides an analysis of how complex characters (those with multiple or conflicting motivations) interact with other characters over the course of the text. RL.3Provides an analysis of how complex characters (those with multiple or conflicting motivations) advance the plot over the course of the text. RL.3Provides an analysis of a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement). RL.6Reading Selections “The Devil and Tom Walker” by Washington Irving (1130L) Pre-ReadingListen to (and read along with) Charlie Daniels Band’s “The Devil Went Down to Georgia” and respond in writing to the following prompts. the events of Johnny and his meeting with the devil.Provide a possible moral (lesson learned) for this story.Text Dependent Questions for the selectionWhat is one universal theme revealed in this story? (General Understanding) How does Irving establish the mood of the story? (Key Details) Despite the mood established, Irving is able to provide comic relief. Find at least one example and explain how it adds humor. (Key Details)What is the symbolic significance of the Bible buried beneath the papers on Tom’s desk? (Inference) Are the characters presented as stereotypes or are they multidimensional? Explain your response. (Opinion, Argument and Intertextual Connection) Creating Text Dependent Questions () practice with complex text and its academic languageLanguage L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content.L.11-12.4.C: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.L.10.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening.Tier 3 Academic VocabularyAcademic vocabulary is the language you encounter in textbooks’ and on standardized tests. Review the word list below. Some students may need to use CharacterizationDirect characterizationIndirect characterizationSymbolismDemonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone. L.4 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. L.6 Tier 2 Academic VocabularyPrevalentDiscordTreacherousExtortOstentationParsimonyVocabulary Study Sheet“The Devil and Tom Walker” Analysis: Latin Prefix ex- (Pearson, p. 241) Vocabulary: Sentence Completions (Pearson, p. 241)Vocabulary Instruction: Word Study Guide, Frayer Model, graphic organizers, word wall interactions1. Write the definitions of the words you know.2. Consult a dictionary to confirm the definitions of the words you know. Revise your definitions if necessary.3. Using a print or an online dictionary, look up the meanings of the words you do not know. Then, write the meanings.4.Use all the words in a brief paragraph The tools and strategies intended to be used to build students' vocabulary during reading instruction. Vocabulary Practice Test to TextsWritingW.11-12. 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view and introducing a narrator and/or characters; create a smooth progression of experiences or events. ?Use narrative techniques, such as dialogue, pacing, description, reflection and multiple plot lines, to develop experiences, events and/or characters. ?Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. ?Use precise words and phrases, telling details and sensory language to convey a vivid picture of the ?experiences, events, setting and/or characters. ?Provide a conclusion that follows from and reflects on ?what is experienced, observed, or resolved over the course of the narrative. ?W. 11-12.4: Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. W. 11-12.9: Draw evidence from literary or informational texts to support analysis, reflection and research. a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). 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 tasks, purposes, and audiences. Evidence StatementsDevelopment of Ideas: The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization: The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone6, and/or domain-specific vocabulary.Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usageWriting ContentCite strong and thorough textual evidenceSelect and integrate quotations, details, and examplesUse appropriate organizational patternWrite strong thesis statementsPlan, draft, revise, edit, and rewriteUse appropriate style and tone for purposeRoutine Writing: Dialogue Journal /Character Map Routine Writing Tasks to Support Comprehension and Analysis Writing: Write a new version of Irving’s story, updating it in a way that addresses a modern audience. Keep Irving’s theme and the conflict of someone selling his or her soul to the devil for worldly gain.Literary Analysis: Toward the end of “The Devil and Tom Walker,” Tom begins to wonder what kind of future he faces, given the deal he has made with the Devil. Write a short essay about how Tom tries to assume the role of a devoted religious man. Cite three actions he takes toward this end and give your opinion about whether these actions actually change his life.Strategies: Model Think-Aloud ( ) Using SRSD -POW -POW+TIDE ( ) SOAPSTone ( ) Week 4Tennessee State StandardsEvidence StatementsContentWriting WorkshopWritingW. 11-12.4: Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. W. 11-12.9: Draw evidence from literary or informational texts to support analysis, reflection and research. a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). 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 tasks, purposes, and audiences. Written Expression Evidence StatementsDevelopment of Ideas: The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization: The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usageWriting Task Students will produce coherent writings in response to the performance task prompt. Students will:Cite strong and thorough textual evidenceSelect and integrate quotations, details, and examplesUse appropriate organizational patternWrite strong thesis statementsPlan, draft, revise, edit, and rewriteUse appropriate style and tone for purposePerformance Tasks Literary Analysis: Compare and contrast the meaning and style of “Sinners in the Hand of an Angry God” and “ The Minister’s Black Veil”. How does each author convey his meaning to the readers? Which author’s style is more effective and why? Literary Analysis: Compose an essay that responds to the essential question: “How does literature shape or reflect society?” In the short story, “The Devil and Tom Walker, Washington Irving uses a work of fiction that reflects the concerns of the historical period in which he lived. In your essay, evaluate the influences of the historical period on the characters, plot and setting. Keep in mind that the characters in this story hold attitudes common to New Englanders in the 1720’s when the story is set. Through the third person omniscient narrator, Irving criticizes some of those attitudes while accepting others.Strategies: Model Think-Aloud ( ) Using SRSD -POW -POW+TIDE ( ) SOAPSTone ( ) When students are finished writing, have them swap their essay with a peer, who will review the written response for the following: Identify and underline the thesis or main claim of the essay. Next to each body paragraph, write a one-sentence summary. Determine how the ideas of the body paragraph are connected to the main claim of the essay. Next to the thesis statement, write a brief summary describing the organization and connection between various ideas of the essay. Underneath each summary sentence, list the evidence used in that paragraph (e.g., direct quotation, paraphrased quotation, key details from the text). Assess the quality of the evidence and how well it supports the thesis and ideas of the paragraph. Place a plus sign next to relevant evidence and logical reasoning and a minus sign next to irrelevant evidence or false reasoning. Review the sentence structure and offer suggestions for increasing the complexity by adding more phrases and clauses or varying syntax. Circle strong vocabulary words in the text and note any unnecessary repetitions. Edit the essay for spelling mistakes and use of proper punctuation. Scoring with a Rubric () (organization and focus, development of ideas, citing evidence) Weeks 5-7 Text: “The Scarlet Letter” by Nathaniel Hawthorne(1420L) Chapter 1-8Performance Task: (Opinion 1) The Scarlet Letter makes heavy use of a number of different, powerful symbols. Craft an essay that provides an analysis of one of the novel’s major symbols which connects the symbols to Hawthorne’s purpose in writing(Opinion 2) Choose a character from The Scarlet Letter write an essay in which you (a) briefly describe the standards of the fictional society in which the character exists and (b) show how the character is affected by and responds to those standards. In your essay do not merely summarize the plot. Week 5Tennessee State StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionandReading Complex TextsRL. 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,RL.11-12.2: Determine a theme or central ideas of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL. 11-12.3: 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). RL. 11-12.5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text. RL.1Provides a statement of a theme or central idea of a text. RL.2Provides an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of the text. RL.2Provides an objective summary of a text. RL.2Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop over the course of a text. RL.3Provides an analysis of how complex characters (those with multiple or conflicting motivations) interact with other characters over the course of the text. RL.3Provides an analysis of how complex characters (those with multiple or conflicting motivations) advance the plot over the course of the text. RL.3Provides an analysis of a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement). RL.6Reading Selection“The Scarlet Letter” by Nathaniel HawthorneChapters 1-3Audiobook: Activity & Questions is the difference between “sin” and “crime”? What is the difference between how these things are viewed today and how the Puritans viewed them?What do you know about the role of women in Puritan Society?Text Dependent Questions:Chapter 1: The Prison DoorWhat types of imagery are used to introduce the Puritan townsfolk in "The Prison Door"? What is the effect of this imagery?What is the significance (symbolic, thematic, or otherwise) of the rosebush outside the prison door?Chapter 2: The Market PlaceWhat traits characterize the women of Salem? How might their collective demeanor be a product of Puritan society? What is the artistic function of the "young wife" within the group?What is Hester’s first action in the novel and what does it reveal about her character??Describe her demeanor as she emerges from the prison.According to the narrator, what is the greatest "outrage...against our common nature"? Do you agree? How might this opinion on the part of the narrator shape the telling of this story?While she is on the scaffold, Hester's memory?runs through a brief summary of her past. What significant events are referred to, however vaguely??Chapter 3: The RecognitionDescribe the stranger standing next?to the Indian during Hester's punishment.?What signal passes between him and Hester? What emotional?affect does his presence have on Hester??Why does the stranger call Hester's punishment "a wise sentence"??Describe Reverend Dimmesdale. What are his most significant physical features and what do they suggest about his personality and even his soul?What argument does Dimmesdale use to try convince Hester to name her "fellow-sinner"? How does Hester respond??How?does her child respond?Why does Hester say the scarlet letter can never be removed from her breast?How does the sermon delivered by John Wilson begin to expand the symbolic significance of the scarlet letter? How does town gossip and superstition do the same?Close Reading –Double Entry Journal Organizer Record examples of symbolism in The Scarlet Letter on a three-column graphic organizer (1) List the symbols found in The Scarlet Letter, (2) provide proper citation information (page number, paragraph number, etc.), and (3) describe the meaning of the symbols in The Scarlet Letter. Regular practice with complex text and its academic languageLanguage L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content.L.11-12.4.C: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.L.10.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening. Tier 3 Academic VocabularyAcademic vocabulary is the language you encounter in textbooks’ and on standardized tests. Review the word list below. Some students may need to use ImagerySymbolism Point of View Word Choice SettingDemonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone. L.4 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. L.6 Tier 2 Academic VocabularyChapter 1: The Prison Door THRONG: a great number of persons crowded together.EDIFICE: a large, usually impressive building.UTOPIA: a place or state of political or social perfection. Comes from a novel by Sir Thomas Moore about a perfect society.ALLOT: to divide or distribute in shares. SEASONABLE: timely or opportune. SEPULCHRES: a burial vault built of rock or stone. PONDEROUS: weighty or clumsy.CONGENIAL: pleasant, friendly.INAUSPICIOUS: not prosperous.PORTAL: a doorway of imposing appearance. Chapter 2: The Market Place PHYSIOGNOMIES: the facial features held to show qualities of mind or character by their configuration or expression. AUGURED: foretold.BETOKENED: given evidence of.TRIBUNAL: a court of forum of justice.INDUBITABLY: unquestionablyANTINOMIAN: one who rejects a socially established morality. HETERODOX: holding unorthodox opinions or doctrines. SCOURGED: to subject to severe criticism or satire. FIREWATER: strong alcoholic beverage. MAGISTRATE: a local official exercising administrative and often judicial functions. GALLOWS: the punishment of hanging.VENERABLE: made sacred especially by religious or historical association. MEAGRE: lacking desirable qualities; meager. Chapter 3: The Recognition FURROWS: wrinklesHETEROGENEOUS: different in kind.ABATE: put an end toWRITHING: (to twist in pain; to suffer keenly.INTERVOLUTIONS: twists betweenSOJOURN: a temporary stay.INIQUITY: wickedness.PERADVENTURE: perhaps.BETWIXT: between.HALBERDS: a weapon consisting typically of a battle ax and pike mounted on a handle about six feet long. TUNIC: a hip-length or longer blouse or jacket.SAGACITY: of keen mind: shrewd.Flocabulary –The Scarlett Letter tools and strategies intended to be used to build students' vocabulary during reading instruction. Vocabulary Practice Test to TextsWritingW. 11-12.4: Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. W. 11-12.9: Draw evidence from literary or informational texts to support analysis, reflection and research. a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). 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 tasks, purposes, and audiences. WritingWritten Expression Evidence StatementsDevelopment of Ideas: The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization: The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usageWriting ContentCite strong and thorough textual evidenceSelect and integrate quotations, details, and examplesUse appropriate organizational patternWrite strong thesis statementsPlan, draft, revise, edit, and rewriteUse appropriate style and tone for purposeOpinion Writing: At this point in your reading, you probably have some opinion about Hester's guilt, her punishment, and whether or not she should be allowed to keep Pearl. Your assignment is to write a letter to Governor Bellingham regarding your opinion about what he should do about Hester. Routine Writing: Summarize the setting, characters, and events of the first three chapters Analysis Writing: Why does Hawthorne choose to start the events of the story with Hester already in prison? What effect do these choices have on the reader? Strategies: Model Think-Aloud ( ) Using SRSD -POW -POW+TIDE ( ) SOAPSTone ( ) Week 6Tennessee State StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionandReading Complex TextsRL. 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,RL.11-12.2: Determine a theme or central ideas of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL. 11-12.3: 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). RL. 11-12.5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text. RL.1Provides a statement of a theme or central idea of a text. RL.2Provides an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of the text. RL.2Provides an objective summary of a text. RL.2Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop over the course of a text. RL.3Provides an analysis of how complex characters (those with multiple or conflicting motivations) interact with other characters over the course of the text. RL.3Provides an analysis of how complex characters (those with multiple or conflicting motivations) advance the plot over the course of the text. RL.3Provides an analysis of a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement). RL.6Reading Selections “The Scarlet Letter” by Nathaniel HawthorneChapters 4-6Audiobook: Dependent QuestionsChapter 4: The InterviewWhat does Chillingworth mean when he says to Hester, "We have wronged each other"?Why does Chillingworth ask Hester to keep his identity a secret? Why is this ironic in the light of his profession??Chapter 5: Hester at her Needle How does Hester's life change once her public humiliation is over?The narrator gives two reasons for Hester's refusal to leave New England, one that is authentic and one that Hester fabricates as a "self-delusion." Explain each one and what it reveals about Hester's character.Where does Hester live after her leaving the prison? What is significant about this location?How does Hester support herself and Pearl? What does her profession reveal about Puritan society? What is the one job she is never asked to do and why??Apart from wearing the scarlet letter, in what specific ways is Hester isolated from the townspeople? How is she made to suffer by this?What new and special power does the scarlet letter seem to give Hester? ?What is Hester's reaction to this newfound ability?Chapter 6: Pearl Why does Hester name her child Pearl? Why does she worry about Pearl's character?How does the narrator account of Pearl's wild and untamed character?What success does Hester have in controlling Pearl? How does Pearl interact with the other children in the village? What rumor circulates about Pearl's paternity?What purpose might the mother-daughter conflict play in the novel?Close ReadingDouble Entry Journal Organizer Record examples of symbolism in The Scarlet Letter on a three-column graphic organizer (1) List the symbols found in The Scarlet Letter, (2) provide proper citation information (page number, paragraph number, etc.), and (3) describe the meaning of the symbols in The Scarlet Letter. Regular practice with complex text and its academic languageLanguage L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content.L.11-12.4.C: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.L.11-12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening.Language – Tier 3 - Academic VocabularyAcademic vocabulary is the language you encounter in textbooks’ and on standardized tests. Review the word list below. Some students may need to use ImagerySymbolism Point of View Word Choice SettingDemonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone. L.4 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. L.6 Tier 2 - VocabularyChapter 4: The Interview SAGAMORES: a subordinate chief of the Algonquian Indians of the north Atlantic coast.AMENABLE: willing to yield or submit: agreeable.PEREMPTORY: leaving no opportunity for denial or refusal.ALCHEMY: a power or process of transforming something common into something precious.INQUEST: inquiry, investigation.PARAMOUR: an illicit lover.WOTTEST: to have knowledge of or to know. Chapter 5: Hester at her Needle VIVIFY: to endure with life or renew life: animate.ASSIMILATE: to absorb into the cultural tradition of a population or group. TINGE: an affective or modifying property or influence: touch. UNCONGENIAL: unfriendly.THATCHED: a house used as a sheltering cover made of a plant material. FAIN: rather. PROGENITORS: an ancestor in the direct line: forefather.PLEBEIAN: one of the common people.EMOLUMENT: MISERATION to feel or express sympathy: condole. CONTUMACIOUSLY: stubbornly disobedient: rebellious.TALISMAN: something producing apparently magical or miraculous effects. Chapter 6: Pearl EFFICACY: effective as a means of remedy.RUSSET: a coarse brownish homespun cloth.IMBUED: inspired as with feelings, opinions, etc.MUTABILITY: subject to change. EPOCH: a point in time marked by the beginning of anew development or state of things.REGIMEN: to organize.CAPRICE: a sudden, impulsive change: whim.INFANTILE: characteristic of infancy or infants: babyish. SMOTE: having striked something.DEARTH: scarcity, lack, or famine.GESTICULATION: expression through gestures.LABYRINTH: any intricate or perplexing set of difficulties: maze. AMENABLE: agreeable.ENMITY: established hatred.. Flocabulary –The Scarlett Letter . Write the definitions of the words you know.2. Consult a dictionary to confirm the definitions of the words you know. Revise your definitions if necessary.3. Using a print or an online dictionary, look up the meanings of the words you do not know. Then, write the meanings.4.Use all the words in a brief paragraph The tools and strategies intended to be used to build students' vocabulary during reading instruction. Vocabulary Practice Test to TextsWritingW. 11-12.4: Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. W. 11-12.9: Draw evidence from literary or informational texts to support analysis, reflection and research. a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). 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 tasks, purposes, and audiences. WritingWritten Expression Evidence StatementsDevelopment of Ideas: The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization: The student response demonstrates purposeful coherence, clarity, and cohesion5 and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone6, and/or domain-specific vocabulary.Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usageWriting ContentCite strong and thorough textual evidenceSelect and integrate quotations, details, and examplesUse appropriate organizational patternWrite strong thesis statementsPlan, draft, revise, edit, and rewriteUse appropriate style and tone for purposeRoutine Writing: Summarize the setting, characters, and events in chapters 4-6.Analysis Writing: In a well-organized essay, first analyze how Hester’s daughter is likened to the pearl of great price, and then ex- plain how this comparison serves to develop her character.Strategies: Model Think-Aloud ( ) Using SRSD -POW -POW+TIDE ( ) SOAPSTone ( ) Week 7Tennessee State StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionandReading Complex TextsRL. 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,RL.11-12.2: Determine a theme or central ideas of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL. 11-12.3: 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). RL. 11-12.5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text. RL.1Provides a statement of a theme or central idea of a text. RL.2Provides an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of the text. RL.2Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop over the course of a text. RL.3Provides an analysis of how complex characters (those with multiple or conflicting motivations) interact with other characters over the course of the text. RL.3Provides an analysis of how complex characters (those with multiple or conflicting motivations) advance the plot over the course of the text. RL.3Provides an analysis of a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement). RL.6 Reading Selections “The Scarlet Letter” by Nathaniel HawthorneChapters 7-8Audiobook Dependent Questions Chapter 7: The Governor’s Hall For what two purposes does Hester go to Governor Bellingham's mansion?Describe Pearl's dress and comment on its significance.?Describe the construction and furnishing of Governor Bellingham's mansion. What does it reveal about Puritan culture?What possible symbolic meanings are associated with sunshine and the suit of armor in Chapter 7?Chapter 8: The Elf-Child and the Minister What reason does the Governor give for taking Pearl from her mother? How does he "examine" Pearl and for what purpose? What reason does Hester give for her need to keep Pearl? Who supports her plea and why?How does Pearl behave towards Dimmesdale in the garden?What is the purpose of the interaction between Hester and Mistress Hibbins at the end of Chapter 8?Close ReadingDouble Entry Journal Organizer Record examples of symbolism in The Scarlet Letter on a three-column graphic organizer (1) List the symbols found in The Scarlet Letter, (2) provide proper citation information (page number, paragraph number, etc.), and (3) describe the meaning of the symbols in The Scarlet LetterRegular practice with complex text and its academic languageLanguage L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content.L.11-12.4.C: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.L.11-12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening. Language – Tier 3 - Academic VocabularyImagerySymbolism Point of View Word Choice SettingDemonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone. L.4 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. L.6 Tier 2 - VocabularyChapter 7: The Governor’s Hall LUDICROUS: amusing or laughable through obvious absurdity, incongruity, exaggeration, or eccentricity. EMINENCE: position of prominence or superiority.PRISTINE: uncorrupt by civilization.INTRINSIC: originating or situated within the body or part acted on. IMPERIOUS: commandingPALLID: deficient in color: dull.DAUNTLESS: fearless, undaunted.CABALISTIC: esoteric doctrine or mysterious art. CAPER: a joyful, bounding leap. Chapter 8: The Elf-Child and the Minister EXPATIATING: enlarging in discourse or writing. ANTIQUATE: obsolete.UNFEIGNEDLY: not pretending.BEHEST: an earnest request. BENEVOLENCE: desiring to do good to others.BEDIZEN: to dress n a gaudy or vulgar manner.ALBEIT: although or even if.WARILY: cautiously. PIOUS: of or pertaining to religious devotion.IMBIBES: to take or receive into the mind.AMISS: improper.ADDUCED: to bring forward as in argument or as evidence. VEHEMENCE: forceful or violent.UNOBTRUSIVE: not conspicuous.Flocabulary –The Scarlett Letter tools and strategies intended to be used to build students' vocabulary during reading instruction. Word Boosters Vocabulary Practice Test , writing and speaking grounded in evidence from text, both literary and informational Speaking and ListeningSL. 11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL. 11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 here for specific expectations.)Speaking and ListeningSL. 11-12.1. Students will be able to effectively participate in collaborative discussions (we do, they do) Students will be able to refer to textual evidence as ideas are exchanged. Students will be able to question posed ideas and themes when agreeing and/or disagreeing with text summaries. SL.11-12.1. Students will be able to evaluate a speaker’s evidence and reasoning. Speaking and ListeningDiscussionAccountable TalkPeer-led Socratic Seminars Performance Task: Conduct a Socratic SeminarParticipants will take a clear, well -defined and well -supported stance in each response. They may connect personal experiences, hypothetical scenarios, and other firsthand accounts to justify your response; however, the responses must be supported with textual evidence from the novel. Discussion Prompts:A consequence of sin is the ability to recognize it in others, or so says the text seemingly. Where is this displayed in the text for Hester, Dimmesdale, Hibbins, Chillingworth? Do you agree in life this is true? A person who knowingly seeks revenge (Chillingworth) with the intent to maliciously harm the person who has wronged him/her is less evil and hateful than the original person (Hester/Dimmesdale) who knowingly wronged or hurt him/her in the first place. Critics have commented that Hawthorne’s narrator seems to be of two minds. Sometimes this narrator seems to adopt an opinion that characters must repent for and atone for what they have done. At other times, the narrator seems to adopt the opinion that Dimmesdale’s and Hester’s actions are understandable given the circumstances, and that love such as theirs represents something truly sacred. Where does the narrator stand, or is he of two minds? Where do you stand on the issue? It is easier to forgive someone who has wronged you if they are honest and admit their fault. Why? Does it need to be a public confession? Some critics have called The Scarlet Letter the protofeminist (first or foremost feminist) American novel. What evidence from the novel supports or refutes this claim? Sin cannot be washed away completely; it leaves a permanent mark. Writing to TextsWritingW.11-112.2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.a. Introduce a topic; organize complex ideas, concepts and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.b. Develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic. W. 11-12.4: Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. W. 11-12.9: Draw evidence from literary or informational texts to support analysis, reflection and research. a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). 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 tasks, purposes, and audiences. WritingWritten Expression Evidence StatementsDevelopment of Ideas: The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization: The student response demonstrates purposeful coherence, clarity, and cohesion5 and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone6, and/or domain-specific vocabulary.Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage. Writing ContentCite strong and thorough textual evidenceSelect and integrate quotations, details, and examplesUse appropriate organizational patternWrite strong thesis statementsPlan, draft, revise, edit, and rewriteRoutine Writing: Summarize chapters 7 and 8Explanatory Writing: Reread the section where Hester encounters Mistress Hibbins. Working in pairs, have students determine Hawthorne’s purpose for including Mistress Hibbins in the story. What does she represent?Analysis Writing: Write a brief comparison between Hawthorne’s introduction of Dr. Chillingworth and his introduction of Mistress Hibbins. What are the impacts of these choices? Which seems to be most effective? Strategies: Model Think-Aloud ( ) Using SRSD -POW -POW+TIDE ( ) SOAPSTone ( ) Week 8Tennessee State StandardsEvidence StatementsContentWriting WorkshopW.11-12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content. a. Introduce a topic; organize complex ideas, concepts and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension. ?b. Develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. ?c. Use appropriate and varied transitions to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. ?e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. ?f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). ?W. 11-12.4: Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. W. 11-12.9: Draw evidence from literary or informational texts to support analysis, reflection and research. a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). 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 tasks, purposes, and audiences. Written Expression Evidence StatementsDevelopment of Ideas: The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization: The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usageStudents complete work on Performance Task by revising previous writings.Performance Task: The Scarlet Letter makes heavy use of a number of different, powerful symbols. Craft an essay that provides an analysis of one of the novel’s major symbols which connects the symbols to Hawthorne’s purpose in writingOR Choose a character from The Scarlet Letter write an essay in which you (a) briefly describe the standards of the fictional society in which the character exists and (b) show how the character is affected by and responds to those standards. In your essay do not merely summarize the plot. Writing WorkshopReview task and rubricReflect and AttendPeer-review/peer exchangeEdits: thesis/introduction, development, conventions, conclusions, sources and documentation RevisionsPublish (type) writingsModel Think-Aloud ( ) Using SRSD -POW -POW+TIDE ( ) SOAPSTone ( ) Week 9Comprehensive AssessmentCulminating Writing Task Hawthorne’s and Irving’s texts in this quarter contain a number of significant symbols. Write a literary analysis that examines how the author’s choices in character development, setting development, and the structure of events contribute to the development of the central ideas in “ The Minister’s Black Veil”, “The Devil and Tom Walker” or The Scarlet Letter. . In the analysis, focus on how word choice, tone, and symbolism contribute to the development of characters, setting, and events of the novel. Provide strong and thorough textual evidence that is integrated while maintaining the flow of ideas and including proper citation. ................
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