The Scarlet Letter



East of Eden

Reading Schedule

|PART |Due on |Pages |# of Pgs. |

|I |3/24-25 |3-125 |122 (8) |

|II: |4/10-11 |129-272 |143 (12) |

|III: |4/24-25 |275-410 |135 (9) |

|IV: |5/13-14 |413-602 |189 (14) |

*Throughout all sections students should be annotating their novels for plot shift and figurative language in preparation for FINAL Socratic Seminar.*

Active Reading Assignments

Part 1 will detail a set of “Character Cards” for Cathy, Adam, Charles, Sam, Aron, Caleb, to track:

• Character Relationships

• Personality Traits

• Plot development

Part 2-3: Submitted to BEFORE CLASS (so don’t go looking online for ideas). In each SECTION, students must write at LEAST 3 Quoted & cited examples of the following devices (metaphor, allusion, juxtaposition, paradox, tone) create 1 page PER DEVICE and explain WHY the author used the device. Any basic definition explanations will receive a 0, any matches to other sources will be considered a violation of the student code of conduct.

Part 4: Detailed annotations in the novel in preparation for the final Socratic seminar.

TIPS FOR SUCCESSFUL READING:

Take notes on the literary devices AS YOU READ.

Make a family tree for the Trasks and the Hamiltons. 

For each character, make a list significant physical and/or personality traits.

Pay attention to the "Cain" and "Abel" characters.

Be sure to consider the historcal context of the novel.

Look for examples of the central conflict of good vs. evil.

Watch how the theme of timshel plays out in the novel.

East of Eden

Reading Schedule

|PART |Due on |Pages |# of Pgs. |

|I |3/24-25 |3-125 |122 (8) |

|II: |4/10-11 |129-272 |143 (12) |

|III: |4/24-25 |275-410 |135 (9) |

|IV: |5/13-14 |413-602 |189 (14) |

*Throughout all sections students should be annotating their novels for plot shift and figurative language in preparation for FINAL Socratic Seminar.*

Active Reading Assignments

Part 1 will detail a set of “Character Cards” for Cathy, Adam, Charles, Sam, Aron, Caleb, to track:

• Character Relationships

• Personality Traits

• Plot development

Part 2-3: Submitted to BEFORE CLASS (so don’t go looking online for ideas). In each SECTION, students must write at LEAST 3 Quoted & cited examples of the following devices (metaphor, allusion, juxtaposition, paradox, tone) create 1 page PER DEVICE and explain WHY the author used the device. Any basic definition explanations will receive a 0, any matches to other sources will be considered a violation of the student code of conduct.

Part 4: Detailed annotations in the novel in preparation for the final Socratic seminar.

TIPS FOR SUCCESSFUL READING:

Take notes on the literary devices AS YOU READ.

Make a family tree for the Trasks and the Hamiltons. 

For each character, make a list significant physical and/or personality traits.

Pay attention to the "Cain" and "Abel" characters.

Be sure to consider the historcal context of the novel.

Look for examples of the central conflict of good vs. evil.

Watch how the theme of timshel plays out in the novel.

East of Eden

|PART |Due on |Pages |# of Pgs. |

|I |3/24-25 |3-125 |122 (8) |

|II: |4/10-11 |129-272 |143 (12) |

|III: |4/24-25 |275-410 |135 (9) |

|IV: |5/13-14 |413-602 |189 (14) |

Reading Schedule

*Throughout all sections students should be annotating their novels for plot shift and figurative language in preparation for FINAL Socratic Seminar.*

Active Reading Assignments

Part 1 will detail a set of “Character Cards” for Cathy, Adam, Charles, Sam, Aron, Caleb, to track:

• Character Relationships

• Personality Traits

• Plot development

Part 2-3: Submitted to BEFORE CLASS (so don’t go looking online for ideas). In each SECTION, students must write at LEAST 3 Quoted & cited examples of the following devices (metaphor, allusion, juxtaposition, paradox, tone) create 1 page PER DEVICE and explain WHY the author used the device. Any basic definition explanations will receive a 0, any matches to other sources will be considered a violation of the student code of conduct.

Part 4: Detailed annotations in the novel in preparation for the final Socratic seminar.

TIPS FOR SUCCESSFUL READING:

Take notes on the literary devices AS YOU READ.

Make a family tree for the Trasks and the Hamiltons. 

For each character, make a list significant physical and/or personality traits.

Pay attention to the "Cain" and "Abel" characters.

Be sure to consider the historcal context of the novel.

Look for examples of the central conflict of good vs. evil.

Watch how the theme of timshel plays out in the novel.

East of Eden

Reading Schedule

|PART |Due on |Pages |# of Pgs. |

|I |3/24-25 |3-125 |122 (8) |

|II: |4/10-11 |129-272 |143 (12) |

|III: |4/24-25 |275-410 |135 (9) |

|IV: |5/13-14 |413-602 |189 (14) |

*Throughout all sections students should be annotating their novels for plot shift and figurative language in preparation for FINAL Socratic Seminar.*

Active Reading Assignments

Part 1 will detail a set of “Character Cards” for Cathy, Adam, Charles, Sam, Aron, Caleb, to track:

• Character Relationships

• Personality Traits

• Plot development

Part 2-3: Submitted to BEFORE CLASS (so don’t go looking online for ideas). In each SECTION, students must write at LEAST 3 Quoted & cited examples of the following devices (metaphor, allusion, juxtaposition, paradox, tone) create 1 page PER DEVICE and explain WHY the author used the device. Any basic definition explanations will receive a 0, any matches to other sources will be considered a violation of the student code of conduct.

Part 4: Detailed annotations in the novel in preparation for the final Socratic seminar.

TIPS FOR SUCCESSFUL READING:

Take notes on the literary devices AS YOU READ.

Make a family tree for the Trasks and the Hamiltons. 

For each character, make a list significant physical and/or personality traits.

Pay attention to the "Cain" and "Abel" characters.

Be sure to consider the historcal context of the novel.

Look for examples of the central conflict of good vs. evil.

Watch how the theme of timshel plays out in the novel.

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