ABC’s of The Scarlet Letter - Weebly



Test Options

Option One: ABC’s of The Scarlet Letter

You will be writing an alphabet poem/book for the novel The Scarlet Letter. In your poem, you should include characters, events, symbols, and other elements from the novel. Your poem may rhyme if you wish but it is not a requirement. Your poem will be 26 lines long—one line for each letter of the alphabet. Once you’ve sketched out the poem, create a book, one letter per page, with illustrations.

Example:

A is for the letter she wears on her dress.

B is for Boston where the story is set.

C is for Chillingworth who is bent on revenge.

D is for Dimmesdale who has hidden sin.

Use this worksheet to create your rough draft.

A is for __________________________________________________________________

B is for __________________________________________________________________

C is for __________________________________________________________________

D is for __________________________________________________________________

E is for __________________________________________________________________

F is for __________________________________________________________________

G is for __________________________________________________________________

H is for __________________________________________________________________

I is for __________________________________________________________________

J is for __________________________________________________________________

K is for __________________________________________________________________

L is for __________________________________________________________________

M is for __________________________________________________________________

N is for __________________________________________________________________

O is for __________________________________________________________________

P is for __________________________________________________________________

Q is for __________________________________________________________________

R is for __________________________________________________________________

S is for __________________________________________________________________

T is for __________________________________________________________________

U is for __________________________________________________________________

V is for __________________________________________________________________

W is for _________________________________________________________________

X is for __________________________________________________________________

Y is for __________________________________________________________________

Z is for __________________________________________________________________

Option Two: Children’s Book Take one of the lessons from the novel and create a children’s book that addresses the issue. For example, one lesson could be how anger or hatred is destructive. Your story would address this issue. Your story would be completely original.

Or you could create a children’s version of the entire novel The Scarlet Letter or a children’s version addressing one chapter, scene, or section of the novel.

Remember your audience, include illustrations, cover page, dedication page, etc.

In planning the book, consider these issues:

What age group is the audience for your book?

What is the main idea?

Who is the main character?

How will the readers feel for the main character?

Is the story real or imaginary?

What’s the tone?

What is the setting?

Sketch out your story. Keep this in mind:

a. The age of your audience – how much text on a page

b. Do you want to treat facing pages as single spreads? This allows you to have bigger and fewer visuals.

Revise your sketch as needed, adding more details

Take the appropriate number of paper and fold in half to make book.

You will have the cover, a title page, a copyright page, and a dedication page.

Title page Copyright page Dedication page

The cover is different from the title page. Look in any children’s book. The cover is heavier and illustrated. Often the title page looks just like the cover page only on lighter paper.

Option Three:

You have been hired as the staff cartoonist for the editorial page of the Boston newspaper in the 1640s. Choose a person, policy, behavior, or event from the novel and draw a cartoon satirizing it

You must consider the following rhetorical elements:

o Your purpose, aim, intention, claim

o Appeals (pathos, logos, ethos)

o Audience

You must include the following rhetorical strategies:

o Irony – How does your cartoon convey things in a way that is different than how things should be?

o Analogy – Compare two things that are unlike but share some similar characteristics

Ex: Comparing U.S. Debt to a pig because both are inflated and out of proportion.

o Symbolism – You must use at least THREE symbols

o Hyperbole – Make sure that you exaggerate a character, a symbol, or the language (words)

You may include any other rhetorical strategy in your cartoon.

Make sure you have some kind of caption in your cartoon.

Brainstorming:

What are some topics from The Scarlet Letter that interest you?

What are some symbols that you could use to illustrate these topics/issues?

What can you exaggerate?

Option Four: Song

Create a song telling the ballad of Hester Prynne. You can write lyrics for an existing melody. Record your song and bring the recording to class. For an added touch, create a music video for your song. The following website has some strategies for composing a rap song, and it also includes beats that you may use. See example tips below:

Step 1: Find a beat

Most of the time, you should write over a particular beat from beginning to end. If you write without a beat, it's going to take a lot more work to try to get their lyrics to fit with the music once that element is added. So pick a beat first. You can find over 50 beats at the website above.

Step 2: Add hooks and verses

Nearly every rap song consists of three basic parts: intros, hooks (choruses) and verses. Occasionally, you'll see some other elements, but usually rappers stick to these three.

Most songs begin with some instrumental bars, which are typically followed by a verse, although some do start with a hook. Very few songs begin with rapping. Usually the beat plays for 4 or 8 bars before the rapper comes in.

After the intro, most songs contain two to four verses of 16 to 32 bars each. The verse is the largest section of a song and usually contains the bulk of the information. Sketch out the song by dividing the academic content into verses that make sense. Verses are often of equal length, such as 16 bars each. However, they can also have different lengths.

After the first verse, comes the hook, which is the most memorable (and often most important) part of many hip-hop songs. There are basically two types of hooks: rapped or sung. Many hooks incorporate both of these techniques. All kinds of rappers write the rapped hooks, while pop-type rappers favor the sung hooks.

It's important to have the hook accomplish two things. First, it must be fun to listen to, because it's the part that listeners are going to hear the most. This, I'm sure, is what The Sugarhill Gang was thinking about with this hook on

"Rapper's Delight":

I said a hip-hop, the hippie the hippie,

To the hip hip-hop, uh you don't stop the rockin',

To the bang bang, say up jumped the boogie, 

To rhythm of the boogie the beat.

That hook doesn't make any sense, but it is fun and oddly catchy. The second thing most hooks should do is advance the main idea of the song. Often, the best hooks do this without being obvious. Take this example from Jay-Z on a track where he basically just brags:

Can't touch the untouchable, break the unbreakable

Shake the unshakeable (it's Hovi baby) 

Can't see the unseeable, reach the unreachable,

Do the impossible (it's Hovi baby)

He doesn't use the hook to come out and just say, "I am awesome," but that is the message. Think of a hook that can complement the subject. Always come back to the hook once yo’ve written the whole song to see if they can improve it. Hooks are extremely important.

Step 3: Write the song

In some cases, it's a good idea to sketch out your songs, but if you have a good sense of the information you want to include, you can probably start writing and see where it takes you. The best advice at this stage is just to keep writing and rewriting until you have something that you're ready to share with others.

Option Five: Symbols

Hester’s letter A was supposed to represent her sin of adultery. With its elaborate embroidery, it also represents her artistic ability. Think of a sin that you associate with Dimmesdale, Chillingworth, Pearl, or the entire town of Boston. Create a badge that uses a letter or symbol to represent that sin. Use art, needlework, or some other craft to make the badge reveal something about the man’s character, interests, or profession. Write an explanatory paragraph explaining your choice of letter.

Option Six: Digital Story for The Scarlet Letter

Photograph objects that you think represent the following items from the novel. Think about descriptions from the book as well as other things you might associate with the items.

• The prison door (1 photo)

• The scarlet letter “A” (2 photos)

• The rosebush (1)

• Light and Dark images (2)

• The wilderness and forest as described in the book (2)

• The brook (1)

Find images that seem to best symbolize the following characters:

• Hester Prynne (2)

• Arthur Dimmesdale (2)

• Roger Chillingworth (2)

• Pearl (2)

PhotoStory3 Presentation

✓ After you have taken your photographs, you will use the photos in a PhotoStory3 presentation. You may photograph items here at school or away from school as long as the pictures are appropriate.

✓ You should include a title page with your name and the project name and photo of your choice.

✓ Your presentation should include appropriate music and narration.

✓ Your presentation must include a one sentence caption on each photo and a short narration of the photo.

Due Dates:

|Criteria |5 |4 |3 |1 |

|Accuracy/Content Knowledge X2 |All information/content appears to|Almost all information/content |Most of the information/content |Some information is accurate, |

| |be accurate and insightful |appears to be accurate and |is accurate but analysis is |yet analysis is lacking |

| | |contains some in-depth analysis |superficial | |

|Required Elements and planning |Student included more information |Student included all of the |Student included most of the |Student included little |

| |than was required and included the|information that was required |required elements but did not |information and no |

| |process/planning/drafts |and demonstrated some |demonstrate planning/drafting |planning/drafting |

| | |planning/draft | | |

|Comprehension |Student is able to accurately |Student is able to accurately |Student is able to accurately |Student is unable to answer |

| |answer all questions posed by |answer most questions |answer a few questions |questions |

| |peers and teacher | | | |

|Final Product X2 |The final product is exceptional |The final product is very good |The final product is good and |The final product does not |

| |and exceeds expectations |in meeting the requirements and |meets the general expectations |reflect the projects |

| | |expectations |and requirements |instructions or expectations. |

|Clarity and Relevance |Graphics/artistic elements are all|Almost all of the |Some of the graphics/artistic |Few graphics/artistic elements |

| |clear and relevant, make the |graphics/artistic elements are |elements are clear and relevant,|are clear and relevant or they |

| |content easier to understand, and |clear and relevant, make the |slightly contribute to the |do not make the content easier |

| |add value to the project as a |content easier to understand, |understanding of the content, |to understand. |

| |whole. |and add some value to the |and may add value to the | |

| | |project. |project. | |

|Originality X2 |Project reflects an exceptional |Project reflects strong student |Project reflects some creativity|Project lacks overall student |

| |degree of student creativity. |creativity. |by the student, but may be based|creativity. |

| | | |on the designs/ideas of others. | |

|Attractiveness |The project is exceptionally |The project is attractive in |The project is acceptably |The project lacks |

| |attractive in terms of design, |terms of design, layout, |attractive and laid-out; |attractiveness and the overall |

| |layout, neatness, and overall |neatness, and overall |although, more time could have |presentation is lacking in |

| |presentation. |presentation. |been spent on the overall |design, neatness, or lay-out. |

| | | |presentation of the project. |The project is still in the |

| | | | |draft state and not fully |

| | | | |complete. |

|Oral presentation |Speaks clearly and with |Speaks clearly and with |Speaks fairly clearly and with |Lacking in clarity when |

| |confidence, maintaining |confidence, maintaining eye |some confidence, maintaining eye|speaking, lacking eye contact |

| |eye-contact during the entire |contact during much of the |contact during some of the |and/or confidences. Not |

| |presentation. Very well prepared. |presentation. Prepared to |presentation. Could have used |prepared to present. |

| | |present. |more preparation. | |

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Notice that additional information is given. The line doesn’t just explain that “C is for Chillingworth”; it provides some insight into Chillingworth’s actions or behaviors. It is important that your poem show insight into the characters and events in the novel.

Dedicated to all the found kittens and the children who love them.

Miss Kitty Find a Home

[pic]

Rhonda Butaineh

Butaineh Press

1000 English Blvd.

New York, NY 10001

Copyright 2007

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