Document 6433693

ENG3U Novel Study Unit • Name: ___________________________
Novel Study
Unit:
The Scarlet
Letter
The Scarlet Letter
by Nathaniel Hawthorne • Biography
Nathaniel Hawthorne (born Nathaniel Hathorne; July 4, 1804 – May 19, 1864) was an
American novelist and short story writer.
He was born in 1804 in Salem, Massachusetts to Nathaniel Hathorne and the former
Elizabeth Clarke Manning. His ancestors include John Hathorne, the only judge
involved in the Salem witch trials who never repented of his actions. Nathaniel later
added a "w" to make his name "Hawthorne" in order to hide this relation. He entered
Bowdoin College in 1821, was elected to Phi Beta Kappa in 1824, and graduated in
1825. Hawthorne published his first work, a novel titled Fanshawe, in 1828; he later
tried to suppress it, feeling it was not equal to the standard of his later work. He published several short
stories in various periodicals which he collected in 1837 as Twice-Told Tales. The next year, he became
engaged to Sophia Peabody. He worked at a Custom House and joined Brook Farm, a transcendentalist
community, before marrying Peabody in 1842. The couple moved to The Old Manse in Concord,
Massachusetts, later moving to Salem, the Berkshires, then to The Wayside in Concord. The Scarlet Letter
was published in 1850, followed by a succession of other novels. A political appointment took
Hawthorne and family to Europe before their return to The Wayside in 1860. Hawthorne died on May
19, 1864, and was survived by his wife and their three children.
Much of Hawthorne's writing centers on New England, many works featuring moral allegories with a
Puritan inspiration. His fiction works are considered part of the Romantic movement and, more
specifically, Dark romanticism. His themes often center on the inherent evil and sin of humanity, and his
works often have moral messages and deep psychological complexity. His published works include
novels, short stories, and a biography of his friend Franklin Pierce.
From Wikipedia.org
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The Scarlet Letter Character Map
From CliffNotes The Scarlet Letter Summary and Study Guide
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The Scarlet Letter
Exploring Sin, Knowledge, and the Human Condition
Directions: As in the Bible, with Adam and Eve’s original sin, they are expelled from the Garden of Eden
because they ate from the tree of knowledge of good and evil. Sin results in suffering, part of the human
condition, but also results in knowledge. Find instances of these portrayed in the novel.
1.
2.
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5.
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10.
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The Scarlet Letter
Exploring the Nature of Evil
Directions: The characters debate the embodiment of evil and also try to discern the causes of evil.
Consider the following:
1. Puritan concept of sin
2. Chillingworth toward Hester
3. Chillingworth himself
4. Hester toward Chillingworth
5. Dimmesdale himself
6. Dimmesdale toward Pearl
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The Scarlet Letter
Exploring Identity and Society
Directions: Record passages from the novel which exhibit influences on each character’s identity, as
well as acceptance and rejection of those influences, and why. Consider all main characters (Hester,
Chillingworth, Dimmesdale, and Pearl).
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2.
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9.
10.
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The Scarlet Letter
Exploring Civilization versus the Wilderness
Directions: Both the town and the surrounding forest represent different structures of order. Consider the
behaviours required in each of these spaces, as well as behaviours that are allowed, and why. Find
instances of these in the novel.
1.
2.
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10.
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The Scarlet Letter
Exploring Allegorical Names
Directions: An allegory is a story, poem, or picture that can be interpreted to reveal a hidden meaning,
typically a moral or political one (e.g., Pilgrim’s Progress). Interpret the names below by considering the
many possibilities the names may suggest.
1. Roger Chilllingworth
2. Hester Prynne rhymes with?
3. Arthur Dimmesdale
4. Pearl, as in a “pearl of great price”
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The Scarlet Letter
Exploring Symbols
Directions: A symbol is something that represents or stands for something else, especially a material
object representing something abstract. What do the things below represent in the novel? Be certain to
mention if these things are interpreted differently by characters in the novel.
1. The Scarlet Letter
2. The Meteor
3. Pearl
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The Scarlet Letter
Research Seminar • Name: __________________
Groups will present a 20 minute seminar on their topic. Your seminars should be academic, in that you
should clearly state what you are attempting to prove and provide your audience with thoughtprovoking and critically analyzed textual support. You should also make your seminar interesting as well
as informative, and so you are encouraged to weave a creative component throughout your presentation
that will stimulate our understanding and imagination.
Requirements:
• 4 members to a group; one topic per group
• 1-2 page analysis for the class, including textual references–must be typed
• Works Cited page must be submitted with handout
• Length of seminar is 20 minutes–you will be asked to stop at 20 minutes
• Peer and self evaluation form: to be handed in on the day of the presentation
Seminar Topic: ____________________________________________________________________________
Group Members and Contact Info:
1. ____________________________________________________________________________________
2. ____________________________________________________________________________________
3. ____________________________________________________________________________________
4. ____________________________________________________________________________________
Topics
1. Puritan History
• Research the origins of Puritan society in the U.S.
• Discuss their cultural and religious beliefs.
• How is Puritan daily life portrayed in The Scarlet Letter?
• How are Puritan values expressed in The Scarlet Letter?
2. Nathaniel Hawthorne: This topic is very similar to the ISU presentation.
• Research the life history of the author.
• Examine influences, experiences, and historical impact.
• Show how the various factors in Hawthorne’s life connect with his writing of The Scarlet Letter.
3. Character: an analysis of the character, his/her attitude, philosophy, motivation, etc.
• What is the character’s relationship with others?
• Is a character a symbol or representation of an idea?
• How does the author develop characterization, or the revelation of character traits?
• How does the character change as a result of the events in the novel, or is the character static and
does not change?
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The Scarlet Letter
Research Seminar continued
4. Setting: Study the setting of the novel (time period, location, physical description, atmosphere) and
consider its importance to the following:
• Theme – how is the theme developed through the use of setting?
• Characters – what is the setting’s impact on the character(s), their actions, attitudes, etc.?
• Conflict – what is the setting’s impact on the struggles or conflicts that exist?
5. Theme
• What is the central purpose or idea of the story?
• Is the author making a moral statement?
• What is he or she saying about life? How is the theme portrayed?
• Why did the author write this story? What message did he want to express?
6. Conflict
• What is the central conflict and what type of conflict is it (person vs. person, etc.)?
• Identify one minor conflict and show how it relates to the central plot.
• What is the incident that triggers the conflict?
• What events contribute to the working out of the conflict?
• Where does the conflict occur? Is it effective?
• What does the resolution of the conflict reveal about the author’s main messages (themes)?
7. Style
• Is the dialogue natural? Is the story mainly descriptive with lots of narration? What is the effect of
this choice?
• What is the narrative point of view? How does it affect the story? How does the narrative point of
view affect the reader’s interpretation of character, conflict, theme?
• Does the author use figurative or imaginative language (personification, similes, metaphors, etc.)?
What is the effect of this? Does it add to the appreciation of the work?
• Hawthorne is central to the development of the American novel. How does his writing style fit in
with his contemporaries?
8. Symbolism
• The story must furnish a clue that a detail is to be taken symbolically.
• The meaning of a symbol must be established and supported by the entire context of the story.
• To be called a symbol, an item must suggest a meaning different in kind from the literal meaning.
• A symbol may have more than one meaning.
• Examine five (5) symbols from The Scarlet Letter.
• Discuss their importance in terms of all of the literary elements (theme, setting, conflict, etc.)
• What is the effect of the symbolism used? Does it work?
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The Scarlet Letter
Self Evaluation • Name: ____________________
Seminar Topic: ____________________________________________________________________________
Group Members:
1. ____________________________________________________________________________________
2. ____________________________________________________________________________________
3. ____________________________________________________________________________________
4. ____________________________________________________________________________________
Completed all tasks assigned, thoroughly and
efficiently
0!
1!
2!
0!
1!
2
Met all team and personal assignment deadlines
0!
1!
2
Communicated and contributed to team project as a
whole
0!
1!
2
Present for all class work periods
3!
4
/10
In a paragraph, justify the mark you assigned yourself:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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The Scarlet Letter
Seminar Peer Evaluation
Student 1:
Student 2:
Student 3:
Student 4:
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The Scarlet Letter
Seminar Research Contract
Seminar Topic: ____________________________________________________________________________
Responsibilities
• All students must participate in the research component of the assignment.
• Research responsibilities must be distributed equally among group members.
• In the written analysis, students must identify which component they produced.
Name
Research Responsibility
1)
2)
3)
4)
5)
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Rubric
The Scarlet Letter Seminar /20
Name(s): ________________________________________________________________________________
Topic: _______________________________________________
Duration: ____________
**Submit this sheet to your teacher prior to presenting.**
Criteria
Level R
Level 1
Level 2
Level 3
Level 4
Includes very limited
information and ideas
Includes limited
information and ideas
Includes some
information and ideas
Includes sufficient
information and ideas
Information and ideas
are thorough
Language conventions
are rarely used
Use of language
conventions are limited
Use of language
conventions are
inconsistent
Use of language
conventions are
accurate/effective
Use of language
conventions are
effective and virtually
error free
Includes very little
information, ideas, and
concepts
Includes limited
information, ideas, and
concepts
Includes some
information, ideas, and
concepts
Includes sufficient
information, ideas, and
concepts
Includes information,
ideas, and concepts that
are thorough
Knowledge of novel is
lacking
Knowledge of novel is
limited
Some knowledge of
novel is evident
Knowledge of novel is
sufficient
Knowledge of novel is
sufficient and thorough
Analysis and evidence
are inadequate
Analysis and evidence
are limited
Some analysis and
evidence given
Sufficient analysis and
evidence given
Thorough analysis and
evidence given
Creativity
No creativity
Limited creativity
Some creativity
Considerable creativity
A high degree of
creativity
Presentation
Speech lacks fluency,
expressiveness, and
audibility
Speech lacks some
fluency, expressiveness,
or audibility
Speech is somewhat
fluent, expressive, and
audible
Speech is fluent,
expressive, and audible
Speech is highly fluent,
expressive, and audible
Language is not
appropriate to purpose
Language is limited in
its appropriateness to
purpose
Language is somewhat
appropriate to purpose
Language is appropriate
to purpose
Language is highly
appropriate to purpose
Visual aspects are not
effective
Visual aspects are
limited in effectiveness
Visual aspects are
somewhat effectiveness
Visual aspects are
effective
Visual aspects are
highly effective
Presentation is not
organized at all
Presentation lacks
considerable
organization
Presentation is
somewhat organized
Presentation is
organized
Presentation is highly
organized
Handout
Content
Handout
Language
Conventions
Presentation
Content
Presentation
Analysis &
Skills
Overall Expectations: Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;
Reading with Fluency: use knowledge of words and cueing systems to read fluently; Developing and Organizing Content: generate, gather, and organize ideas and
information to write for an intended purpose and audience; Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and
graphic forms and stylistic elements appropriate for the purpose and audience; Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and
strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively; Understanding Media Texts: demonstrate an
understanding of a variety of media texts; Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions,
and techniques.
Comments:
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