"The Scarlet Letter" [eText Record] [Link to novel] by Nathaniel Hawthorne [About]
Lesson Plan
I. Objectives/NCTE Learning Standards:
Students will learn and apply their knowledge of symbolism to the symbols within Nathaniel Hawthorne’s The Scarlet Letter. They will demonstrate their understanding of symbolism by using textual evidence and inferring to complete an analysis of the symbols within the text.
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
7. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
8. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
II. Before Reading Activities:
Although there is much background information and many concepts students should understand prior to reading Hawthorne’s The Scarlet Letter, for this lesson, students should understand symbolis. Prior to reading the The Scarlet Letter, students should know what a symbol is—an object that represents itself and a larger idea. To get students thinking about symbols and their importance, bring in 3-5 objects, and have students journal about them. They should state what the objects are and what they might possibly represent. The teacher can choose any objects, but for the purpose of introducing symbolism, the teacher might choose objects that represent universal concepts. For instance, the teacher might choose a picture of the sun. Students should then note that the picture is of a sun, and that sun might represent happiness or rebirth. After students write about the objects independently, the teacher should lead a discussion about the possibilities students stated and explain how in certain contexts, objects/symbols can take on different meanings. For example, if the teacher uses the picture of sunshine, the teacher may also want to turn to one of the concepts it is often associated with, such as rebirth, and discuss other symbols that may represent rebirth, depending on the social and cultural context. Ultimately, the teacher should use this activity to explain to students that there will be a variety of symbols within The Scarlet Letter that maintain significance within the story, and that they, the students, will need to use the text and their own knowledge to determine their significance within the novel.
III. During Reading Activities:
Throughout reading the novel, students should continuously note symbols and what they represent. As students read the novel, the concept the symbols represent will become more complex. For instance, the scarlet letter, the “A” that Hester wears, initially represents adultery and the shame and sin associated with such an act. However, as the story progresses, students should continue to note through both textual evidence and inferring, how its meaning continues to change; it ultimately becomes a symbol of strength, identity, and empowerment for Hester. If students stopped noting it after it was initially introduced, they’d have an incomplete analysis of its meaning because it changes and develops throughout the novel. In addition to following the scarlet letter, students should also be noting other symbols. The teacher may choose to ask students to look for them on their own or point out the following other symbols: Pearl, the rosebush by the prison door, and the meteor. All symbols serve a literal purpose in the novel, but the ideas they represent are far greater.
IV. After Reading Activities:
After students finish reading the novel, students should complete a project interpreting the symbols within the story. They should include an illustration and an explanation of each symbol and what it represents within the novel. Each explanation should be at least one paragraph (8 sentences) long and include textual evidence. Students may choose to create a poster board or a booklet to present to the class that includes both the written analysis and illustration of the symbol.
V. Assessment:
Students should be assessed on their ability to understand each symbol and its significance within the novel. Furthermore, they should be assessed on their ability to use textual evidence to support their claims and on their presentation skills.
"The Scarlet Letter" [eText Record] [Link to novel] by Nathaniel Hawthorne [About]