Scarlet Letter A A Literary Cereal Box No

Scarlet Letter A A Literary Cereal Box No Prep Copy, Study Read and Go! Editable Differentiated Too!

Even most of us with advanced degrees in English and or literature can agree that reading The Scarlet Letter by Nathaniel Hawthorne is not always the simplest of tasks. Sometimes I think he went out of the way to write page long paragraphs of awkwardness; however, much of his prose is beautiful and eloquent and rife with irony and symbolism and allegory and all of the juicy plot details readers love. It is our job, as teachers, to help students understand this. That said, I like to make reading The Scarlet Letter fun – for AP and non-AP students alike – so I am starting with the end - a fun literary assessment that will remind students of easier elementary days of dioramas and assessments on cereal boxes…yes cereal boxes. This lesson helps students learn, remember and retain elements of The Scarlet Letter by using the “Cereal Box” assessment technique. On the first few pages are examples of outcomes. The latter pages consist of student templates and teacher help pages – so enjoy and check back with www. instructionalmaterialsbyelizabethchapin-pinotti. com regularly for great lessons on literature, fiction and non-fiction – all differentiated for emerging to AP students. I am providing this in editable PPT as well as PDF formats. The Font for the A and the Title are ”Old London. ” The font for the other boxes are Calibri and Britannic. If you have any questions or find typos – please email elizabeth@luckyjenny. com. Thanks and happy reading. Elizabeth Credits: Borders by Creative Clips’ fabulous Krista Wallden: http: //www. teacherspayteachers. com/Store/Krista-Wallden ”A” border by Elizabeth Chapin-Pinotti © Lucky Jenny Publishing, Inc. 2018 www. luckyjenny. com

he Scarlet Lette Directions: Using the templates and your knowledge of The Scarlet Letter by Nathaniel Hawthorne to build a cereal box. Remember the boxes are only the beginning. You must also creatively cover: • Literary devices • Genre • Plot analysis • Tone • Symbols A Fortified with: List three adjectives in the box below. Fortified with

Cut the motif title and 1, 2, and 3 boxes. Write down the motifs and paste them under the title page. Fortified With 3 Essential Motifs

Definition of Theme List Three Themes of The Scarlet Letter

Definition of Theme List Three Themes of The Scarlet Letter A theme is the underlying meaning of a literary work. A theme may be stated or implied 1. Deception 2. The Nature of Evil 3. Forgiveness 4. Identity and Society

Nutrition Behind the Theme of Deception In other words – Describe theme of Deception as it relates to Hester Prynne Attach the empty box under the prompt box

Teacher Page Thesis Example: In The Scarlet Letter Hester Prynne refuses to reveal the identity of her Pearl’s father. This deception is intentional and at the personal detriment of Hester in order to spare the fate of the man she loved. Thesis Example: In The Scarlet Letter, Nathaniel Hawthorn uses punishment for deception as a current theme – most clearly evident by the letter “A” Hester Prynne must wear to symbolize her crime, to cause her humiliation and to serve as a constant reminder of her crime. Nutrition Behind the Theme of Deception In other words – Describe theme of Deception as it relates to Hester Prynne – by developing a thesis statement

Directions: List the main characters and the traits that make them unique Character Ingredients

Directions: Fill in the blank boxes on the left with answers from the right. Attach your answers to your cereal box. Which character were the most emotionally attached to? Why were you most attached to that character? What does it tell about character(s)? In your opinion what is the darkest moment of The Scarlet Letter Next, cut the perforations on the box with the questions and tape or paste the edge so you can flip it over and see your answers. What resonates with you the most?

Cut the literary title and 1, 2, and 3 boxes. Write down the motifs and paste them under the title page. Essential Literary Devices

Rubric for ALL Constructed Response Questions The constructed-response questions of the new 21 st Century assessments ask students to produce his or her own answers to questions rather than selecting the correct response from a list. Some constructed-response questions require students to write short compositions – much like some of the questions in this unit. All constructed response questions can be corrected using the rubric below — quickly and easily – as long as we – the teachers – understand the content inside and out. Remember what the objective of constructed response questions is: “Constructed-response items for reading provide students with an opportunity to demonstrate basic understanding of passages and to reflect on what has been read in order to respond and create personal meaning. Constructedresponse items also reinforce the concept of reading for a variety of reasons, especially to solve a problem or answer a question and learn about diverse perspectives, cultures and issues in traditional and contemporary literature. ” Again, this rubric may be used for all constructed response questions in this handbook. Rubric Wow! Really, you carry around enough rubrics to use this with EACH question. Are you totally insane? No, no and no again. Just keep the number system in your head as you go through the questions. Score 4 3 2 1 0 Description Response answered the question, relates to the reading and student has a grasp of the main story element (s) applicable. Response answers the question, relates to the reading and student has a grasp of the main element(s) applicable – but complete sentences were not used and there are problems with spelling and/or grammar. Response provides a partial answer with limited, incomplete or partially correct information Response is minimal or vague. No or incorrect response. Score Tally

Name: __________________________________ Rubric for Constructed Response _______________ Please attach assignment. Score Description 4 Response answered the question, relates to the reading and student has a grasp of the main story element (s) applicable. 3 2 1 0 Score Tally Response answers the question, relates to the reading and student has a grasp of the main element(s) applicable – but complete sentences were not used and there are problems with spelling and/or grammar. Response provides a partial answer with limited, incomplete or partially correct information Response is minimal or vague. No or incorrect response. Teacher Comments: _______________________________________________________________________ _______________________________________________________________ Student Comments: _______________________________________________________________________ ____________________________________