Sol- 11.3 The student will read and analyze relationships among
American literature, history, and culture.
Objective-
Students will analyze the motifs that Hawthorne used, including day versus night, civilization versus wilderness, and evocative names.
Strategies-
Teacher will begin class by presenting students with a list of names from the novel including Hester Prynne, Dimmesdale, Chillingworth, and Pearl. On a graphic organizer, students will list the names, write a brief description of what they think of when they hear the name, and then write down what they know about that particular character in the book. In the last column, they will try to identify a relationship between the name of the character and his or her function in the book.
The teacher will review the concept of "motif" or recurring devices used by an author to extend the meaning of the narrative.
In small groups, the students will read descriptions of the various settings of the novel and explain how they are similar and different. They will discuss how the contrasts between these settings help us understand the novel?
Finally, students will create a list of actions in the book that take place during the day and then a list of actions that take place at night. What do theses activities have in common? Students will find at least one passage that uses the contrast of light and dark in its description and analyze how the images contribute to the passage.
Assessment–
Students will read passages from "Young Goodman Brown" and answer mutilple-choice questions about Hawthorne's use of the motifs found in The Scarlet Letter including day versus night, civilization versus wilderness, and evocative names.
Resources- Complete text of The Scarlet Letter and Young Goodman Brown, motif graphic organizer