SummerWork

Ms.H.Martin
AdvancedEnglish10
MartinH@NWLS.education
TheScarletLetter
(
ISBN13:9780486280486)
http://nwenglish10.weebly.com/

ExplanationofSummerWork

PreReading
ReadMeetNathanielHawthorneandIntroducingtheNovel.Bothresourceswillprovideyouadditional
contextinformationtosupportyourreadingofthenovel.(Seethelastthreepagesofthispacket)
DuringReadingStudyGuides
Pages24:StudyGuide
TheReadingwithaPurpose,BackgroundInformation,andVocabularyportionsofpages2,3,and
4aretoolstosupportyourreadingofthenovel.
CharacterizationTextualEvidenceResponseJournal
Foreverychapterlistonepieceoftextualevidence(citedwithpagenumber).
EachpieceoftextualevidenceshouldincludeacharacterizationofHester,Dimmesdale,
Chillingworth,orPearl.
Writeatwothreesentenceresponsetoeachpieceofevidence.Inyourresponseanswerthese
questions:Whatdoyoubelievethispieceoftextualevidencerevealsaboutthecharacter?Whyis
thisinformationsignificanttounderstandingthecharacteronadeeperlevel?
CharacterizationTextualEvidenceResponseJournalsare
dueonthefirstdayofclass.
AnalyticalTasks
YouwillcompleteaSIFTanalysisofpartsone,two,andthree.
Referencepage5forafurtherexplanationoftheSIFTprocess.
Completethefollowinganalyticalwritingtasksbythefollowingduedates:
PartOne(ChaptersOneEight):06/25/2016
Youwillcompleteonetypedparagraphthatprovidesanindepthanalysisofonesymbolfrom
chaptersoneeight.UseMLAformatandincludetextualevidencetosupportyouranalysis.
PartTwo(ChaptersNineFifteen):07/22/2016
YouwillcompleteonetypedparagraphthatprovidesanindepthanalysisofHawthornesuseof
imageryinchaptersnineTheLeechandtenTheLeechandHisPatient.Howdoes
HawthorneusedescriptivesensorydetailstocreatevividimagesofRogerChillingworths
decline?UseMLAformatandincludetextualevidencetosupportyouranalysis.
PartThree(ChaptersSixteenTwentyFour):08/12/2016
Youwillcompleteonetypedparagraphthatprovidesanindepthanalysisofapossiblethemefor
thelastninechaptersofthenovel.WhatdeepermessageisHawthorneattemptingto
communicatetothereader?UseMLAformatandincludetextualevidencetosupportyour
analysis.
Forallthreeparts
completeaSIFTcharttonoteprominentsymbols,images,figurativelanguage/other
literarydevicesforthefirsteightchaptersaswellasyourobservationsaboutHawthornestoneand
possiblethemes.
SIFTcharts(pages68)willbedueonthefirstdayofclass
.
AllresponsesshouldbeinMLAformat.SaveeachdocumentasLastName_SIFT1,
LastName_SIFT2,andLastName_SIFT3.
SubmittypedresponsesandcompletedSIFTcharts
to
MartinH@NWLS.educationbymidnightoftheduedate.

SummerWork
AdvancedEnglish10
TheScarletLetter

PartOne:ChaptersOneEight

ReadingwithaPurpose
ReadtodiscovertheroleofshameinthepunishmentsinflictedbycolonialBostonspenalcode.

BackgroundInformation
Stereotyping
Oneelementof
TheScarletLetter
thatmadethisnoveluniqueforitstimewasitslackofstereotyping.Inliteraturea
stereotypeisacharacterwhoisnotdevelopedforhisorherownpersonaltraitsbutasacollectionoftraitsand
mannerismsthataresharedbyotherpeoplewhoaremembersofthatgroup.Forexample,astereotypedvillainiseviland
heartless.Theheroorheroinepittedagainstthatvillainisoftenportrayedascompassionate,strong,orgoodlooking.
Mostheroeshaveanunusuallywelldevelopedsenseofrightandwrong.Unlikeotherwritersofhistime,Hawthorne
avoidedstereotypicalcharactersandshallowcharacterization.Hefullydevelopedhischaractersbyexaminingwhatmade
themhuman.Hemovedboldlyintoareasthatsomereadersofthetimemighthavefoundshocking,suchasguilt,adultery,
andsocialjudgment.
DidYouKnow?
LawsincolonialMassachusettscoveredeverythingfromswearingtoexcessivedecorationonwomenscapstomurder.
Whipping,branding,andotherformsofpublichumiliationwererelativelycommonpracticesinthecolonies.Hester
PrynnespunishmentwasmildbyPuritanstandards.

ChaptersOneEightVocabulary
Edificebuilding
EnsueTotakeplaceafterward
GesticulationExpressivegesture
IgnominyDeephumiliationshame
InauspiciousUnfavorable
PanoplyFullsuitofarmorimpressivearray
TribunalCourtormeetingatwhichatrialiscarriedout

CharacterizationTextualEvidenceResponseJournal
1. CreateaWordDocumentLastName_CTE1
2. Foreachchapter(18)createacharacterizationtextualevidenceresponseentry.
a. Selectapieceoftextualevidencethatpowerfullycharacterizesonemajorcharacterfrom
TheScarlet
Letter.
b. Writeatwothreesentenceresponsetothetextualevidence.Explainwhyyouselectedthequoteand
whatyoubelieveitrevealsaboutthecharacter.Answerthesequestions:Whatdoyoubelievethispiece
oftextualevidencerevealsaboutthecharacter?Whyisthisinformationsignificanttounderstanding
thecharacteronadeeperlevel?
3.Entriesshouldinclude:
c. ChapterNumber/ChapterTitle
d. DateofEntry
e. TextualEvidence(includepagenumber)
f. Yourtwothreesentenceresponse

PartTwo:ChaptersNineFifteen
ReadingwithaPurpose
ReadtodiscoverhowHesterandothercharacterscopewiththeirguilt.

BackgroundInformation
DidYouKnow?
InChapter15,HesterwondersifRogerChillingworthwillsinkintotheearthandwhetherdeadlynightshadeor
henbanewillflourishinthatspot.Eventhreehundredyearsago,peopleknewofthedangerouspropertiesoftheplants
Hestermentions.Boththefoliageandtheberriesofthemanyvarietiesofnightshadearepoisonous,causingdeathif
enoughiseaten.Henbaneiscultivatedforitspharmaceuticalqualities.Thehenbaneleaves,however,containdrugsthat
aretoxicandsorequirecarefulhandling.Hesterassumesthatsomethingtrulyevilanddeadlywillarisefrom
Chillingworthsrestingplace.

AnneHutchinson
EveninasinglemindedcolonysuchasMassachusetts,therewasoccasionaldissent.GovernorWinthropsgreatest
challengerwasawomanwhoseliberalideaswerepopularforatimeamongBostonresidents.AnneHutchinsonwasborn
inLincolnshire,England,in1591.In1634shemovedwithherhusbandandfamilytoBoston,Massachusetts.An
outspokenwoman,Hutchinsonbeganholdingmeetingsinherhouse,teachingherownconceptsofGodandreligion.She
opposedthePuritanconceptofmorality,whichsheconsideredtobeunnecessarilylegalistic.Shealsoopposedthe
authorityoftheBostonclergy.Asgovernor,WinthrophadHutchinsontriedforquestioningtheauthorityoftheministers.
Hutchinsonwasbanishedfromthecolony.SixyearslaterHutchinsonandallbutoneofherchildrenwerekilledby
NativeAmericansonLongIslandSound.Hutchinsonhadsupporters,andhergroupofadmirerslaterincludedNathaniel
Hawthorne,whoreferstoherasthesaintedAnnHutchinsoninChapter1ofTheScarletLetter.

ChaptersNineFifteenVocabulary
AbstruseDifficulttounderstand
AppellationIdentifyingnameortitle
DeleteriousHavinganunexpectedharmfuleffect
ImportunateIncrediblyurgent
LatentHidden
PropensityTendency
PropinquityNearness
StigmatizedIdentifiedwithdisgrace
TorpidSluggishwithoutmotion

CharacterizationTextualEvidenceResponseJournal
1. CreateaWordDocumentLastName_CTE2
2. Foreachchapter(915)createacharacterizationtextualevidenceresponseentry.
a. Selectapieceoftextualevidencethatpowerfullycharacterizesonecharacterfrom
TheScarletLetter.
b. Writeatwothreesentenceresponsetothetextualevidence.Explainwhyyouselectedthequoteand
whatyoubelieveitrevealsaboutthecharacter.
3. Entriesshouldinclude(seepage2)


PartThree:ChaptersSixteenTwentyFour
ReadingwithaPurpose
ReadtodiscoverhowHesterlearnstocopewiththedemandsofthePuritansociety.

BackgroundInformation
DidYouKnow?
Conflictisattheheartofplot.Theconflictmaybebetweenpeople,betweenpeopleandnature,orwithinasingleperson.
Hawthorneskillfullyemploysseveraltypesofconflictin
TheScarletLetter
.Bydoingso,hecreatestensionandadds
depthandcomplexitytohischaracters.

ColonialGovernment
hegovernmentofMassachusettswasbynomeansademocracy.Rather,itwasatheocracyastategovernedbyits
church.TheGeneralCourthaddecided,earlyon,thatonlychurchmemberscouldbecomefreemenofMassachusetts.
Thatis,onlychurchmemberscouldtakepartinthegovernmentofthecolony.Theministerstheofficialsofthe
churchwerenotactuallypoliticalleaders,buttheyheldgreatpowerandinfluenceoverallchurchmembers.Ministers
interpretationoftheBibleandtheirmanagementofmoralcodesandconductappliedtoallresidentsofthecolony,
whetheralowlyfreemanorthegovernorhimself.Inspiteoftherigidityofthesocialandpoliticalstructure,government
incolonialMassachusettsdidadapttothepeoplesrequirements.Atfirst,thegovernor,deputygovernor,andother
officersheldtheirelectedpositionsforlife.Thefreemen,however,wantingmoresayinchoosingtheirleaders,eventually
hadelectedpositionschangedtoannualappointments.Thus,bythemid1600s,theannualelectionday,asobservedin
TheScarletLetter
,hadbecomeanestablishedevent.

ChaptersSixteenTwentyFourVocabulary
ColloquyFormalconversationordiscussion
ContiguousNexttotouching
IndefatigableUntiring
InducementsMotivesincentives
LoquacityThehabitoftalkingcontinuallyorexcessively
ObeisanceGestureofrespect
ProbityHonestyunrightness
RecompensePaymentofservice
VicissitudeQualityofbeingchangeable

CharacterizationTextualEvidenceResponseJournal
1. CreateaWordDocumentLastName_CTE3
2. Foreachchapter(1624)createacharacterizationtextualevidenceresponseentry.
a. Selectapieceoftextualevidencethatpowerfullycharacterizesonecharacterfrom
TheScarletLetter.
b. Writeatwothreesentenceresponsetothetextualevidence.Explainwhyyouselectedthequoteand
whatyoubelieveitrevealsaboutthecharacter.
3.Entriesshouldinclude(seepage2)

Source:Hawthorne,Nathaniel.
StudyGuidefor"TheScarletLetter"byNathanielHawthorne
.NewYork:
Glencoe/McGrawHill,
2000.Print.


SIFTThroughYourSummerReading
AdvancedEnglish10
SubmitalltypedresponsestoMartinH@NWLS.educationbythelistedduedate.

SIFT
isananalyticalstrategydesignedtohelpareaderexplorehowawriterusesliteraryelementsandstylistic
techniquestoconveymeaningand/ortheme.

SIFTstandsfor:

Ssymbol
examinethetitleandtextforsymbolism(asymbolisanyobject,person,place,oractionthathasbotha
meaninginitselfandthatstandsforsomethinglargerthanitself,suchasaquality,attitude,belief,orvalueexample:a
doveinastoryisntjustabird,itoftensymbolizespeace)

Iimages
identifyimagesandsensorydetails(howdoessomethinglook,feel,taste,smell,sound?Whyisthis
important?)

Ffiguresofspeech
analyzefigurativelanguageand
otherliterarydevices
(examples:simile,metaphor,
personification,hyperbole,apostrophe,oxymoron,paradox,pun,etc.)

TtoneANDtheme
discusshowalldevicesrevealtoneandtheme(tonewriters/speakersattitudetowardasubject,
character,oraudienceconveyedthroughauthorsdictionanddetailsthemethedeepermeaningofaliterarywork
expressedasastatement.Ex:Thehungerforpowercanleadapersontocompromisetheirmorals)

YourAssignment:

PartOne:ChaptersOneEight
Due:06/25/2016
CompleteatypedSIFTchartforchaptersoneeight.YoucanaccessaWorddocumentcontainingtheSIFTchart
onmywebsite.
Forallthreeparts
completeaSIFTcharttonoteprominentsymbols,images,figurativelanguage/other
literarydevicesforthefirsteightchaptersaswellasyourobservationsaboutHawthornestoneand
possiblethemes.
Youwillcompleteonetypedparagraphthatprovidesanindepthanalysisofonesymbolfromchapters
oneeight.UseMLAformattocraftyourresponseandincludetextualevidencetosupportyouranalysis.
PartTwo:ChaptersNineFifteen
Due:07/22/2016
CompleteatypedSIFTchartforchaptersninefifteen.YoucanaccessaWorddocumentcontainingtheSIFT
chartonmywebsite.
YouwillcompleteonetypedparagraphthatprovidesanindepthanalysisofHawthornesuseofimagery
inchaptersnineTheLeechandtenTheLeechandHisPatient.HowdoesHawthorneusedescriptive,
sensorydetailstocreatevividimagesofRogerChillingworthsdecline?UseMLAformattocraftyour
responseandincludetextualevidencetosupportyouranalysis.
PartTwo:ChaptersSixteenTwentyFour
Due:08/12/2016
CompleteatypedSIFTchartforchapterssixteentwentyfour(instructionssameasabove)
Youwillcompleteonetypedparagraphthatprovidesanindepthanalysisofapossiblethemeforthelast
ninechaptersofthenovel.WhatdeepermessageisHawthorneattemptingtocommunicatetothereader
withinthesefinalchapters?UseMLAformattocraftyourresponseandincludetextualevidenceto
supportyouranalysis.
YouwillsubmityouSIFTcharts(pages68)onthefirstdayofclass.


SIFTChartOne(ChaptersOneEight)

Symbol:
Examinethetextfor
symbolism.

Images:
Identifysensory
imagesanddetails.

Figurative
Language:
Analyzetheauthors
useoffigurative
languageandother
literarydevices.

Tone:
Howdoesthe
authorsword
choice,useof
imagery,anduseof
literarydevices
communicatehis/her
feelingsaboutthe
workssubject?

Theme:
Analyzethedeeper
messageofthe
literarywork.What
istheauthortryingto
teachthereader?

SIFTChartTwo(ChaptersNineFifteen)

Symbol:
Examinethetextfor
symbolism.

Images:
Identifysensory
imagesanddetails.

Figurative
Language:
Analyzetheauthors
useoffigurative
languageandother
literarydevices.

Tone:
Howdoesthe
authorsword
choice,useof
imagery,anduseof
literarydevices
communicatehis/her
feelingsaboutthe
workssubject?

Theme:
Analyzethedeeper
messageofthe
literarywork.What
istheauthortryingto
teachthereader?

SIFTChartThree(ChaptersSixteenTwentyFour)

Symbol:
Examinethetextfor
symbolism.

Images:
Identifysensory
imagesanddetails.

Figurative
Language:
Analyzetheauthors
useoffigurative
languageandother
literarydevices.

Tone:
Howdoesthe
authorsword
choice,useof
imagery,anduseof
literarydevices
communicatehis/her
feelingsaboutthe
workssubject?

Theme:
Analyzethedeeper
messageofthe
literarywork.What
istheauthortryingto
teachthereader?