Calendar

 I. Week One  a. Monday:  i. Intro to unit: Research and create a documentary on Puritans history.  ii. Intro community service requirements  b. Tuesday  i. Illustration of dominate literary terms.  ii. Begin reading Scarlett letter out loud.  iii. Hwk: read chapters 1-3  c. Wednesday:  i. Reading quiz  ii. Individual Scarlett letter design and activity ** (Katy) **  iii. Hwk: read chapters 3-6  d. Thursday:  i. Intro literature circles and assign groups with books  ii. Intro wiki spaces  e. Friday: <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; text-indent: -1.5in;"> i. Intro concept of Public self <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; text-indent: -1.5in;"> ii. Wiki assignment with partners in class (interview) <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; text-indent: -1.5in;"> iii. Hwk: design partner’s wiki page --- collect scarlet letter journal <span style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.5in;"> II. Week two: <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> a. Monday: <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; text-indent: -1.5in;"> i. Reading quiz <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; text-indent: -1.5in;"> ii. Fish bowl: Students discuss chapter 1-6 <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; text-indent: -1.5in;"> iii. Hwk: students write (8-10 sentence) paragraph reflecting on Wiki page. Read chapters 6-8 <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> b. Tuesday: <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; text-indent: -1.5in;"> i. Class discussion of public vs. private persona <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; text-indent: -1.5in;"> ii. Personal Mosaics of perceived selves & Hester Prmm <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; text-indent: -1.5in;"> iii. Hwk: read chapters 9 <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> c. Wednesday: <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; text-indent: -1.5in;"> i. Adjective and formal language activity ** (Rachael) ** <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; text-indent: -1.5in;"> ii. Hwk: Read chapter 10 <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> d. Thursday: <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; text-indent: -1.5in;"> i. Reading quiz (chapters 6-10) <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; text-indent: -1.5in;"> ii. Vocabulary square: diction, phrase from text <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; text-indent: -1.5in;"> iii. Literature circles: discuss and change roles <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; text-indent: -1.5in;"> iv. Collect Scarlett letter journal <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; text-indent: -1.5in;"> v. Hwk: read chapter 11 <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> e. Friday: <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; text-indent: -1.5in;">
 * || Day 1 || Day 2 || Day 3 || Day 4 || Day 5 ||
 * Week 1 || * In groups, have students create a documentary about the Puritans that traces their religious struggle in Europe, migration to the New World, and establishment of Puritan villages throughout New England.
 * Introduce volunteer work requirements and purpose. (Students must volunteer at least five hours during the month). || * Pin a label that says "community member" or "ostracized" on the backs of each student and have them walk around the classroom and try to figure out what they are. Students must not talk, they can only use nonverbal language to communicate. After, have students write about a time when they felt left out to give students an introduction to personal scarlet letter.
 * Introduce Personal Scarlet Letter journaling activity. As an introduction to this I will show pictures of celebrities (ex. Chris Brown, Britney Spears) and have the class decide what their Scarlet Letters would be and why. || * Introduce Literature circles to students and divide the class into however many positions in the literature circle there are. Students will read 6 chapters per week and meet in literature circles with one student from each position. || * Begin reading the Scarlet Letter in class as a "read aloud" so students will see how they are to respond when reading.
 * Teach students how to take notes on certain passages of the novel and how to relate them to their lives in a "structured note taking" handout.
 * Have students pair up and exchange personal information with one another. On a wiki have students prepare a profile page of the other student they interviewed using a symbol they think best represents that person. Students should use their creativity and make the page represent the person they interviewed to the best of their ability(ie. put up background, font, colors, pictures, links, music, video) || * Have students spend 10 minutes journaling about their experience with their personal scarlet letter. ||
 * Week 2 || * Students will create personal mosaics of how they perceive them selves. Once complete they will pair up and their partners will create a second mosaic of how they perceive their partners. Once both sets of mosaics are complete both partners will evaluate the difference between their public and private persona in a one page response. || * Have students discuss chapters 1-5 in a fishbowl discussion group.
 * Have students respond to their wiki page created by their partner. Have them reflect on whether they believe the page represents them.
 * Have students create a poster with their "multiple personalities" (ie. how they behave at home vs. how they behave with friends vs. how they behave with teachers, etc.) || * Have students meet in literature circles to discuss chapters 1-6 and have them switch roles.
 * With the clas, have students discuss what their groups' most important interpretations and findings were.
 * In groups of three, have students discuss Hawthornes diction and word choices and have them pick out one word or phrase and do a vocabulary square on it. || * Have students present their poster of their "multiple personalities."
 * Students will engage in a classroom walk around. The pictures they will be commenting on will be pictures of fellow class members. Each student will be required to write one positive attribute under each picture. || * Have students spend 10 minutes journaling about their experience with their personal scarlet letter
 * Ss will begin a small guided research project of Influential individuals. Student will have a prompt/graphic organizer to complete . ||
 * Week 3 || Ss will present their guided research in small groups. The groups will have a graphic organizer focused on the most common traits between their influential individuals and examine reasons why those traits are essential. Groups will be no smaller than 4. The groups will present to the whole class their findings. || * Have students create a charity build upon an existing charity and design a pamphlet advocating their charity. || * Have students meet in literature circles to discuss chapters 7-12.
 * With the clas, have students discuss what their groups' most important interpretations and findings were. || * Students will again engage in a classroom walk around. The pictures they will be commenting on will be pictures of the characters in The Scarlet Letter. Each student will be required to write one positive attribute and one negative attribute about the characters public or private persona. || * Have students spend 10 minutes journaling about their experience with their personal scarlet letter
 * Have students present their charity pamphlet or brochure to the class and explain how this charity works to impact those around them.Also have studens address what might happen if the charity were non-existent (5-8 minutes per student). ||
 * Week 4 || * Continue charity presentations (5-8 minutes per student). || * Students will be divided into four groups, one for each of the four main characters in the novel, they will trace their groups characters evolution from public ridicule to private escape (Hester and Pearl) or vise versa ( like Dimmsdale). || * Have students pick out three passages from the Scarlet Letter they think contributes to the tone the author sets in the story and complete a "what does it say, what does it do" chart on those three passages.
 * Begin discussing students' responses as a whole class. || * Continue discussing students' responses as a whole class from the "what does it say, what does it do" worksheet.
 * Have students write reflections on their volunteer work. || * Have students spend 10 minutes journaling about their experience with their personal scarlet letter ||
 * Work in progress. Will put the rest tonite or tommrow. I know that the calendar is not complete but it is a work in progress.**

<span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; text-indent: -1.5in;"> i. Discussion and webbing: what makes an influential person? <span style="margin: 0in 0in 10pt 1.5in; mso-add-space: auto; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; text-indent: -1.5in;"> ii. Hwk: read chapters 12-13

Begin reading Scarlett Letter out loud. Model note taking strategy (Cornell notes) Deep Impact Home Page