Unit+Plan+Outline+--+The+Scarlet+Letter

Heather Wildrick
 * The Scarlet Letter Unit Plan**

The unifying concept for this unit deals with the themes of social ostracism and feeling the outsider from one’s peers due to an event or series of events that the protagonist cannot change. Further, the protagonists of all the works learn to overcome alienation through their own growth and development as individuals, while teaching others around them the virtue of acceptance.
 * Unifying concept**

Hawthorne, N. (2009). //The scarlet letter//. New York: Penguin. Anderson, L. (2006). //Speak//. New York: Puffin. Cary, L. (1992). //Black ice//. United Kingdom: Vintage.
 * Texts**

Beginning in her first year of high school, Melinda Sordino is already an outcast. Having called the cops to bust up a drinking party the previous summer, Melinda is now viewed with suspicion and anger by her classmates. What these classmates don’t know, however, is that Melinda was raped at the party. She keeps this secret to herself, all the while spiraling into deep depression and anxiety. Her grades flounder and her parents, who suffer from their own problems, cannot understand what is happening. Through the guidance and encouragement of an empathetic art teacher, Melinda learns how to face what has happened to her and to claim her life back.
 * Anderson****’s** //**Speak**//

Lorene Cary is an African-American student who has won a scholarship to attend a high-class preparatory school. One of the few minorities in her school, Lorene feels alienated and cut off from the rest of her peers. It is only after she returns as an adult to teach English at the school that she learns much of her anxiety over her “difference” was self-imposed. She learns that difference can actually be an opportunity for growth, both for the ostracized and those who ostracize.
 * Cary****’s** //**Black Ice**//

Reflection Journals Students will keep daily reflection journals responding in diary entry form to the events read about from the previous day. Students must place themselves in one of the character’s shoes (character of their choice – does not have to be the protagonist) and consistently write from the 1st person point of view, with a special emphasis on the feelings and perceptions of the character in the reading selection. Artistic Choice Activities (students choose one of two activities to complete) A) Character Soundtrack: Students will be provided with sample music snippets to listen to as a class. They will then individually decide which classical piece best represents the four-five main characters of each book. We will discuss as a class the rationales students used to decide on the character music snippets. Then students step into the shoes of a music executive who must make decisions as to what songs should be a part of a new movie version of the book. Students will come up with their own music soundtrack for one or two of the characters in the novel that they feel would do well in a movie. They will write a short paper detailing the reasons for their choices, what this music revealed to them about the characters, and why it would benefit a movie version of this book.  B) Book Cover Designer Students will pretend they are publishing executives who have been given the task to remarket the novel in a fresh way. They must design a new book cover and book synopsis that they believe will attract teen readers’ attention. Cover must include a write-up for the new synopsis, as well as a short biography of the author and an explanation of how the new cover design better attracts teen readers. Choice Writing Activities (students choose one of two activities to complete) A) Lost Chapter Students will write an additional chapter to the novel that could very well have been a part of the story, but was simply “lost” before publication. The chapter can be written for any part of the book, beginning, middle, or end, and be used to provide better clarity for the characters, clear up a lingering question, or just add to the general dynamics of the book. Students must mimic a similar writing style to the author and remain true to the theme of the book.  B) Scene Script: Students will pretend that they have been asked by a famous movie producer to write a test script for one of the books, based on their favorite scene from the book. Students will decide which scene from the novel would best translate onto the big screen, and then create a script that stays true to the novel, while adding their own creative touches to the final product.
 * Response activities:**