Nathaniel Hawthorne's The Scarlet Letter tells the tale of Hester Prynne, her daughter Pearl, and the city that condemns them because Hester will not name her child's father. The novel remains one of the classics of early American literature more than 150 years since its first publication in 1850.
Before beginning a reading of this novel, brainstorm with the class the possible meaning of the title. What does the word scarlet connote? What is the letter? Can letter have more than one meaning? Are there synonyms for scarlet that could convey the same significance and meaning? Be sure to record the responses of the class and return to them once the reading has begun, to explore how students' definitions have changed.
An alternative activity might be to show students the opening minutes of the movie adaptations of the novel first, and then ask them to read the opening chapter of the novel. Students could then write a short comparison of the book and the movie. An adaptation of the lesson Cover to Cover: Comparing Books to Movies (see Lesson Plans below) can also provide a foundation for this activity.
This comprehensive Washington State University site contains links to various resources on the author. Included are some online works, biographical information, activities, and reviews.
Biographical information on Hawthorne along with details about imagery and symbolism in the novel are found at this University of Wisconsin site.
This page, from The Life and Works of Herman Melville site, describes the friendship between these two authors, who were contemporaries though fifteen years apart in age.
This interactive exhibit features the family newspaper, The Spectator, conceived by Hawthorne as a youth. Included are historical images, portraits, and artifacts related to Hawthorne's life and writing career.
Robert Frost is one of the most important American poets of the 20th century. Although he wrote in traditional forms, his language and themes, such as doom or the solitude of humans in nature or society, were very innovative for his time. He was celebrated as an important American poet during his life, winning four Pulitzer Prizes. His poems, many of them focusing on his beloved New England, continue to be studied in classrooms more than 100 years after they were written.
Many people consider Robert Frost a traditional poet, largely because of the New England setting of many of his poems and his tendency toward simple, clear language and images. In his own significant ways, however, Frost was an innovator, known for his desire for finding "old ways of being new." Celebrate Frost's birthday and his poetry by leading students in an exploration of his innovation in the sonnet form.
- If your students are unfamiliar with sonnet form, consult the ReadWriteThink lesson Discovering Traditional Sonnet Forms and adapt activities and resources to provide students a brief introduction.
- Provide students with an array of Frost poems that display varying degrees of adherence to and departure from sonnet form. Suggested poems might include "Design," "Putting in the Seed," "Range Finding," "The Vantage Point," and "Acquainted with the Night" (which is actually a hybrid sonnet/terza rima).
- Have groups present their poem to the class. In addition to discussing their impressions and interpretations of the poem, students should indicate how the poem fits into the tradition and innovation of sonnet form.
- Ask students to discuss reasons why Frost may have altered traditional formal elements and what effect his choices have on their appreciation of the poems.
This site contains an extensive biography, several poems, a selected bibliography of Frost's work, and links to a variety of sites about the author and his writing.
This special collection from the University of Virginia Library provides scanned details from Frost's works, photos of his family, and editions in English and other languages.
This site includes the major themes Frost explored in his writing as well as some questions to use during and after reading Frost's work.
Leslie Marmon Silko, born in 1948 and raised in the Laguna Pueblo in New Mexico, proudly proclaims her mixed Native American, Mexican, and White heritage. As a writer, Silko draws on the stories she heard from her great-grandmother at Laguna. The oral tradition of storytelling, she insists, is alive and well for anyone who takes the time to listen to others. Silko's most widely taught novel, Ceremony, deals with a young World War II veteran's return to his Indian reservation.
To celebrate Silko's birthday, your students can revive elements of the oral tradition.
Have students write a brief anecdote about something funny that happened to them recently. Have students limit their writing to no more than a paragraph. Then ask students to read what they have written several times to themselves. Next, in pairs, have students tell each other their stories without looking at what they wrote. Each pair should then join with another pair and tell each other their stories, again without looking at what they wrote. Stop the class at this point and ask students to look back at what they have written to see if their stories have changed in the telling. Why do these changes happen? Finally, have students move into a larger group and retell someone else's story as well as they can. Before wrapping up, students should discuss some of the elements of oral storytelling: what makes a good story? What changes in the retelling and why?
Have students interview older family members to learn about family stories that may have been passed down through generations. Students may wish to share these stories in class or write them down and illustrate them.
This resource from American Passages offers a brief biography of Silko, as well as teaching tips and questions for her novel Ceremony.
This is a collection of notes by a Georgetown professor on the major themes and complex style of Silko's work.
The Smithsonian Institution offers this collection of Native American-related resources. There are links to Smithsonian resources, online exhibitions, and recommended reading lists.
This PBS site provides a collection of resources on Native American storytelling.
One of the most popular Latin American authors, García Márquez was raised by his grandparents in a house in Colombia which was always overflowing with relatives and stories. His grandfather, a retired colonel, told him stories of the brutality of war, while his grandmother told him folk tales filled with ghosts and superstition. This mix may have contributed to the development of his style often called "magical realism," popularized in his novel, One Hundred Years of Solitude. Márquez passed away on April 17, 2014.
Before beginning a work by García Márquez, introduce your students to some of the hallmarks of the literary style known as magical realism by exploring what it is not, through comparisons with familiar genres that also use unrealistic elements: fantasy, science fiction, and fairy tales.
- Ask students to form groups to participate in a collaborative creative writing activity. Each group will narrate the same event, but they will do so in different genres: fantasy, science fiction, and fairy tale.
- Read the events/prompt aloud: "A man is killed. His mother finds the body and begins preparations for his burial."
- Encourage students to be creative in their responses, but to follow the conventions of their genre. Then ask students to share their responses. Discuss the genre elements their creative depictions display and talk about what these genres have in common and what they do not.
- Read from One Hundred Years of Solitude the scene in which José Arcadio is shot and his body discovered by Úrsula (Chapter 7, beginning at "One September afternoon" through "with a shell of concrete"). Have students compare the depiction from the novel to the ones they created. How is magical realism similar and different from the genres with which they are already familiar?
This article from NPR talks about Márquez after his death and how he gave "A Voice To Latin America".
The Nobel Museum creates excellent websites for all of the laureates, and this one contains García Márquez's acceptance speech and links to other resources.
24 Books That Shaped One of Humanity’s Greatest Writers
The digital archive of Colombian-born writer Gabriel García Márquez includes manuscript drafts of published and unpublished works, research material, photographs, scrapbooks, correspondence, clippings, notebooks, screenplays, printed material, ephemera, and an audio recording of García Márquez's acceptance speech for the Nobel Prize in Literature in 1982.
In Julius Caesar, a soothsayer warns Caesar to "Beware the Ides of March." Caesar ignores the warning and is, in fact, murdered on March 15, called "the Ides" on the Roman calendar. Over time, the date has become associated with doom and momentous events-particularly ones with disastrous effects.
In addition to teaching your students a famous Shakespearean play, you could use the Ides of March to explore the role of superstitions in our lives and culture.
- Begin by asking students to list the superstitions they know: the number 13, spilling salt, breaking a mirror, finding a penny, etc.
- Next, have them try to categorize these superstitions. For example, which ones relate to good luck, bad luck, death, happiness, etc.?
- After they have categorized them, ask students to define a superstition. What is their purpose or role? What do they tend to relate to?
- Finally, have students think about superstitions and proverbs. Share a list of proverbs from around the world. Which ones on the list also sound like superstitions? What are the similarities and differences between proverbs and superstitions? You can use the ReadWriteThink Venn Diagram interactive for this activity.
Turner Classic Movies creates sites for educators on several of their most popular films. This one on Julius Caesar includes activities and resources for the play and the 1953 version of the film.
This National Geographic article describes the events leading up to the assassination of Caesar, including a discussion of Plutarch's, Shakespeare's, and Dante's treatments of the leader.
This is a site where people have sent in visual depictions of a superstition or urban legend. Be sure to preview the images to ensure they are appropriate for your students. Students might try a similar activity using photography or other media.
The Committee for the Scientific Investigation of Claims of the Paranormal offers information about common superstitions. They also offer ideas for a Superstition Obstacle Course.
Andrew Carnegie, at one time the richest man in America, was born in Scotland in 1835 and emigrated when he was 13. After making his fortune in railroads, telegraphs, oil, and steel, Carnegie retired in 1901, dedicating his last years to philanthropy. In addition to the donation to NYC libraries, Carnegie helped establish over 2,500 public libraries, as well as teacher pensions, research foundations, and peace endowments. By the time he died in 1919, Carnegie had given away nearly $325,000,000.
With Carnegie's gift in mind, today would be a perfect day for students to practice their expository writing and/or persuasive writing skills.
For expository writing: Carnegie was often referred to as the "Patron Saint of Libraries." Why were libraries so important to him? Although Carnegie was interested in giving, he didn't like "charity." Instead, he was interested in programs that would help people help themselves. Ask students to explain how funding libraries would be a good way to further the cause of "helping people help themselves." For younger students, ask them to write about at least two ways the library could help them learn important information or skills.
For persuasive writing: Ask students to imagine that they are writing to the Carnegie Foundation in order to fund a project at their school. They should identify a specific need at their school and then convince the donors that their school deserves this money. Writing should include specific information about how the money would be used to benefit their school.
If students write both the expository and persuasive pieces, ask them to compare the essential features of the two modes of writing. Students may find ReadWriteThink's Persuasion Map and Essay Map interactives useful for this activity.
This resource is the companion website to the PBS' The American Experience show on Carnegie.
Background information and present activities of the Carnegie Foundation can be found here, written in student-friendly language.
The Elements of Grant Writing guide is a compilation of tips, timelines, and templates from a variety of grant-writing experts and funders designed to aid investigators in successfully applying for grants from federal, foundation, and corporate sources.
There are over 30 different lesson plans and classroom resources about teaching persuasive writing in this collection provided by the Kent School District.
When Barbie was released in 1959, she immediately stepped into controversy. The idea of a doll with an adult woman's features was brand-new. The market, though, was eager for a doll with lots of clothes, including bridal gowns and swimsuits. But by the 1970s, people began wondering why she did not have a business suit or a doctor's scrubs, and in more recent years, whether the body image she presents is healthy to young girls' self-esteem. Sales continue to grow, and so does the debate.
While Barbie's collection of accessories has changed over the years, her figure has remained relatively unchanged-despite questions about its effect on the self-esteem of the children who play with the doll. Take this opportunity to explore body image and advertising:
- Have students bring in pictures from the magazines that they typically read. Students should bring pictures of both male and female subjects.
- Post these pictures around the room and have students walk around with a two-columned chart with headings Male and Female which they will use to record words and phrases that describe what they see in the pictures. Students should then share their lists with the class.
- Ask students to write about how gender is represented in the advertisements they see. Is this typical of how men or women appear in movies, on TV, etc.? Which celebrities most exemplify these characteristics?
- After sharing responses in a think-pair-share arrangement, have students explain whether these gender representations are accurate in real life. Ask students to consider the effect that these representations can have on people's self-esteem.
- Conclude by discussing why advertisers portray males and females in this way. What is the goal and purpose of advertising?
This History Channel article provides information about the origin and evolution of this famous doll.
PBS offers information about the inventor of Barbie.
BBC News shares Barbie's measurements and shows how a woman would look with Barbie's proportions.
Poets.org offers this poem by Denise Duhamel that compares Barbie to Buddha. Students will enjoy the sarcastic tone of this piece.
Our shared history unites families, communities, and nations. Although women's history is intertwined with the history shared with men, several factors - social, religious, economic, and biological - have worked to create a unique sphere of women's history. This year's theme is "Women Inspiring Innovation Through Imagination: Celebrating Women in Science, Technology, Engineering and Mathematics".
The stories of women's achievements are integral to the fabric our history. Learning about women's tenacity, courage, and creativity throughout the centuries is a tremendous source of strength. Until relatively recently, this sphere of women's history was overlooked and undervalued. Women's achievements were often distorted, disdained, and denied. But, knowing women's stories provides essential role models for everyone. And role models are genuinely needed to face the extraordinary changes and unrelenting challenges of the 21st century.
Explore the accomplishments of women in U.S. history with your class by creating a scrapbook that highlights the accomplishments of famous American women.
- First, decide how to organize the scrapbook. Group entries thematically, such as Women in Sports, Women in Politics, or Women in Science. Pages can be arranged chronologically, by date, year, or decade. Students may also choose a unique approach, such as Women's History A-Z, with an entry for each letter of the alphabet. Use the Alphabet Organizer to get started.
- Have students work individually, or in groups, to complete each page. Each entry should include biographical data, a photograph or other representation, and a summary of the famous woman's contribution to history. The Bio-Cube can be used to organize the information.
Your completed scrapbook can be displayed in the school library during Women's History Month and can serve as a reference tool in your classroom. You may also want to expand this activity to include women's contributions to world history.
This page, from the National Women's History Project, offers an annotated list of this year's honorees.
Scholastic presents this special feature on Women's History Month. There are profiles, a quiz, a history of this event, and a timeline of women's history milestones.
This Scholastic Webpage highlights the achievements of five women who have changed history, including Amelia Earhart, Rosa Parks, Sally Ride, Dr. Mae Jemison, and Melba Pattillo.
This resource, from the My Hero Project, includes information about women from all walks of life. Read about these artists, scientists, authors, educators, and other women who have made a difference.
The Irish have observed St. Patrick's Day as a religious holiday since the island's conversion to Christianity in the early Middle Ages. The first St. Patrick's Day parade in New York City took place on March 17, 1762, giving the Irish soldiers serving in the English military the opportunity to reconnect to their roots. Today, St. Patrick's Day is celebrated by people of varied backgrounds around the globe.
Celebrate St. Patrick's Day by reading Irish folk tales. It is the perfect opportunity to learn about Irish heritage. Have a selection of books available in class or bring students into the school media center to select an Irish folk tale. Tales are also available online from the Open Directory Project. Then have students read independently, in small groups, or as a class.
After reading the story, have your students use the ReadWriteThink Story Cube tool to create a graphic organizer. Older students can use the ReadWriteThink Literary Elements Map to map story elements. Have students print out their graphic organizers and share them with the class. After finishing this activity, treat your students to some Irish soda bread while they listen to Irish folk music.
Extend the activity by having students read additional Irish tales and compare them to other traditional folk tales with which they are familiar. What characteristics are unique to the Irish tales? Brainstorm common characters, settings, or themes found in the Irish tales. Students can then write their own tales in the Irish style.
Part of America's Story from America's Library, this site invites elementary students to read about the history of St. Patrick's Day from primary sources. Students can explore Irish folk songs and view historical photographs.
This History Channel website explores the culture and background of St. Patrick and St. Patrick's Day celebrations. The site's interactive map offers information on different parts of Ireland and beautiful photographs.
Resources offered on this official website of the Irish government include an extensive photograph collection of well-known locations in Ireland as well as information on culture, sports, the land, the people, and the economy.
This National Geographic News article focuses on some of the St. Patrick's Day traditions that are not actually Irish.
Our solar year is 365.24219 days. Since our calendar does not deal in partial days, every four years, we add an additional day to February. Therefore, our calendar year is either 365 days in nonleap years or 366 days in leap years. A leap year every four years gives us 365.25 days, sending our seasons off course and eventually in the wrong months. To change .25 days to .24219, we skip a few Leap Days every one hundred years or so.
Many years ago, people did not have the scientific information that we have available today to explain the change of seasons, the need for a Leap Day every four years, and the cycle of moon phases. Early civilizations relied on other means of explanation such as myths and folk tales.
Divide the class into groups and provide each group with an explanatory myth (e.g., the children's book Max and Ruby's First Greek Myth by Rosemary Wells or the works of Gerald McDermott or Tomie dePaola). Have students write summaries of the stories to share with the class. Then have the students in each group compose an original myth that explains either the same phenomenon from the book they summarized or another one of their choosing. Stories can be illustrated and collected into a book to share with other classes in the school.
This site explains things about Leap Year that are not common knowledge to most, has resources for party planning, and also includes a list of Leap Day books.
Wonder of the Day based on the student question “Why is there leap year?”
Intended for grade-school-level students, this NASA website recommended by SchoolZone has information about astronomy as well as projects, lesson ideas, and resources for the classroom.
This site from NASA, focusing on an image of a coin minted with Julius Caesar's likeness, provides a brief explanation of the origins of Leap Day. The site also references Sosigenes, the astronomer who consulted with Caesar on the calendar and invention of Leap Day.