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How does one rise above the judgments of others?

A thematic unit on labeling for 12th grade ELA.

Presented by Molly Colgan 27 November 2012 AED 341

Table of Contents
Overview...................................................................................3-5 Summary...................................................................................3 Rationale...................................................................................3-4 Project Based Learning...........................................................4-5 Interdisciplinary Justification................................................5 Respect for Difference.............................................................5 Assessments..............................................................................5 Text Set.....................................................................................6-8 Unit Plan Schedule..................................................................9-26 Culminating Project Handout...............................................27-30 Culminating Project Rubric..................................................31-32 Presentation Handout............................................................33

Overview Summary: Overarching Essential Question: How does one rise above the judgments of others? Overarching Essential Understanding: There are various ways in which one can overcome the judgements of others. Confidence and self respect are key. This unit explores the issue of labeling, embedded in the anchor text, The Scarlet Letter. The main overarching question is How does one rise above the judgements of others? The overarching understanding that coincides with this is that there are many ways in which an individual can go about defeating and rising above a label and those who enforce it. Students will have an authentic culminating activity in which they must use what they have learned about labeling through additional research, The Scarlet Letter, and the sources in the text set to write a newspaper article for the school newspaper or an op-ed piece for one of the local papers. Students will be learning how to write a news article, conduct interviews, research their ideas, and present them in a way that grabs and holds the attention of their audiences.

Rationale: Administrators: The culminating activity, combined with the smaller activities that will scaffold up to this assignment, has students working with nearly all of the NYS Common Core State Standards for writing in ELA. Additionally, the reading of The Scarlet Letter, along with the respective assignments, will adhere to the NYS Common Core State Standards for reading literature. Though scaffolding projects and the culminating project, students will be working with informational texts as well. Therefore, many of the NYS Common Core State Standards pertaining to informational texts will also be met. Students will also be working to build their communication skills during the drafting process of this assignment, in which they will be presenting their work aloud and providing constructive criticism for one another. The final newspaper article assignment has students working on their research and citation skills. Additionally, the way in which they must present their articles needs to be organized and targeted towards a specific audience. This helps students with standardized testing and essay writing; they need to be organized, provide evidence, and be persuasive. Along with meeting standards, students will be conducting meaningful work: exploring the issue of labeling. Students are constantly labeling not only each other but themselves as well. Through the inquiry of the overarching essential question How do we rise above the judgments of others? students are learning about how judgments are formed, how to overcome them, and how to avoid administering them in the first place by understanding the impacts they have on others. This unit will force students to empathize with this issue, and thus become more socially aware of the severity of labeling others and oneself. Students: Labeling is everywhere. We see it on the clothes we buy and on the foods we eat. However, the most common form of labeling is not so obvious or physical. As human beings, we

are not only constantly labeling each other, but ourselves as well. Labeling can lead to serious issues, such as bullying. Just as it is in any other American high school, our students are labeled and judged on a daily basis. By writing a newspaper article on the issue, you get the opportunity to inform others and provide them with potential ways in which they can rise above labels. This project is not about a grade, but about what you can do with your literacy skills to change current social environment we live in. By learning how to read and write critically and politically, students are learning how to observe texts with a critical eye. They will not only be able to interpret the language practices of others; they will be able to use their own language practices to the best of their abilities. Colleagues/Practitioners of Critical Pedagogy/Empowering Education: This unit is not teaching a book, and it does not end with a typical book report in which students must regurgitate information to be read by their teacher alone. Instead, students are taking their literacy skills and using them to promote change. As the unit progresses, their literacy skills are enhanced as they learn to write in the specific genre of a news article. The students are writing for a purpose to an authentic audience. This unit will not only change and enhance the ways in which students use their literacy skills, but it will also be teaching them life-lessons about the issue of labeling through the overarching essential question How do we rise above the judgments of others?. This topic can be transferred to other subjects and life-experiences, thus enhancing understanding. It is especially relevant to them as well; being high school students, they view labeling and the affects it has on others on a daily basis. Through this unit, students will change the ways in which they view labeling and the ways in which they think abut writing. Literacy skills will be enhanced, and students will realize that they can use these skills critically throughout life. Project Based Learning Since students are being given an authentic task and audience to work with, their culminating assignment is immediately meaningful. They have the choice to explore a specific topic, which allows them to take control of their own learning. Theyre learning about what is important to them and what they find interesting at the same time. When students are able to have this kind of control, they are much more interested in the work and willing to learn throughout the future. Through project based learning, students are using their literacy skills for a legitimate purpose, which enhances the overall meaning of the assignment; theyre writing about real issues to a real audience. Student motivation is enhanced with a meaningful, personal assignment. The overarching essential question that the students are grappling with throughout this unit is relevant to them, since labeling is a major issue for high school students. Since the students are taking part in a meaningful assignment, they are more likely to genuinely understand, remember, and transfer what theyre learning to other aspects of life, including other classrooms. Students are constantly asking and answering questions through the process of project based learning, a skill that has great potential to resonate with them, carrying them through adulthood as life long learners. Interdisciplinary Justification The Scarlet Letter is a piece of historical fiction that explores the culture and society of the Puritan Era. Students could use this text in a history classroom as a way to explore the Puritan beliefs and religion of this time period. They could also look at the social issues in an anthropology or geography class to explain why labeling issues were so extreme and abundant. Chillingworths depression could link to a health or psychology class. The way in which Pearl acts as a

defiant child could also be related to a psychology course. The issue of labeling that is depicted throughout The Scarlet Letter continues to be extremely common in todays world. Therefore, students have many opportunities to transfer what they have learned from this unit to other subjects and their lives outside school.

Respect for Difference Through the reading of The Scarlet Letter, stereotyping, labels, and injustices are prominent. By exploring the issue of labeling and the harsh effects it has on people, students are learning how to empathize with one another. During the interviewing and researching processes of the culminating assignment, the overall understanding about social issues is enhanced. They must talk to and read about people who have been profoundly affected by a label; regardless of race, class, gender, or otherness, students are learning about how labels affect and hold serious potential to hurt anyone. Assessments Students will be assessed throughout the unit to ensure that they are on track with the reading through the reading questions. These questions are then discussed in class. Even if a student is wrong, he/she will not be penalized at all as long as it is clear that the reading has been done and they have attempted to answer and discuss these questions. Therefore, these serve as formative assessments. Through class discussion, students are learning from and building off of one anothers understandings about labeling and The Scarlet Letter. The final assignment will be assessed according to rubric, while taking into account the progress that has been made between drafts. Students need to prove that they have researched labeling and that they have come up with some potential solutions, which draw upon the essential understanding. They will also be graded on their ability to successfully write a news article. They will have plenty of examples to draw from, and activities will be done in order for students to be prepared. This is their summative assessment. Students will have the chance to self-evaluate on the writing process for the culminating assignment through the drafting and peer-review stages. Additionally, they will do a reflective piece on their experience with this project as a way in which they can evaluate themselves and take a close look at how much they have learned. Why is that important? This is a summative assessment that will be graded. Text Set and Annotated Bibliography Hawthorne, Nathaniel. The Scarlet Letter. Irvine, CA: Saddleback Pub., 2006. Print. The Scarlet Letter works as the anchor text for this unit on labeling. Dylan, Bob. "Hurricane." Desire. Sony Music Entertainment, 1976. MP3. If read fictionally, Bob Dylans song, "Hurricane," relates to the overarching understanding about stereotyping/labeling and how it affects others. It tells the story of a wrestler who is sent to jail for a murder he didn't commit. The fact that he's black is seen as the main reason why he was in-

carcerated. The color of his skin, similar to the "A" on Hester's chest, is the main reason why others judge him and assume he is guilty. The fact that a song was written about this case (a real case, but Dylan's lyrics are not necessarily correct) reinforces the idea that writing for a purpose, to an authentic audience, can raise awareness and/or promote change. This is displayed in some of his final lines: "This is the story of the Hurricane, / But it won't be over 'til they clear his name..." This connects to our culminating project in which the students are writing about a relevant issue to an authentic audience. Ellen DeGeneres Talks To Extremely Inspiring 14-Year-Old Graeme Taylor. Perf. Ellen Degeneres and Graeme Taylor. Ellen, 2010. YouTube. Web. This excerpt from an episode of "Ellen" is about a boy who stands up for a teacher who was suspended for having a students who stated anti-gay remarks to leave the room. The boy tells his story about being a gay teen and how he overcame the pressures of owning up to his sexuality. There are a couple different labels touched upon in this clip, including gay/homophobic labels and Southern/racist ones. This video works to push students in the direction of the overarching essential question "How do we overcome the judgments of others?" and also provides some insight about how to conduct an interview properly. Five Hour Energy Commercial. YouTube, n.d. Web. This commercial builds upon critical reading skills. There are many discrepancies in this commercial that one may not notice without watching it with a critical eye. This allows students to understand how to look at research and surveys critically. This will allow them to not only find good research for their culminating assignment, but pose it in a way that does not cause readers to question it. Gardiner, Sean. "In Name Game, Loser Wins and Brother Winner Loses." Chicago Tribune 31 July 2002: n. pag. Web. This is the news story about the brothers named Winner and Loser, and how Loser became successful and Winner ended up being a criminal. In regards to their essential question, students could look at how even positive labels can be harmful, assuming that Winner's name may have something to do with his fate. They could examine how a negative label, such as Loser's was overcome at an early age, and how that could have worked in determining his future. He could be related to both Pearl and Hester. Students could also look at the way in which the journalist grabs and holds the attention of the audience. Students could also investigate the journalist's title, lead, and conclusion statement, and the overall structure of the news article for their culminating project. Hogan, Kate. "Demi Lovato Is Ambassabor of New Anti-Bullying Campaign." Demi Lovato Reveals Bullying Story, Program. People, 20 Sept. 2012. Web. 27 Nov. 2012. This online article from People Magazine has potential to capture the interest of students because Demi Lovato is a current celebrity. Similarly to Hester, Demi was ridiculed for who she is. The author mentions the many ways in which Demi was bullied and the effects of the bullying (an eating disorder and cutting, which are two of Dimmesdale's issues). The frustrated, sad, and

overwhelmed emotions Lovato describes relate to those shared by both Hester and Dimmesdale. Since Demi is an artist, who was originally ridiculed for her work, she has yet another connection to Hester. Hester is a seamstress, and was ridiculed for the dazzling "A" on her chest, which she had embroidered herself. The article then goes on to describe the bullying program she is involved with, which could serve as some inspiration for students in coming up with answers to their essential question. There are many opportunities to transfer ideas between this article and The Scarlet Letter in regards to their essential questions/understandings. Additionally, they could look at the title, lead, words, and overall structure used throughout the article to help them in writing their own news articles. Nichols, Heather. "The Human Label Machine." The Anchor: Independent Student Newspaper of Rhode Island College 26 Nov. 2012, Lifestyles sec.: n. pag. Print. This article, written by a college student, is an interesting reflection about labeling. Nichols begins by describing a dream in which literal labels are being stuck all over her, by everyone; she's covered in them, and everyone around her is too. This connects to The Scarlet Letter and the essential question on labeling. She describes how she was labeled as being a "fat" kid in middle school, but it didn't even matter when she lost weight (which she did by eating only one meal a day, which resonates with Dimmesdale's eating disorder), because she was then labeled as a "nerd." She comes to the understanding that everyone labels, and that everyone is a victim of labeling. She even mentions how people label themselves (such as Dimmesdale). This article provides many ways in which students get the opportunity to transfer information across texts. They could also study this article to look at ways in which to capture a reader's attention because it is quite compelling. They could also look at the photo Nichols includes and examine how/why it works; this would help them with the culminating project as well. Additionally, Nichols provides ways in which she has come to understand how to combat the issue of labeling, which students could use to expand upon their overarching essential understanding. Plath, James. "Writing Effective Leads." Plath Country. Illinois Wesleyan University, n.d. Web. 13 Dec. 2012. Plath is a profesor at Illinois Wesleyan University, is the advisor of the college's newspaper, and the former president of the Illinois College Press Association. His online guide to writing leads has great examples for the many ways in which one could go about writing an effective lead. This will help students create their own leads for the culminating project. "Remembering the Holocaust." History.com. A&E Television Networks, n.d. Web. 11 Dec. 2012. This website has pictures of Jews with Star of David patches and tattoos from the Holocaust. It also has pictures of nazis wearing swastikas. This is relevant to the unit because it allows students to read photos critically. It also shows them the power of an image; if they're able to read an image critically they could then choose one to accompany their articles for the culminating project. Also, this is relevant to the overarching essential question because students will be learning about physical labels and their effects (comparable to Hester's "A"). Sinclair, Upton. The Jungle. Cambridge, MA: R. Bentley, 1971. Print.

Upton Sinclair's yellow journalism piece on the meat packing industry changed America for the best. Students can use this example to see how writing is political. Additionally, there are striking photos that accompany this excerpt, which could be used in a gallery walk. This would work to give students an example of how photos pull the reader into an article. What Do College Students Wish More People Understood? YouTube. N.p., n.d. Web. 10 Dec. 2012. This is a video inspired by "50 People One Question," in which an array of people are asked the same question: "What is something that you wish more people understood?" Nearly every response was something along the lines of "each other" Another individual adds the comment that "communication" is the answer to understanding one another. This is planned to be shown to students at the end of the unit because labels stem from misunderstandings, stereotypes, and the lack of knowledge/empathy for others. One of the many answers to the overarching essential question ("How do we rise above the judgments of others?) is to understand the repercussions of labeling well enough so as to not judge others. Hester does this, regains respect and thus rises above her stereotype.

Unit Plan Schedule

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Week One: Monday

Lesson Introduction: Label Unit and The Scarlet Letter. Explore how Bob Dylan tackles the issue of labeling (political literacy) Anticipatory Set: Hurricane - Bob Dylan Brainstorm: Stereotypes/labels on the board. Write to Learn: Thoughts about Hurricane. Thoughts about stereotypes. Answer: How do you think one can rise above a stereotype? *Students are given handout for final assignment just to start thinking about possible labels they may want to explore* Essential Question and Understanding Overarching Essential Question & Understanding Assigned Reading and Writing Questions EQ: What can we do to change this issue of labeling? EU: Writing politically to raise awareness can gain the attention of others.

EQ: How do we rise above the judgments of others? EU: There are many ways in which one can rise above a label or stereotype. Some examples: Not sinking to the level of labeling others, self confidence, understanding others, having a support system, self respect... Read: Part of The Custom House and Ch. 1-2 (22-44) Questions: 1.) The mock-author of The Scarlet Letter finds inspiration for his novel in the Custom House. What does he find, and how can these materials be considered accurate/verifiable sources? 2.) Consider the amount of time the mock-author brainstorms his writing of The Scarlet Letter, along with the angles he considers telling the story from. What does this tell you about the writing process? 3.) Prior to writing The Scarlet Letter, how does the mock-author label himself as a writer? Does he consider himself to be a romantic? What does this tell you about specific-genre writing and who is capable of being published? 4.) What is Hesters label? How does she present it for the first time in public? How do you think she feels?

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Week One: Monday

Standards
Reading Literature: 1.Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2.Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. 3.Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). 5.Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. 10.By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11CCR text complexity band independently and proficiently. 11.Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and philosophically by making connections to: other texts, ideas, cultural perspectives, eras, personal events, and situations. Writing: 1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

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Week One: Tuesday

Lesson Introduction to critical reading. Students will learn how to critically read a photo. This will help them understand the power of an image and thus choose a working photo for their articles. Gallery Walk: Holocaust Labels Write to Learn: Would the Holocaust have happened without labels? How is Hesters A like one of these tattoos/stars/swastikas? TEQ: How can we read a photo? TEU: Photographs are texts that can be interpreted just as literature can. They have the potential to be equally as important as written text in capturing the attention of an audience and/or portraying an idea. EQ: What kind of power does a physical label hold? EU: Physical labels have potential to change the way a person acts and/or the way in which others view that person.
Writing: 1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Essential Questions and Understandings

Standards

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Week One: Wednesday

Lesson *Reading Questions Due* Bouncing off of the question about the mock-authors research, students will be learning about what qualifies as good research. Anticipatory Set: Students watch the 5 Hour Energy commercial critically and go over why it is not a reliable/credible source. Critical Reading: Groups will receive multiple different sources and have to determine whether they are credible or not. There will be an array of credible and non-credible sources. Students will be equipped with highlighters and can mark whatever proves an article to be credible in one color, and what makes other articles not credible in another. EQ: How do we know a source is reliable? EU: Reading research critically is important, while paying attention to any possible bias the author may have. Additionally, internet sources are best found through reliable search engines, scholarly articles, etc. Reading: Chapters 3-5 Questions: 1.) When Hester refuses to reveal the father of her child, she states: It is too deeply branded. Ye cannot take it off. And would that I might endure his agony, as well as mine! What larger message is Hester stating about labeling? 2.) Describe the mixed/complicated/various emotions Hester is experiencing on the scaffold. 3.) Chillingworth makes a pact with Hester that his real identity will not be revealed. Instead, he labels himself as a doctor. Why does he do this? 4.) How does Hester begin to regain some acceptance from the public in chapter five?
Reading: 10. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Essential Questions and Understandings Assigned Reading and Questions

Standards

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Week One: Thursday

Lesson Students will learn how to write for a specific audience. Critical Reading: They will look at the Demi Lovato article and work in groups, reading critically, to determine who the audience(s) is that the writer is targeting. They will then list key words and phrases to prove their reasoning. Critical Writing/Listening: Students will stay in groups and each will be given a specific audience to write for. They will then take turns preforming their pieces, and the rest of the class, after each one has been read, will guess the audience. The readers will then clarify who the audience is. Then the class will pull out examples that proved the speaker was writing for that specific audience. TEQ: How does one target and thus write for a specific audience? TEU: Knowing the audience that an author is writing for is key; his/her word choice, the content of the piece, and other literary decisions must be made in regards to the audience that will be reading it. EQ: What is a major reason why people are labeled by others? EU: Otherness. Both Hester and Demi were labeled and thus ridiculed for going against the norm. EQ: How does one rise above the judgments of others? EU: By being yourself and through self-respect and determination. Both Demi and Hester were originally harassed for being different. Demi was bullied for her singing, and yet now she is a pop star. Hesters A was a sign for adultery that caused her years of torment from members of the Puritan society. However, as time went on, people began to appreciate the beauty in Hesters A. Hester was a great seamstress, and people began paying for her embroidery. At this same time, Hesters A begins to mean able as opposed to adulteress.
Reading: 10. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Speaking/Listening: 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Essential Questions and Understandings

Standards

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Week One: Friday

Lesson *Reading Questions are Due* Students will now be learning how to maintain the attention of an audience. Critical Reading: As a class, students will read The Human Label Machine Write to Learn: How did the author of The Human Label Machine keep you interested (or not)? What does this tell you about labeling oneself and/or others? Do you see any correlation between this article and Hester, Pearl, or Dimmesdale? Critical Reading: Students get into groups and work together to find a piece of The Scarlet Letter in which Hawthorne loses their attention. Make a list of reasons why this is. Ex: words you dont understand, long sentences, arrays of different thoughts, etc. Then, re-write the excerpt together into a statement that the group finds easier to follow and understand, thus working to maintain a readers attention. Read the different examples aloud to the class.

Essential Questions and Understandings

TEQ: How do we make sure our readers keep reading? TEU: Writers need to write about something relevant/important to their audience in order to hold the audiences attention. The writers language must also coincide with that of the audiences; it cannot be too advanced or way below reading level. EQ: Who is the labeler? EU: We all label. We label ourselves and those around us, even though we may not notice it. EQ: How does one overcome the judgments of others? EU: By understanding where those judgments come from and that the labels dont actually mean anything; they dont determine your fate unless you let them Reading: Chapters 6-8 (P 61-79) Questions: 1.) What is Pearls label? How is Pearl treated by the general public? By other children? 2.) How has this stereotyping affected Pearls behavior? How do you think she is defying and/or reinforcing them? 3.) Why is Pearl almost taken away from Hester? What does this tell you about the power of a label? 4.) In attempt to sway government officials into allowing Hester to keep custody of Pearl, she states that she will teach Pearl what she has learned from the A. What do you think Hester is really teaching Pearl in regards to her label?

Assigned Reading Questions

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Week One: Friday

Standards
Writing: 1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Reading: 10.Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Week Two: Tuesday

Lesson Students will learn how to write an effective lead, using this site for examples and clarifications. In class writing: Students will write leads that correlate with their titles from yesterdays class. They will be read aloud and the class will work together to strengthen a lead if needed. TEQ: What is the most important sentence in a news article? TEU: The lead. Aside from the title, this is the part of the article that makes or breaks whether the reader will continue reading.
Writing: 1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Essential Questions and Understandings Standards

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Week Two: Wednesday

Lesson *Reading Questions are Due* Students will learn about the positive and negative effects of labels by reading Gardiners article. They will analyze the way in which Gardiners research is presented. Write to learn: What does this article tell you about the effects of labeling? Do you think it is merely a coincidence that Loser rises above his label and Winner becomes a failure?

Essential Ques- TEQ: How does one present research effectively? tions and Un- TEU: Research needs to be presented in an unbiased manner, sticking to derstandings the facts. Conducting ones own research is especially important. Primary sources and interviews enhance credibility. EQ: How does one defeat a label? EU: By proving the label to be wrong. EQ: Can negative labels have positive effects and vice versa? EU: Yes, they seem to work as motivators when the individual is determined to overcome them. Ex: Hester eventually regains public acceptance by embracing her label. Loser claims he never let his name both him, and others respected him and insisted on calling him Lou. On the other hand, too many positive labels seem to inflate egos, which can yield negative results, such as Winner becoming a criminal. An example of this in literature could be any epic hero with the hubris flaw. Assigned Read- Reading: Chapters 13-16 (P 104-122) ing and Ques- Questions: tions 1.) How has the publics interpretation of the A changed? What has Hester done up to this point that has worked in changing the ways in which people view/label her? 2.) Reading The Scarlet Letter can be difficult. In what parts of the novel, so far, have you had trouble understanding what was going on, or lost interest? Look back to one of these passages, and explain why it is difficult to follow. 3.) When does Hawthorne capture and hold your attention? Why? Standards
Writing: 1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

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Week Two: Thursday

Lesson Students will learn how to write persuasively. In Class Persuasive Writing/Preforming: Using what they have learned through critical reading and writing, each student will be given something to write about that is clearly false. They will then use their vocabulary and tone effectively in attempt to persuade the audience, citing false research, etc. This will build upon all of the critical writing and journalism skills learned thus far. They will try to persuade the class that their false statements are true. They will present and pay special attention to the way in which they verbally articulate their statements.

Essential Ques- TEQ: How do I persuade my readers? tions and Un- TEU: Know your facts/research and what youre writing about. Obviousderstandings ly, present truthful information. Additionally, pay special attention to word choice and tone. Standards
Writing: 1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Speaking/Listening: 4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

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Week Two: Friday

Lesson *Reading Questions Due* Class Brainstorm: Students work together to brainstorm what theyve learned about critical writing and news articles to go review what they have learned thus far. Review: Students state anything that theyre still having trouble with. I open up the question to the class. If no one else is able to provide a good explanation, I review the topic. Write to Learn: What is a particularly important/significant label to you? Why is this? Write to learn about which label you want to write your piece on any why. TEQ: How do I even begin this article? TEU: Brainstorming and pre-writing gives me the opportunity to put my thoughts into perspective and organize my thinking. This particular activity also helps me figure out what I genuinely want to write about. Reading: Chapters 17-20 (P 122-144) Questions: 1.) The narrator states that Hester ... had wandered, without rule or guidance, in a moral wilderness...The scarlet letter was her passport into regions where other women dared not tread. Shame, Despair, Solitude! These had been her teachers,stern and wild ones,and they had made her strong, but taught her much amiss. Explain this quotation in regards to labeling and how people can potentially rise above a stereotype. 2.) What writing technique does Dimmesdale use at the end of chapter 20? *Students are to begin researching (if they havent done so already)* Standards

Essential Questions and Understandings Assigned Reading and Questions

Writing: 1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

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Week 3: Monday
Lesson *Reading Notes are Due* Students will learn how to conduct interviews. Watch and Respond: Students will watch Ellen Degeneress interview from the text set and write down whenever they hear a different label mentioned, or ways to overcome a label. They will also pay particular to Ellens interview process. Critical Reading of the Text: Class works to pull out words and phrases that Graem uses during his speech to gain the attention of his audience (ex: the word holocaust) Write to Learn: What does Graem have to say about judgements? What sense do you make about his statement towards the end of the interview about speaking up? In his speech, how does his research work to benefit his statements? What kinds of words TEQ: Who should I interview for my article and what do I ask? TEU: Interview someone relevant to your topic. If you are doing a piece about how jocks are labeled, interview a local athlete (or multiple). Ask them relevant questions, with the goals of the culminating assignment in mind (what is the label, issues associated, and possible ways to overcome). Make sure the person you are interviewing is willing to participate and knows that he/she is going to be published. EQ: How does one overcome the judgments of others? EU: Stand up for what you believe in, speak up for yourself and those who arent being heard. Speak and write politically. Aim for change. Be yourself.

Essential Questions and Understandings

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Week 3: Monday
Assigned Reading and Questions Reading: Chapters 21-24 (P 144-166) Questions: 1.) Describe how Chillingworth could be viewed as a bully and an enforcer of labels. 2.) How has Dimmesdale used his label to make himself a stronger writer/orator, despite his physical and mental fragility? Compare the mock-authors passion about Hesters story (in the introduction) to Dimmesdales obsession with his sin. How do you think an authors passion/beliefs towards a topic/idea affects his/her writing? 3.) How have both Hester and Pearl defeated and risen above their labels by the end of the novel? What have they done, over the course of their lifetimes, in order to rise above? 4.) Do you think Dimmesdale has also defeated his stereotype, despite the fact that he dies right after he makes his confession? What does this tell you about the difference between labels that are created/enforced by others (Hester) and those that an individual enforces upon oneself? Which do you believe is more painful or harder to overcome?

Standards

Writing: 1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

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Week 3: Tuesday
Lesson Students will build upon interviewing skills. In Class Interview: Students will create and preform interviews in pairs. One student will be the interviewer and the other will be a character from The Scarlet Letter. They will work together to create both sides of the script. They are encouraged to include some diction about labeling. TEQ: What makes an interview special? TEU: Personal/genuine responses from the interviewee.

Essential Questions and Understandings Standards

4.

Speaking/Listening Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Reading: 1.Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2.Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. 3.Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Writing: 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences

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Week 3: Wednesday
Lesson *Final Reading Questions Due* Debate: It is Puritan Era New England and Arthur Dimmesdale has admitted he is Pearls father on the scaffold-and lives. Does he go to jail for adultery and face the consequences that Hester did? Half of the class works as the prosecutors and the other half is the defense. They must cite textual quotes to back up each point they make. At the end they must create final statements to their case. Winners will be chosen. EQ: Can a label determine ones fate? EU: In Hesters case, the label of being an adulteress did determine her fate in some aspects: she had to go to jail and was shunned. However, she still managed to overcome. So, the answer to this question comes back to whether the individual is ready/willing/able to overcome. Students need to begin researching and creating a first draft for their culminating assignment. Draft is due on Monday.
Listening/Speaking: 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Essential Questions and Understandings Assignments Standards

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Week 3: Thursday
Lesson News story: With all the critical reading and article writing skills the students have learned, the students will take out the titles and leads they had created earlier in the unit and finish their articles. These will then be compiled into a newspaper version of the first half of The Scarlet Letter. Students may work together and help one another when needed. TEQ: How do I pull together all of these different components of a news article? TEU: Take it step by step and make revisions where needed.
Writing: 11. Create interpretive and responsive texts to demonstrate knowledge and a sophisticated understanding of the connections between life and the literary work. a. Engage in using a wide range of prewriting strategies, such as visual representations and the creation of factual and interpretive questions, to express personal, social and cultural connections and insights. b. Identify, analyze, and use elements and techniques of various genres of literature, such as allegory, stream of consciousness, irony, and ambiguity, to affect meaning. c. Develop innovative perspectives on texts, including historical, cultural, sociological, and psychological contexts. d. Create poetry, stories, plays, and other literary forms (e.g. videos, art work).

Essential Questions and Understandings Standards

Week 3: Friday
Lesson Roundtable: Students discuss the power of labels in The Scarlet Letter and other texts, including their own research. They brainstorm and discuss ways in which one can overcome a label. Write to Learn: As the unit begins to wind down, what are some new things you have learned about labels through discussions with your peers, your own research, and the texts we have read. EQ: How does one rise above the judgments of others? EU: Having a support system, knowing where judgments come from, speaking up, writing politically, being true to oneself, finding a trade, defying the label...
Speaking/Listening: 1. Engage effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly.

Essential Questions and Understandings Standards

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Week Four: Monday

Lesson *Draft One is Due* Peer Revision: Students get into pairs and peer review each others drafts, providing constructive criticism. There will be a form that each student has to fill out for the other. I will make my way around the room and work with students as this goes on. TEQ: How can you improve your work after you have already reviewed it yourself? TEU: Peer-revisions.
Writing: 5.Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 7.Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 10. Write routinely overextended time frames (time for research, reflection, and revision)and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Essential Questions and Understandings Standards

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Week Four: Tuesday

Lesson Gallery Walk: Each student brings in the photo theyre planning on using for their article for a gallery walk. Students will leave a response on each one, utilizing their critical reading skills to analyze their thoughts on the power of the photo. Write to Learn: What photo really spoke to you and why? What made it powerful? How does it make you think about labels? TEQ: How are photos aesthetic? TEU: Pictures can work to emotionally pull a reader into an article.
Writing: 1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Essential Questions and Understandings Standards

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Week Four: Wednesday

Lesson *Second Draft Due* Students will sign up for the different newspapers they will be writing for. Read Alouds: Students will read their drafts aloud to the class and receive constructive criticism from the entire class as a whole. Students (and I) will be writing notes on each article, which will then also be given to the presenter. Students and I will pay special attention to the audience that will be reading each article and provide constructive criticism about aspects that may need to be changed depending on audience (ex: the school newspaper vs. The New York Times) TEQ: How can I further develop what I have so far? TEU: Constructive criticism from the teacher and class. Make needed changes according to the audience.
Listening/Speaking: 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Essential Questions and Understandings Standards

Week Four: Thursday

Lesson Read Arounds: Students take turns reading portions of Upton Sinclairs The Jungle aloud. Gallery Walk: of pictures from Sinclairs exposure of the meatpacking industry. Discussion: How did Sinclairs journalism work to change the world? Emphasis on political writing. TEQ: What is the purpose of political writing? TEU: To promote change, which is being done through the pieces on labels to expose how they work and how people can rise above them.
Listening/Speaking: 1.Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners

Essential Questions and Understandings Standards

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Week Four: Friday

Lesson *Final Draft Due* Students send out copies of their final drafts to their respective papers. Students are given Reflection Assignment Class discussion: Students discuss what theyve learned, along with highlights, difficulties met, etc.

Essential Ques- TEQ: What does peer discussion do to aid in the reflection process? tions and Under- TEU: Allows students to share ideas that may be mutual, that one may standings forget about or overlook without this brainstorm/discussion. Standards
10.

Writing:
Write routinely over extended time frames(time for research,reflection, and revision)and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Listening/Speaking:

1. Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners

Week Five: Monday

Lesson Students have class time to finish their reflections on the process and continue to share ideas with one another. I will help as well.

Essential Ques- TEQ: Why reflect? tions and Under- TEU: Reflection allows the student to see what progress has been made standings and to make the skills learned available for transfer. Standards
Writing:

10. Write routinely over extended time frames(time for research,reflection, and revision)and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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Week Five: Tuesday

Lesson *Reflection is Due* Unit ends with closing video What Do College Students Wish More People Understood? Write to Learn: What do you wish more people understood? If it is that people understood one another, do you think that would have been your answer prior to watching this video?

Essential Ques- EQ: Why do labels exist when so many people are against them? tions and Under- EU: There is no one real answer; people judge others for tons of reastandings sons, but many deal with physical appearance. Standards
Writing:

10. Write routinely over extended time frames(time for research,reflection, and revision)and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Culminating Project Handout

Congratulations, you are about to be published!

Its time to step into the role of a journalist. Building upon what youve learned about newspaper writing and labeling, write an article for the school or one of the many local papers on the issue of labeling in our school district. Pose the problems, explain, and offer some possible solutions. Interview other students, teachers, guidance councilors, and/or locals about how labeling affects our students. Research the psychological impacts of labeling. Well scatter the articles amongst multiple different papers so theres a greater chance that theyll be published, and so one paper isnt being bombarded by 30 articles on labeling. You may choose one specific label to write about, or just write about the overall issue of labeling in general. This assignment will be assessed based upon the corresponding rubric. You will have the opportunity to self-assess through a reflection piece and during the drafting process.

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Objectives: Students will understand and work with the components of a news article. Students will be able to create their own news article. Students will be able to write for a specific audience. Students will be able to grab and hold the attention of their audiences. Students will be able to go through the drafting process. Students will be able to present their work. Students will be able to give and receive constructive criticism during the peer review process. Students will be able to create compelling titles and leads. Students will be able to write to inform. Students will demonstrate their understanding about stereotypes and ways in which an individual can rise above them. Students will be able to use proper citation skills. Students will be able to conduct interviews and incorporate them into their articles. NYS Common Core State Writing Standards: 1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

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b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. 2.Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5.Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 6.Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 7.Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 8.Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation.

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9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 11. Create interpretive and responsive texts to demonstrate knowledge and a sophisticated understanding of the connections between life and the literary work. a. Engage in using a wide range of prewriting strategies, such as visual representations and the creation of factual and interpretive questions, to express personal, social and cultural connections and insights. b. Identify, analyze, and use elements and techniques of various genres of literature, such as allegory, stream of consciousness, irony, and ambiguity, to affect meaning. c. Develop innovative perspectives on texts, including historical, cultural, sociological, and psychological contexts. d. Create poetry, stories, plays, and other literary forms (e.g. videos, art work).

NYS Common Core State Standards for Reading Informational Texts 1.Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s). 2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 3.Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. 5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. 6.Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. 7.Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

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Culminating Project Rubric

34 Below Expecta- Approaching Ex- Meets Expecta- Above Expecta- Exceeding Expections pectations tions tions tations

Title - No title, or title -Title is bland is irrelevant Many grammar errors

- Title relates to -Creative, on top- -Title is flawless and explains arti- ic, very intriguing and extremely crecle title. ative. -Grabs audiences attention

-Lead does not -lead is on topic -lead is on topic -lead is very interLead - No lead. - Lead is irrele- capture attention and meets stan- and captures the esting, accurately vant of the audience dards readers attention sets the stage for the rest of the article, and has no grammatical errors

Research -Little to no research done

-Some research -Verifiable, con- -Reliable, consis- -No errors or flaws done; not all from sistent research tent, interesting in introducing/incorreliable sources research is pre- porating research -Research is not sented smoothly relevant -Research is not -Research is comconsistent pelling and relatable to the audience -Interview isnt in- -Interview works tergrated well into well, not very inthe article; is teresting choppy -interesting interview that has a smooth transition into the article -compelling interview, smooth transition, interviewee is a well-known member of the community

Interviews -No interview

35 Below Expecta- Approaching Ex- Meets Expecta- Above Expecta- Exceeding Expections pectations tions tions tations Grammar & -Article is off top- -Theres room for -Little to no gram- -No grammatical Body of the ic more information matical errors. errors. article -Excessive in the body; not -Body of the arti- -Body paragrammatical er- developed enough cle is on topic graphs do not rors OR the article is and is supported lose readers inway too long and though research. terest. Is not too repetitive Not too short or long or too short. -Many grammati- too long. -Language used cal errors is inviting -No grammatical errors. -Body is extremely interesting, flows smoothly & holds readers attention throughout. -Language adheres to the audience

Drafting -Only turned in fi--Did some, but not -All drafts were -All drafts done Process nal draft all drafts. submitted and re- and show im-Did not partici- -minimum partici- vised. provement/effort. pate in peer re- pation in peer re- -Genuine attempt - Big contributor view process view process. to help classin peer review mates in peer re- process. view process

-All drafts done and show genuine effort/improvement. - Helped others during peer review process. Offered keen insights. Provided great constructive criticism that fellow students appreciated.

Under- -No mentioning -One example of -Multiple support- -Ways in which -Extremely creative, standing on how to over- how people can ed ways in which one can overdifferent ways in about E.Q. come rise above a label.one can overcome coincide which one can and E.U. come with other reovercome a label is search/interviews demonstrated. that are in the ar- -Understanding is ticle. clear to the writer, -All techniques and through the arare backed up ticle, it becomes with clear to the reader examples/evias well. dence -All techniques are backed up with examples/evidence

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Presentation Handout

How does one rise above the judgements of others?

A thematic unit on labeling with The Scarlet Letter as the anchor text for 12th grade ELA
The culminating assessment and lessons: Students will write an article for the school newspaper or an op-ed piece for one of the local papers about the issue of labeling in the school district. Students will have to conduct interviews and research. They will learn the components of a news article, including how to create a lead and title. They will also be examining how to capture and maintain the attention of an audience, and how to write for a specific audience. Students may write their article on labeling in general, or focus on one specific label and how it is being used locally. Students will not only be building upon literacy skills, but learning how to empathize with those who are different, how to overcome a label, and who creates labels. All of these factors are eligible to be transferred to real, everyday life scenarios. The fact that students are writing about labeling makes the project personal and meaningful because it is an issue high schoolers witness on a daily basis. The culminating assessment and the different lessons in class will be exploring a majority of the NYS Common Core Standards. Text set: Ancillary texts will be used to guide students in the direction of their overarching understanding along with the topical understandings pertaining to the writing standards. The texts include Bob Dylans Hurricane, an article about Demi Lovatos struggle with bullying, a newspaper article about the brothers named Loser and Winner, a news video about a little girl who raised awareness in her school to end bullying, and a reflective school-newspaper article written by a college student about labels. Assessments: Students will be assessed based on the progress made with the culminating assignment, along with daily activities and homework questions. They do a reflective self-evaluation after the culminating assignment has been turned in as a way to self-assess.