1 / 32

OBJECTIVES

OBJECTIVES. Read and interpret “The Minister’s Black Veil” Interpret symbols Draw inferences Make predictions Understand and apply new vocabulary Express understanding through argumentative writing. ESSENTIAL QUESTIONS.

francis-vaughan
Download Presentation

OBJECTIVES

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. OBJECTIVES • Read and interpret “The Minister’s Black Veil” • Interpret symbols • Draw inferences • Make predictions • Understand and apply new vocabulary • Express understanding through argumentative writing

  2. ESSENTIAL QUESTIONS • How can people use their power to make a difference in their lives and the lives of others? • What are the risks and rewards of using the power of the individual? • How does a reader’s background/experience influence their reading/understanding of a text?

  3. WEDNESDAY OPENER • Respond to this picture, what do you notice? • Who are these people? • What do you notice about the man? • What do you notice about the women/child? • How does it make you feel?

  4. AGENDA (2nd and 5th) • Opener • Background information presentation • Read “The Minister’s Black Veil” - adapted version • Discussion • Complete Freytag’s pyramid together

  5. AGENDA (4th) • Opener • Background information presentation • Read “The Minister’s Black Veil” • Discuss

  6. PURITAN HISTORY • Began in England when Christians started to think the church was corrupt • Reformers believed scripture (the Bible) should guide life, not the Clergy • King Henry broke away from the Catholic Church (1553) to form the Church of England • By law, citizens were forced to join the new church • Non-conformists, or people who did not join, were the Puritans • Puritan beliefs arrived to the United States through English colonizers

  7. PURITAN BELIEFS • Man is innately (by nature) sinful • Predestination - only those chosen by God are saved • Salvation is not based on beliefs or good morale • No one knew who was saved, living a godly life was evidence of salvation • A lot of self-reflection • Jesus did not die for everyone, only the chosen • God had a hand in everything, no matter how big or small • God rewarded the good and punished the bad • Strict laws and restrictions • People were fined, imprisoned, and whipped for not attending church • People who spoke against religion of the origin of the bible suffered more severe consequences

  8. ANTI-TRANSCENDENTALISM • Concentrates on the dark side of human society (gothic) • Lacks optimism • Depicts the corrupt society • Emphasizes wars, disease, natural disasters, etc. • Focuses on guilt and remorse (regret) over past sins • Highlight moral dilemmas and society’s downfalls • due to dissatisfaction with circumstances in America (i.e. poverty, poor educational system, lack of women’s rights, slavery…)

  9. ASPECTS OF ANTI-TRANSCENDENTALISM • Large focus on the protagonist’s inner struggles • Constant struggle between good and evil • SYMBOLS: A person, place, thing, or event that has meaning in itself and also stands for something more than itself • CONVENTIONAL SYMBOLS: • Writers often create their own symbols for their stories

  10. SYMBOLS • Recognizing a symbol: • Often visual • The symbol is identified with something very different than it, but the two things share a similar quality • Writer gives the symbol a lot of emphasis • Symbol usually relates to the story’s theme

  11. ASPECTS OF ANTI-TRANSCENDENTALISM • CONFLICT: • Man vs. Man • Protagonist struggles with another character • Man vs. Society • Protagonist struggles with the society in which they live • Man vs. Nature • Protagonist struggles with a force of nature (natural disaster, animal, etc) • Man vs. Self • The protagonist’s struggle is in his/her own mind

  12. NATHANIEL HAWTHORNE • Born in Salem, Massachusetts • Relative was a judge during the Salem • Witch Trials • Fascinated with Puritan life and beliefs • NOT a Puritan himself

  13. “The Minister’s Black Veil” • Takes place during Puritan times • A young minister shocks the townspeople by wearing a black veil during his sermon • He won’t say why • He won’t take it off • The story examines the veil’s effect on the congregation and life in general

  14. “The Minister’s Black Veil” • PARABLE: A short tale that's purpose is to teach a moral • Meaning is often ambiguous (arguable, unclear) • Often come from religious scriptures • Details usually determine the meaning of the parable • ALLEGORY:A story, poem, or picture that can be interpreted to reveal a hidden meaning

  15. “The Minister’s Black Veil” • Meeting House • High-box pews • Pulpit • Where the minister stood to preach. • Reached by small set of stairs

  16. MAKING INFERENCES • To make an inference means to make an educated guess • This guess is based on clues from the text, your prior knowledge, and past experiences • Details help when information is not explicitly stated • Textual evidence: specific information from the text that helps support our inferences

  17. MAKING INFERENCES • Example: Katie was excited about tonight. Happily, she put on her big red shoes and bright yellow outfit. Her mom helped her paint her face white with two red circles on each cheek. Just before Katie ran out the door to meet her friends, she attached her squeaky nose and placed a blue hat on top of her head. She grabbed an empty bag and went out into the night. • What can we infer?

  18. Writing Assignment (After Reading) • As you read, keep your writing prompt in mind. Mark important passages and examples to help you form an argument • Should Mr. Hooper have taken off the black veil? Why or why not? • FCA 1: John Collins Format • FCA 2: Paper has a strong claim statement (underlined) • FCA 3: Paper has at least three examples (numbered) from the text with details to back up your claim statement

  19. LET’S READ TOGETHER (2nd & 5th Period) • “The Minister’s Black Veil” Adaptation • Annotate as you read - you will turn your annotations in • http://www.mixbook.com/photo-books/family/the-minister-s-black-veil-adapted-for-children-2089088

  20. LET’S READ TOGETHER (4th Period) • Get a yellow Elements of Literature textbook • Turn to page 298-299 • Have a separate sheet of paper ready • You will turn in your annotations

  21. THURSDAY OPENER (2ND AND 5TH) INSERT OPENER PROMPT HERE

  22. THURSDAY OPENER (4th) In your own words, explain the literary terms symbol, parable, and allegory.

  23. AGENDA (2nd and 5th) • “The Minister’s Black Veil” discussion • Review test questions • Model writing • Type 3 writing assignment

  24. MBV GROUP TABLE DISCUSSION (4th Period) • Divide into groups of 4-5 • Each group will receive a stack of envelopes • Inside the envelope are various discussion questions, drawing tasks, short writing prompts, etc. • Open only one envelope at a time. Discuss/draw/write until your group feels they have sufficiently answered the question • Envelopes can be opened in any order • You will have ___ minutes to work in small groups, then we will discuss as a class • If you finish early, revisit questions or write down discussion points that were not addressed during your small group discussion

  25. CITATIONS • Title - Author - Topic at the beginning • Name of short stories go in quotation marks (“The Minister’s Black Veil”) • Introduce author first by their full name, then use last name only

  26. CITATIONS • ALWAYS use quotes from the text to support and strengthen your argument 1. Use lead-ins (The author states… / Hawthorne says...) 2. Present the quote in quotation marks 3. Analyze the quote. What does the quote mean and why does it matter? According to Paul Farhi,“News organizations and reporters have been quick to adopt Twitter for an obvious reason: Its speed and brevity make it ideal for pushing out scoops and breaking news to Twitter-savvy readers” (1).This goes to show that Twitter is not only a fun way to communicate with friends, but also is a tool to relay important information quickly.

  27. MLA IN-TEXT CITATIONS • Two things that follow the quote in parenthesis: 1. Authors last name 2. Page number (Hawthorne 299). - (Steinbeck 17). - (Capote 165). - (Salinger 76-77). • Citation is always in parenthesis • Punctuation is always on the outside of the parenthesis • If you are only talking about one text, the author’s last name is not necessary, just the page number

  28. TYPE 3 ASSIGNMENT Should Mr. Hooper have taken off the black veil? Why or why not? • FCA 1: John Collins Format • FCA 2: Paper has a strong claim statement (underlined) • FCA 3: Paper has at least three examples (numbered) from the text with details to back up your claim statement • Reminder: Blue or black pen only and skip lines

  29. FRIDAY OPENER (4th Period) Should Elizabeth have stayed with Mr. Hooper? Why or why not? Find at least one example from the text to support your argument.

  30. TYPE 3 ASSIGNMENT Should Mr. Hooper have taken off the black veil? Why or why not? • FCA 1: John Collins Format • FCA 2: Paper has a strong claim statement (underlined) • FCA 3: Paper has at least three examples (numbered) from the text with details to back up your claim statement • Reminder: Blue or black pen only and skip lines • When you are finished, turn it in, pick up a copy of “Fall of the House of Usher” and begin reading and annotating (homework due Monday)

More Related