CTAP 295: PORTFOLIO PRESENTATION Junior Honors Literature: The Scarlet Letter A

THE SCARLET LETTER UNIT  This unit is designed to be implemented immediately upon completion of reading the novel  This unit is designed to be implemented within three to four class periods  This unit is designed to help students understand theme within a work of literature A

Language Arts Standards Addressed  (2) Write responses to literature  (2a) Demonstrate a comprehensive understanding of significant ideas in works or passages  (2b) Analyze the use of universal theme and unique aspects of the text  (2c) Support important ideas and viewpoints through accurate and detailed references to the text

Instructional Objectives  Upon completion of reading the novel, students will be able to analyze a theme and use textual evidence to support it  Students will be able to write a response to the novel that shows understanding of a significant theme  Students will be able to support ideas with textual evidence

Student Activities  Students will begin the unit by viewing a Power Point Presentation from the teacher regarding theme  Students will research themes within the novel in a variety of ways  Student will revise preliminary analysis paper to reflect knowledge obtained through research

Internet Integration  Students will research themes within The Scarlet Letter on web sites chosen by the teacher

Other Technology Integration  Teacher will present a Power Point Presentation as an introductory activity to familiarize students with theme within The Scarlet Letter

Lesson Implementation  Power Point Presentation by teacher  Pre-test  Enhancing activities on library computers guided by teacher  Post-test/Culminating activity

Overview of Student Performance  Student performance improved significantly from pre-test to post- test due to the enhancing activities and teacher guidance

Pre Test & Post Test Scores

Pre-test/Post-test Data  Students were assigned to write an analytical essay based upon themes within The Scarlet Letter.  Students wrote their first draft after the teacher power point presentation, but before the enabling activities  Students revised their first draft after the enabling activities  Student scores improved significantly from pre- test to post-test

CriteriaPoints 1234 Organization Sequence of information is difficult to follow. Reader has difficulty following work because student jumps around. Student presents information in logical sequence which reader can follow. Information in logical, interesting sequence which reader can follow. ____ Content Knowledge Student does not have grasp of information; student cannot answer questions about subject. Student is uncomfortable with content and is able to demonstrate basic concepts. Student is at ease with content, but fails to elaborate. Student demonstrates full knowledge (more than required). ____ Grammar and Spelling Work has four or more spelling errors and/or grammatical errors. Presentation has three misspellings and/or grammatical errors. Presentation has no more than two misspellings and/or grammatical errors. Presentation has no misspellings or grammatical errors. ____ NeatnessWork is Illegible. Work has three or four areas that are sloppy. Work has one or two areas that are sloppy. Work is neatly done.____ ReferencesWork displays no references. Work does not have the appropriate number of required references. Reference section was completed incorrectly Work displays the correct number of references, written correctly. ____ Total----> ____ Teacher Comments : Powered by TeAch-nology.com- The Web Portal For Educators! (

Lesson Plan Revisions  More time needed  Have students create their own power point presentations for culminating activity  Expand on the writing process

What I Learned  Web design is time consuming  Integrating technology into standards-based lesson plans is fairly easy to do  To become more comfortable with the computer and its capabilities  Power point is awesome!