<p>Lesson Plan – February ___ , 2005</p><p>Unit IV: Individualism and Romanticism</p><p>“Rappaccini’s Daughter”</p><p>SOL: Have the students write an original parable in pairs, groups, or as a class, following their reading of “the Minister’s Black Veil” p. 265, EOL, and/or “Rappaccini’s Daughter.” P. 275, EOL.</p><p>Materials: Elements of Literature, Media film – “Rappaccini’s Daughter”</p><p>The following should be added to the portfolio by the end of this unit: - a piece of writing selected by the student - an analysis of the poetic elements and techniques that are most effective in American poetry - a satirical poem or short story</p><p>Have the students discuss the word ambiguity. Then, have them complete the worksheets in CCB on ambiguity. Next, have the students examine the headnote and the art that accompanies the story. Ask them to discuss their significance and to make prediction about the story. As the are reading and watching the story, ask them to make a list of unfamiliar vocabulary and places in the story that are ambiguous, and Hawthorne’s reference to Science. When they have read the story, ask them to write an opinion paragraph on Hawthorn’s attitude toward science and scientists and to defend their opinions with references to the text. Them, ask them to use their noes on ambiguity to discuss the story from the aspect of where Hawthorne used ambiguity and why he use it. Finally, ask the students to use the information they have gathered from both short stories to decide what in Hawthorne’s view would be the greatest sin of all.</p><p>Homework: Have the students use a character from one of Hawthorn’s short stories and show in a short descriptive essay how the development of the character could be changed to make the character laughable and farcical rather than romantic or tragic.</p>