LDC Module Title: What is the Puritan View of Hester Prynne: Is She a Virtuous
Woman?
What Is the Puritan View of Hester Prynne: Is She a Virtuous Woman?
Module Description:
The Puritans centered their way of life and laws on the Bible. Based on these Puritan beliefs, Hester
should be judged based on the Biblical passage of Proverbs 31. Looking at the evidence, is Hester Prynne
a virtuous woman? Using The Scarlet Letter, Proverbs 31, and “Sinners in the Hands of an Angry God,”
students will define the Puritan perspective that framed their view of Hester, and evaluate whether she
was a virtuous women based on the evidence from the texts.
Teaching Task: Argumentation & Evaluation
What is the Puritan view of Hester Prynne: Is she a virtuous woman? After reading The Scarlet Letter,
Proverbs 31, and “Sinners in the Hands of an Angry God” write an essay that analyzes the influence of
religion on the Puritan view of Hester Prynne, shows her character attributes, and evaluates her virtues
in connection with Proverbs 31. Be sure to support your position with evidence from the texts.
Grades: 11
Discipline: ELA
Course: American Literature
Teaching Task: Task Template 6 (Argumentation and Evaluation)
Author Information:
Teacher (Fresno Unified School District)
Section 1: What Task?
TEACHING TASK
Task: Unit Writing Prompt: Template 6 — [1 Level] Argumentation & Evaluation
What is the Puritan view of Hester Prynne: Is she a virtuous woman? After reading The Scarlet Letter,
Proverbs 31, and “Sinners in the Hands of an Angry God” write an essay that analyzes the influence of
religion on the Puritan view of Hester Prynne, shows her character attributes, and evaluates her virtues
in connection with Proverbs 31. Be sure to support your position with evidence from the texts.
STUDENT BACKGROUND
This year we worked on analysis of texts and analysis writing. In the last unit we analyzed arguments and
wrote arguments. For this assignment, we will utilize both areas while looking more deeply at The
Scarlet Letter, “Sinners in the Hands of an Angry God,” Hawthorne's characterization of Hester Prynne
and Puritan beliefs.
Section 2: What Skills?
Skills Focus for this Module:
Preparing for the Task:
TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills,
experiences, interests, and concerns.
TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.
Reading Process
TEXT EVIDENCE SELECTION: Ability to identify appropriate text evidence for argument support.
ACTIVE READING: Ability to identify the central point and main supporting elements of a text.
ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of text(s) by
locating words and phrases that identify key concepts and facts, or information.
ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.
ANNOTATION AND NOTE-TAKING: Ability to read purposefully and select relevant information; to make
connections and create commentary to explain importance.
Transition to Writing
BRIDGING: Ability to begin linking reading results to writing task.
Writing Process
FOCUS: CRAFTING THESIS: Ability to establish a thesis and consolidate information relevant to the
argument stance.
PLANNING: Ability to develop a line of thought and text structure appropriate to an
information/explanation task.
DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and structure.
REVISION: Ability to refine text, including line of thought, language usage, and tone as appropriate to
audience and purpose.
EDITING: Ability to proofread and format a piece to make it more effective.
COMPLETION: Ability to submit final piece that meets expectations.
Section 3: What Instruction?
Mini-Tasks to teach each skill leading to final writing task
Preparing for the Task
Task 1: TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills,
experiences, interests, and concerns.
SHORT CONSTRUCTED RESPONSE:
Quick Write: Write your first reaction to the task prompt. Include specific details you know
about Puritan beliefs, and Hester Prynne’s characterization in the novel.
Pacing: 20 min.
Scoring Guide: work meets expectations if:


Students reference specific details from the novel.
Use of the Classroom Assessment rubric for scoring of formative assessment check of
student work.
Teaching Strategies:
• Link this task to earlier class content.
• Discuss student responses. Have students share in small groups, then share as a whole class.

Give class five more minutes to add to their quick write based on discussion and feedback.
• Clarify timetable and support plans for the task.
Task 2: TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.
STUDENT GENERATED LIST
In your own words, what are the important features of a proficient response to this prompt?
Use the rubric and our prior study of argument to generate a list of at least ten attributes.
Pacing: 45 min.
Scoring Guide: work meets expectations if:

Students use rubric and prior lessons on argument to create a list of at least 10 items.

Use the Classroom Assessment rubric to determine whether students did or did not meet
the expectations.
Teaching Strategies:
• Create a classroom list: Choose one student to share a few ideas on the board, and ask others
to add to it.
• Share examples of the type of texts students will write.
• Identify or invite students to identify key features of examples.
• Pair students to share and improve their individual bulleted list based on the example papers.
Reading Process
Task 3: TEXT EVIDENCE SELECTION: Ability to identify appropriate text evidence for argument support.
(See Notes for list of Close Reading pieces)
GENERATE NOTES
For each close reading text, annotate for evidence from The Scarlet Letter to defend or
challenge the notion that Hester Prynne was truly a virtuous woman as outlined in Proverbs 31.
Pacing: 5-7 days
Scoring Guide: work meets expectations if:


Passages are annotated and feature connecting commentary to the argument task.
The Annotation Rubric will be used to assess annotations (found under Uploaded Files).
Teaching Strategies:
•Review indirect and direct characterization
•Provide Annotation Guidelines and show Annotation Rubric (found under Uploaded Files).
Notes:
For this activity, teacher picked and copied particular sections of the novel for annotation.
Passages chosen include the first scaffold scene, Hester going to the Governor’s house to plea
for custody of Pearl, Chillingworth and Hester's exchange where he takes fault for making her
marry and she refuses to tell who she has committed adultery with, Hester's lonely existence yet
her needlework becoming fashion in the town, and the final scene where Hester becomes
sought after advisor and is buried next to Dimmesdale as well as the text of Proverbs 31,
“Sinners in the Hands of an Angry God,” and Puritan Beliefs (from the LOL Anthology). The
annotation rubric can be found under the uploaded resources.
Task 4: TEXT EVIDENCE SELECTION: Ability to identify appropriate text evidence for argument support.
(See Notes for list of Close Reading pieces)
GENERATE NOTES
While close reading selected parts of the following texts, be sure to annotate for evidence:



The Scarlet Letter (selected portions)
"Sinners in the Hands of an Angry God”
Puritan Beliefs (in anthology)
What evidence can you find to show how Puritan beliefs influence their view of Hester?
Pacing: 5-7 days
Scoring Guide: work meets expectations if:


Passages are annotated and feature connecting commentary to the argument task.
The Annotation Rubric will be used to assess annotations (found under Uploaded Files).
Teaching Strategies:
•Review indirect and direct characterization
•Provide Annotation Guidelines and show Annotation Rubric (found under Uploaded Files).
Notes:
** NOTE: this should be done at the same time as the previous task.
For this activity, students should use the same close reading texts from task 3. Students will
look for evidence from the texts that guide Puritan beliefs. Make sure students consider each of
the texts while searching for this evidence. Puritan beliefs (from the anthology), and "Sinners in
the Hands of an Angry God" will give them evidence that explains why the Puritans believe, act,
and do the things they do in The Scarlet letter. Make sure to help students make those
connections as they read for evidence.
Task 5: ACTIVE READING: Ability to identify the central point and main supporting elements of a text.
SHORT CONSTRUCTED RESPONSE
What evidence did you find to accomplish the task? Which parts of the text show Hester is a
virtuous woman in connection to Proverbs 31?
• L2 What competing arguments have you encountered?
Pacing: 30-45 min.
Scoring Guide: work meets expectations if:
• Answers questions with credible response that uses specific evidence from the annotated
passages.

Use the Classroom Assessment Rubric.
Teaching Strategies:
•Students share in small groups and discuss their responses.
•Students assess their group work with the Group Participation and Collaboration Rubric
• After the discussion, allow them to add to their entries.
Task 6: SHORT CONSTRUCTED RESPONSE
What evidence did you find to show how Puritan beliefs influence their view of Hester? Which
parts of the text show their beliefs' in connection with “Sinners in the Hands of an Angry God”
and the anthology passage on Puritan beliefs (pg.351)?
Pacing: 30-45 min.
Scoring Guide: work meets expectations if:


Answers questions with credible response that uses specific evidence from the annotated
passages.
Use the classroom assessment rubric.
Teaching Strategies:


Students share in small groups and discuss their responses
Students assess their group work with the group participation and collaboration rubric

After discussion, allow students to add to their entries
Notes:
Project/post prompt at the start of class. Allow students 10-15 minutes to write. Then, students
get into small groups (to facilitate time/management have groups previously assigned and
posted). Have them share out and comment on one another's work. Allow them to add to their
responses based on feedback and group discussion. Allow 5 min. to fill out the group rubric. If
time/instruction permits, students could construct a poster page and the students could do a
gallery walk to view one another's work before adding to their own.
Task 7: ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of text(s)
by locating words and phrases that identifies key concepts and facts, or information.
LIST
In your notebook, list words and phrases essential to the texts. Add definitions, and (if
appropriate) notes on connotation in this context.
Pacing: On Going
Scoring Guide: work meets expectations if:
• Lists appropriate phrases.
• Provides accurate definitions.
Teaching Strategies:
• Students should have an ongoing note section of their binders/notebooks where they list and
define rhetorical devices
•Ask some students to share definitions of terms that others overlooked or misunderstood that
they have found in The Scarlet Letter
Notes:
Vocabulary from The Scarlet Letter, “Sinners in the Hands of an Angry God,” and Proverbs 31 is
from student annotations of texts (the words students circled are then defined).
Vocabulary from rhetorical devices: ethos, pathos, logos, diction, shift, allusion, juxtaposition,
metaphor, symbol, parallelism, repetition, syntax, paradox, motif, analogy, connotation, etc.
Task 8: ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.
SHORT CONSTRUCTED RESPONSE
Define "plagiarism" and list ways to avoid it.
Scoring Guide: work meets expectations if:
• Provides accurate definition
• Lists several appropriate strategies
Teaching Strategies:
• Discuss respect for others’ work to assemble evidence and create texts.
• Discuss academic penalties for stealing others’ thoughts and words.
Task 9: ANNOTATION AND NOTE-TAKING: Ability to read purposefully and select relevant information;
to make connections and create commentary to explain importance
NOTES
From each text, find evidence from the text that will help prove your points in response to the
prompt.
• L2 (a) what strategies will you use to discern the best evidence for your argument? Briefly
discuss
Scoring Guide: work meets expectations if:
• Identifies relevant evidence
Teaching Strategies:
• Teach a model format for note taking: 6 paragraph essay organizer (found under Uploaded
Files).
• Check that early student work is in the assigned format.
Transition to Writing
Task 10: BRIDGING: Ability to begin linking reading results to writing task.
SHORT CONSTRUCTED RESPONSE
In a quick write, discuss what position you take on Hester Prynne being a virtuous woman.
Pacing: 20-25 min.
Scoring Guide: work meets expectations if:



Student writes minimum 3 sentences
Shares with a partner
Shares out with the class in an informal discussion
Teaching Strategies:
• Discussion-based strategies, such as think, pair, share

Give students time to add to their writing after discussion and feedback
Task 11: BRIDGING: Ability to begin linking reading results to writing task.
SHORT CONSTRUCTED RESPONSE
In a quick write, discuss what you have discovered about the religious influence of the
Puritans—what fueled their view of Hester?
Pacing: 20-25 min.
Scoring Guide: work meets expectations if:



Students write a minimum 3 sentences
Share with a partner
Share out with the class in an informal discussion
Teaching Strategies:


Think, ink, pair, share
Give students time to add to their writing after discussion and feedback
Notes:
Allow 5-8 minutes for students to think and write about their ideas on each prompt. Then, give
them about 5 minutes to share their responses with a partner. Allow another 5-10 minutes for
whole class sharing. After all the discussion and writing, students may have more ideas to add to
their own, so give students a few minutes to add any more ideas to their writing.
Writing Process
Task 12: FOCUS: CRAFTING THESIS: Ability to establish a thesis and consolidate information relevant to
the argument stance.
SHORT CONSTRUCTED RESPONSE
Write an opening paragraph that includes an argument thesis.
Scoring Guide: work meets expectations if:
• Writes a concise summary statement or draft opening.
• Provides direct answer to main prompt requirements.
• Establishes a thesis to be the controlling idea.
• Identifies key points that support development of argument.
The Classroom Assessment Rubric can be used to score this task.
Teaching Strategies:
• Offer several examples of argument thesis statements and opening paragraphs.
• Ask class to discuss what makes them strong or weak.
• Review the list that students created earlier to identify needed elements (from Cluster 1, skill
2).
•Guided practice leads into student individual work.
•Teacher circulates giving formative feedback on students' openings and thesis.
•Once checked by the teacher, have students place their opening paragraph components into
the Essay Organizer.
Task 13: PLANNING: Ability to develop a line of thought and text structure appropriate to an
information/explanation task.
OUTLINE
Complete your essay organizer based on your notes and reading in which you define Puritan
beliefs, state your claim, sequence your points, and note your supporting evidence.
Pacing: 55 min.
Scoring Guide: work meets expectations if:
• Complete organizer with correct information and complete thoughts.
• Supports controlling idea.

Uses evidence from The Scarlet Letter and connections to Proverbs 31, and “Sinners in the
Hands of an Angry God.”
Teaching Strategies:
• Go over what a complete organizer should include.
•Allow students the remainder of the class to fill out their organizer from their notes as well as
include their commentary.

Teacher circulates giving formative feedback, as needed.
Notes:
A completed organizer can be used as a model for the final one. It may serve to use one based
on a different task so students can see the areas and what the purpose/development of the
organizer is without being biased by the content.
Task 14: DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and
structure.
LONG CONSTRUCTED RESPONSE
Write an initial draft complete with opening, development, and closing; insert and cite textual
evidence.
Scoring Guide: work meets expectations if:
• Provides complete draft with all parts.
• Supports the opening in the later sections with evidence and citations.
Classroom Assessment Rubric can be used to spot check the development of the draft.
Teaching Strategies:
•Have students take their essay organizer and use to write a complete draft.
• Encourage students to re-read prompt throughout writing, to check that they are on track.
Task 15: REVISION: Ability to refine text, including line of thought, language usage, and tone as
appropriate to audience and purpose.
LONG CONSTRUCTED RESPONSE
Refine composition’s analysis, logic, and organization of ideas/points. Use textual evidence
carefully, with accurate citations. Decide what to include and what not to include.
Scoring Guide: work meets expectations if:
• Provides complete draft with all parts.
• Supports the opening in the later sections with evidence and citations.
• Improves earlier edition.
Teaching Strategies:
•Provide Peer Response Guiding Questions and go over well developed responses including
looking for claim, supporting evidence, commentary, and counter claims.
•Have students go over their responses and specific feedback with one another.
Task 16: EDITING: Ability to proofread and format a piece to make it more effective.
LONG CONSTRUCTED RESPONSE
Revise draft to have sound spelling, capitalization, punctuation, and grammar. Adjust formatting
as needed to provide clear, appealing text. Complete the Evaluating Revisions sheet to attach to
your updated draft.
Scoring Guide: work meets expectations if:
• Provides draft free from distracting surface errors.
• Uses format that supports purpose.
•Completes the Evaluating Revisions sheet.
Teaching Strategies:
• Briefly review selected skills that many students need to improve.
• Teach a short list of proofreading marks.
• Assign students to proofread each other’s texts a second time.
Task 17: COMPLETION: Ability to submit final piece that meets expectations.
LONG CONSTRUCTED RESPONSE
Turn in your complete set of drafts, plus the final version of your piece
Scoring Guide: work meets expectations if:
• Fits the “Meets Expectations” category in the rubric for the teaching task.
Uploaded Files

Group Participation and Collaboration Rubric for Self Assessment.pdf
(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/26835/1282854796_Feb_06_201
3_141728404.pdf)

Quality Core Group Participation and Collaboration Rubric for Self-Assessment

6 Paragraph Essay Organizer.pdf
(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/26835/807675604_Feb_06_2013
_141528455.pdf

6 Paragraph Essay Organizer

Annotation Guide and Rubric.pdf
(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/26835/1787986513_Feb_06_201
3_141613383.pdf)

Quality Core Annotation Guide and Rubric

Evaluating Revisions Self Reflection.pdf
(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/26835/1807985745_Feb_06_201
3_141703756.pdf)

Quality Core Evaluating Revisions Self Reflection

Peer Response Guiding Questions.pdf
(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/26835/1410580151_Feb_06_201
3_141757576.pdf)

Quality Core Peer Response Guiding Questions

NIV Proverbs 31.docx
(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/26835/169752828_Sep_25_2013
_165716225.docx)

Proverbs 31
Keywords
Argument
Romantic Literature
Proverbs 31
Puritan
The Scarlet Letter
Links*


Plagiarism.org (N/A) (http://plagiarism.org/)
Outlines what plagiarism is, types of it, how to prevent it (using proper citation), and has a
resource for teachers to check for it.
AP Central Released Prompts and Sample Papers (1380L)
(http://apcentral.collegeboard.com/apc/members/exam/exam_information/2001.html) AP
released prompts, sample student responses, and scoring guides can serve as an aide to
showing students sample work and exemplars for quality writing.
* These Lexile measures were computed automatically and did not undergo human review. They are
not certified measures and should not be published or recorded in any way.
Other Resources
The Scarlet Letter
Proverbs 31
“Sinners in the Hands of an Angry God”
(McDougal-Littell American Literature Anthology pgs. 153-156)
Between Heaven and Hell: The Puritan Tradition
(McDougal-Littell American Literature Anthology pgs. 134-136)
Section 4: What Results?
Common Core Anchor Standards
Common Core Anchor Standards — Reading
R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
R.CCR.4: Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
R.CCR.10: Read and comprehend complex literary and informational texts independently and
proficiently.
Common Core Anchor Standards — Writing
W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
W.CCR.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.
Common Core State Standards
Common Core State Standards -- Literacy/ Writing Content 6-12
WHST.11-12.1: Write arguments focused on discipline-specific content.
WHST.11-12.1.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 the claim(s), counterclaims, reasons, and evidence.
WHST.11-12.4: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Common Core State Standards — Reading Literature 6-12
RL.11-12.1: 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.
RL.11-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version interprets the source
text.
Resources
Selected Articles
Bearing the burden? Puritan wives. Lexile: 1270L
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=26835&scrollTo=articles)
History Today (Oct94)—Saxton, Martha
Examines the social experience of women in United States history. Female subordination to
the male; Notions concerning the necessity of female obedience to marital success;
Fascination over the crisis of child labor and delivery.
Theology on fire. Lexile: 1100L
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=26835&scrollTo=articles)
Christian History (1994)—Packer, J.I.
Discusses beliefs of the Puritans. The intensity of their beliefs; The Bible as their charter and
chart; Their view of a God both good and severe; Regeneration and conversion of people as
the focus of Puritan preaching; Salvation; Faithfulness to God in all things as the essence of
their religion. INSET: Theology tested by trial (Increase Mather).
Quest for pure Christianity. Lexile: 1140L
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=26835&scrollTo=articles)
Christian History (1994)—Gaustad, Edwin S.
Describes how Puritans strove for 100 years to create a model Christian society in America.
American Puritanism's beginnings; The Separatists, who became known as Pilgrims; Why
the Massachusetts Bay Colony fared better than early settlers in Virginia; Establishment of
Harvard University; Dissenters Roger Williams and Anne Hutchinson; The decline of
Puritanism; Effect of the Great Awakening of the 1740s. INSET: Anguished conversion
(Thomas Shepard's conversion).
Nathaniel Hawthorne and the unpardonable sin. Lexile: 1070L
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=26835&scrollTo=articles)
World & I (Mar98)—Barna, Mark Richard
Presents an interpretation of the work of writer Nathaniel Hawthorne. Efforts to get beyond
his Puritan heritage; Fascination with the Puritans' cruelty and gloominess; Tendency among
1950s scholars to turn `The Scarlet Letter' into a resurrection story; Hawthorne's agreement
with the Puritan colonists' belief about self-awareness and judgment of others.
Monkeyshines on America (Sep2002 U.S. Events Colony-1776)— Lexile: 1000L
Focuses on the life of religious leader Anne Hutchinson in England. Principles of Hutchinson;
Personal and family background; Influence in the conversion of non-Catholics.
The Lady Vanishes. Lexile: 1580L
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=26835&scrollTo=articles)
Hispanic Review (Spring2004)—Francomano, Emily C.
Analyzes the role of feminine personification of wisdom in biblical wisdom literature.
Translations of wisdom based on the Alfonsine scriptoria manuscripts; Interpretation of the
biblical personification of wisdom from the book of Proverbs; Terms used in the biblias
romanceada which represent wisdom; Arguments on the idea of feminine personification.