Narrative Techniques Explored

Grade Level

12th Grade

Duration

45 minutes

Class Size

10 students

Unit

Exploring Themes of Shame (Lesson 7 of 10)

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Common Core State Standards Addressed

• CCSS.ELA-LITERACY.RL.11-12.6
  Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

• CCSS.ELA-LITERACY.RL.11-12.4
  Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone.

• CCSS.ELA-LITERACY.RL.11-12.5
  Analyze how an author’s 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.

• CCSS.ELA-LITERACY.SL.11-12.1.C
  Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Analyze and compare narrative techniques including point of view, tone, and style used in The Scarlet Letter and Easy A.
2. Explain how these techniques influence the theme of shame in both texts.
3. Engage in a thoughtful discussion supporting their analysis with textual evidence.
4. Critically reflect on how narrative choices affect audience perception and emotional impact.

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Materials Needed

• Excerpts from The Scarlet Letter: specific passages focusing on Hester Prynne's point of view and narration style.
• Selected scenes or screenplay excerpts from Easy A showcasing narrative tone and style.
• Whiteboard or smartboard
• Student notebooks or digital devices for note-taking
• Graphic organizer handouts for comparing narrative techniques
• Timer

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Lesson Activities

1. Opening & Engagement (5 minutes)

• Bell Ringer Question (posted on board):
  "Think about a story you recently read or watched. How did the narrator’s perspective shape your opinion of the characters? Jot down your thoughts."
• Briefly share a couple of student responses aloud, connecting to the day's focus on narrative techniques.

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2. Direct Instruction & Modeling (10 minutes)

• Mini-Lecture: Introduce narrative techniques focusing on:
  • Point of View: First person, third person, unreliable narrators
  • Tone: Sarcasm, seriousness, irony
  • Style: Language choices, dialogue, pacing
• Using excerpts from The Scarlet Letter, model analysis: Highlight how Hawthorne’s third-person limited point of view creates a tone of solemn judgment, supported by formal, archaic style reflecting Puritan culture.
• Contrast with Easy A, where Olive’s first-person narration uses sarcastic, contemporary tone and casual style to create humor and modern relatability.

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3. Guided Practice (15 minutes)

• Paired Activity: Assign pairs to analyze one short passage from each text using a graphic organizer that breaks down:
  • Narrative Point of View
  • Tone
  • Stylistic Features
• Prompt pairs to discuss how these techniques shape the theme of shame—how the narrator’s choices create empathy, judgment, or distance.
• Circulate and prompt with questions such as:
  "How does Olive’s sarcastic tone challenge traditional shame seen in The Scarlet Letter?"
  "What effect does Hawthorne’s style have on the reader’s sense of morality?"

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4. Class Discussion & Synthesis (10 minutes)

• Facilitate a Socratic seminar style discussion:
  • Host students in a circle. Ask volunteers to present their pair’s analysis.
  • Use probing questions to encourage deeper thinking:
    • "In what ways does point of view deepen the audience's understanding of societal judgment in both texts?"
    • "How does style reinforce or undermine the theme of shame across centuries?"
• Emphasize using textual evidence when supporting opinions.

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5. Exit Ticket (5 minutes)

• Students write a brief response:
  "Choose one narrative technique—point of view, tone, or style—and explain how it shapes the theme of shame in either The Scarlet Letter or Easy A. Use specific examples."
• Collect for formative assessment.

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Differentiation Strategies

• Provide graphic organizers with sentence starters for students who benefit from additional scaffolding.
• Challenge advanced students to explore irony or unreliable narration more deeply in Easy A.
• Offer one-on-one mini-conferences during guided practice for students needing extra support.

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Assessment

• Formative assessments through observation during paired discussions and class seminar.
• Exit ticket evaluating student’s ability to synthesize narrative techniques with theme comprehension.
• Use exit ticket responses to guide instructional planning for next lesson.

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Reflection & Notes for Teacher

• Monitor student engagement with Easy A references, as contemporary, humorous tone may increase access to the theme for some students.
• Consider digital collaboration tools if virtual or hybrid teaching is necessary—e.g., shared documents for organizing textual evidence.
• Integrate speech skills by encouraging students to support ideas verbally during discussion with clear reasoning and evidence (linking to dual credit speech competencies).

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This lesson harnesses critical literary analysis aligned with Common Core standards, blending classical and contemporary texts to explore complex themes deeply suited to 12th graders’ cognitive and emotional levels.