Lesson Plan Template Name

Lesson Plan Template Name:

Introduction
Summary of Lesson Plan:
The lesson centers on a close reading with a scaffolding approach for a section of Act II of The Crucible. The process will be differentiated through the different expectations of the groups. The standards addressed are:
ELACC11-12RL1: 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.
ELACC11-12RL3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
ELACC11-12RL4: 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, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
ELACC11-12RL10: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELACC11-12SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
b. Work with peers to set rules for collegial discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
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; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
ELACC11-12L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
a.  Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Materials needed are a copy of Act II of The Crucible, question handout, and protocol access.
Grade Level/Content:
11th Grade/American Literature/Time Frame: 1 to 2 days / Date: August 18th-19th
Primary Standard:
ELACC11-12RL1: 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.
ELACC11-12RL3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Learning Target:
I can…
1.  I can cite explicit evidence from the text.
2.  I can cite inferential text from the story.
3.  I can analyze how an author uses setting to tell a story.
4.  I can analyze how an author uses character to tell a story.
5.  I can analyze how an author uses events to tell a story.
6.  I can understand how vocabulary is used in context to provide meaning and impact the meaning of the work.
7.  I can comprehend appropriate text, sometimes with scaffolding of that text.
8.  I can engage in conversation and contribute to the discussion with evidence and knowledge.
Essential Question (DOK Level):
How does Arthur Miller present details and evidence to allow the reader to understand the fear and hysteria associated with the Salem Witch Trials?
Activating Strategy/ Lesson Hook:
The students and teachers will complete a reflection wheel on what they have read or seen regarding the Salem Witch Trials and McCarthyism, and connect mass hysteria to what they think might cause mass hysteria today.
Materials/Resources/Technology
Teacher:
The Crucible
Reflection Wheel Activity (Smartboard)
Close Reading
Grouping Established Prior to Class
Protocols for Group Work (Smartboard) / Student:
The Crucible
Handout with Questions
Dictionary
Vocabulary
Tier 3 Content Vocabulary
Drama
Metaphor / Tier 2 Academic Vocabulary
Analyze
Cite
Evaluate
Evidence
Protocol / Vocabulary Instructional Strategies
Use of examples and non examples
Modeling of what these words mean
Assessment Tasks
Formative Assessment Tasks (Tied to Learning Target):
Observations; examination of completed, analytical answers as seen in note taking and recording (See details in attached guideline sheet)
Instructional Process (Identify DOK for teacher-led questions included in instruction.)
DOK levels vary in the close reading questions moving from literal to analytic.
Step 1: All students should have Act II of The Crucible in front of them.
Step 2: Scaffold: Group students based on reading levels.
Group A. For struggling readers, the teacher should first read the chosen text orally. Fluency is key to comprehension. The teacher can then have the students read silently or assign roles, with the teacher taking the lead role, and read orally again. The students will then read silently.
Group B. Students who are only a grade level or so behind can read orally within their group without assistance from the teacher and then reread the text either in role-playing or silently.
Group C. Higher readers should read the text silently.
Format: The assignment below will deal with only a portion of Act II. Close reads need to be given with more difficult text and no more than a few pages. The purpose is to “show” students how to access and think about text.
Step 3: Each group will differently approach each segmented section of the text.
Group A: The teacher will have someone to read that section orally, and then she will guide the students into the section by asking the questions associated with the section. Doing this work with the guidance of the teacher is important. (The teacher is constantly assessing the reading comprehension of this group, which is a form of formative assessment.)
Group B: The teacher will assign a group leader. That leader will have someone in the group to read that section orally. The group leader will then read each question; the group members, along with the leader, will devise an answer. Each member will write the answers after each question. If the teacher sees the students struggle, she may go over to the group and offer them guidance. (The teacher can then use the answers as a formative assessment to see if the students understood the questions.)
Group C: Without discussion initially, each student will read and answer the questions independently. After answering the questions, the students can then discuss their answers and add notes from other students’ answers. The teacher should have the students write the added notes in a different ink color. (This work can also be used as a formative assessment.)
Step 5: Each student must pull evidence directly from the text.
Step 6: The teacher should begin with literal questions, but move them into analytical questions. This scaffolding process is important in improving reading levels and in reading the rest of the text more independently.
Act II:
1.  The entire text for the close read lesson begins with “The common room of the Proctor’s house, eight days later. Read and stop at the line “Proctor’s anger is rising; he cannot speak.”
2.  The teacher will direct how to begin, depending on the group. The teacher should have the beginning and ending of each section posted on the board or on the Smart Board. Each student should have a copy of the questions so he or she can record answers. Setting protocols for the groups and giving clear instructions are key to success in scaffolding. After the initial reading (either oral or silent), the groups will begin with each section, following the directions for that group.
3.  Begin the segmented oral text reading and targeted questions:
Section 1: Begin with “The common room… and end with “Elizabeth enters…”
Questions for Section 1:
1.  What is the setting in the opening of Act II? How do you know? Give evidence.
2.  How does the setting tell you how the Proctors lived? Give evidence.
3.  The phrase “softly singing” tells you what about Elizabeth Proctor? Why do you think this about Elizabeth?
4.  What do you think the sentence “He is not quite pleased” implies about John Proctor’s mood?
Section 2: Begin with Elizabeth: What keeps… and end with “He gets up, goes to her….”
Questions for Section 2:
1.  When Elizabeth asks John about why he is so late, what do you learn about John Proctor’s answer? Give evidence from the text.
2.  What do you think the word “ladle” means when the author uses the word in “And she goes to the fireplace, proceeds to ladle up stew in a dish”?
What word would we use today?
3.  What do you think “fair summer” means? Why is that important to John? Give evidence from the text.
4.  What does the story about the rabbit tell you about Elizabeth Proctor? Give evidence from the story.
5.  How do you describe the relationship between John and Elizabeth Proctor? Pull two pieces of evidence and explain why you used that evidence.
Section 3: Begin with “Proctor, as gently as he… and end with “Proctor, astonished:.”
Questions for Section 3:
1.  What clues in the line “Elizabeth, with a sense of reprimanding herself for having forgot: Aye! She gets up and goes and pours a glass for him. He now arches his back” help the reader understand the meaning of “reprimanding”? What is the definition?
2.  Why does Proctor refer to the farm as a continent? Give evidence to support your answer.
3.  Why does Proctor want flowers in the house? Give evidence.
4.  Why does he refer to the house as “winter” when it is spring outside?
5.  Do you think that John and Elizabeth have had problems before? Give evidence from the text.
6.  What does the word “forbid” mean in the line “You heard me forbid her to go to Salem any more!”? What does this say about the role of the man in this society?
7.  Why does Proctor tell Elizabeth that she has a “fault”? Give evidence.
8.  What is Elizabeth’s response? What do you think it means?
9.  Why does Proctor call Mary a “mouse”? What does this metaphor tell you about how Proctor sees Mary?
10.  What does Elizabeth reveal about the court? Give evidence.
Section 4: Begin with “Elizabeth: I would go to God… and end with “Elizabeth: Then let you not earn it.”
Questions for Section 4:
1.  What does the word “astonished” mean when Proctor implies that a court has been formed? Explain your answer.
2.  Why is John unable to “grasp” what Elizabeth is saying? Give evidence.
3.  Look up the word “scoffing” and explain why the author used it in this section.
4.  Why does Abigail have so much power in the court? Give evidence from the text.
5.  What do you think John means by “it is a black mischief”? Explain.
6.  What does Elizabeth want John to do? Give evidence.
7.  What clues in the conversation between John and Elizabeth near the end of this text allow the reader to know that there has been trouble between them? Give evidence.
Note: If the groups finish at different times, the students can independently continue to read the rest of the act, or they can create questions they want to ask about what they read.
Step 7: When all are finished, the teacher may have a conversation with the whole class about the text chosen for the close read. The teacher may want to add some other information or clarify noted misconceptions.
Step 8: After the close read, have the students read a teacher-selected section silently and form pairs. Each pair must create at least 5 questions for another pair to answer. Tell them the questions must make the pair who will answer the questions go back into the text. (The teacher may want to pair students by having students with varying levels paired together.) The teacher will facilitate this activity and guide students who are struggling. {This activity focuses on comprehension.}
Step 9: The teacher can use another approach to finish the reading of Act II.
Differentiation Strategies : List Each as Extension(E) and/or Intervention(I)
Scaffolding for Below Level Students
Flexible Grouping and Expectations for Below Level, Level, and Above Level
Whole Group for all levels
Extension for above levels

D. Callan & L. Hooven CSRA RESA 2014-15