Puritan Literature / McCarthyism and
The Crucible / 1. Increase reading stamina.
2. Develop confidence in and practice our ability to generate original thought.
3. Develop a further understanding of how setting influences a text.
4. Strengthen our ability to make inferences.
5. Acquire new vocabulary.
6. Familiarize ourselves with poetic and rhetorical devices.
7. Develop an understanding of elements of drama, including, but not limited to: character development, point of view, symbolism, conflict, irony, theme, genre, character motivation, foil.
8. Develop an understanding of the human condition.
9. Analyze the deeper meaning of symbols, whether they be tangible or intangible.
10. Understand the benefits of summarization.
11. Develop an understanding of archetype.
/ Every text we study in this class appears somewhere on the internet.
Class Activity Details / 2A / 4A / 2B
yes / Yellow Opener Rows 1 and 2 / Wed
10-18 / Wed
10-18 / Thurs
10-19
Can be read at home. / Teacher will read excerpts from Nine Years Among the Indians and The Devil in Massachusetts. (available on website) / Wed
10-18 / Wed
10-18 / Tues
10-17
Can be done at home. / Students read pages 134, 217, 218-219, and 220 in the textbook: Arthur Miller’s account of McCarthyism and the making of The Crucible. They then answered focus questions using quotes from the reading. (available on website) / Wed
10-18
finish for HW / Wed
10-18
finish for
HW / Thurs
10-19
yes / Students examine the process for searching for dialogue and action within the text which points toward the conclusion that Miller intentionally wrote the main character, John Proctor, as a Christ-like figure. (available on website) / Fri
10-20 / Fri
10-20 / Mon
10-23
Can be read at home. / Students read background information over chosen topic: 4 articles on Salem Witch Trials OR 4 articles on McCarthyism. (available on website) / Fri
10-20 / Fri
10-20 / Mon
10-23
yes / Collect Direct Quote Activity from A Day classes. / Fri
10-20 / Fri
10-20 / x
yes / From 2B, collect remaining Direct Quote Activities. / x / x / Wed
10-25
yes / Discuss “Christ Figure” chapter, background articles, and Direct Quote Activity. / Fri
10-20 / Fri
10-20 / Thurs
10-19
yes / Students who completed their Direct Quote Activity will complete Yellow Opener Rows 3-5 in class. Students who did not complete their Direct Quote Activity will have to complete Yellow Opener Rows 3-5 in tutorials. / Tues
10-24 / Tues
10-24 / Wed
10-25
yes / Students examine the Dialectical Journal process and begin framing their reading in the context of searching for deeper symbolic meaning. (available on website) / Tues
10-24 / Tues
10-24 / Wed
10-25
yes / Students choose one article to annotate. Ms. Solomon provides model of article annotation. Students work independently to annotate their chosen article. (available on website) / Tues
10-24
and in class on Thurs
10-26 / Tues
10-24
and in class on Thurs
10-26 / Wed
10-25
and in class on Fri
10-27
yes / Discuss article annotation and complete “Background Info Sheet” as students present their information to the class. Only students who attempted and came close to finishing the article annotation for homework will be completing this “Background Info Sheet” in class today. If you didn’t attempt or complete the homework, you will be working on it in class with my extra assistance, and you will need to come to tutorials to complete the “Background Info Sheet”. (available on website) / Thurs
10-26
due at
end of class / Thurs
10-26
due at
end of class / Fri
10-27
due at
end of class
Acts 1-4 can be read at home.
SOAs can be done at home.
Tuts needed for discussion. / Act I-Conflict and Plot Development
1. Students will read Act 1 and analyze conflict within the community of Salem. Much of this conflict must be identified through indirect characterization.
2. Students will determine main idea through summarization of this act.
3. Students will examine this act for plot development.
4. Students will update their symbolism notes and Christ figure notes.
(See website for attachment entitled: “Act I Summary and Observations”)
If you’ve lost any study sheets, they are available for printing back on my website. / Began:
Mon
10-30
Finish:
Wed
11-1 / Began:
Mon
10-30
Finish:
Wed
11-1 / Began:
Tues
10-31
Finish:
Thurs
11-2
Acts 1-4 can be read at home.
Dial jrnl entries can be completed at home.
Tuts needed for feedback conf. / Act I-Dialectical Journal/Students will use the following resources to complete this assignment in class:
· The Crucible (play in textbook/online)
· Class discussion
· Any optional additional notes the student has taken while reading
· Ms. Solomon
· Deeper Meanings Help Sheet; Character Identifications Help Sheet
· Prior Learning: 4 chapters from How to Read Literature Like a Professor (see lesson plans on website from
· Prior Knowledge: ingrained recognition of symbolic meaning
Students who complete this work on time will receive feedback to improve. (Per district policy, formative assessment reassess is subject to teacher discretion.)
Students who do not complete this work on time will not receive feedback to improve, and first attempt grade will stand. (Per district policy, formative assessment reassess is subject to teacher discretion.) / Wed
11-1 / Wed
11-1 / Thurs
11-2
Tuts needed for feedback conf. / In-Class Tuts/Dialectical Journal Feedback One-on-One Conferences / Fri
11-3 / Fri
11-3 / Mon
11-6
Acts 1-4 can be read at home.
SOAs can be done at home.
Tuts needed for discussion. / Act II-Author Purpose and Irony:
1. Students will read Act 2 and analyze irony as a manifestation of author purpose.
2. Students will determine main idea through summarization of this act.
3. Students will identify and examine the similarities between dramatic, situational, and verbal irony.
4. Students will update their symbolism notes and Christ figure notes.
(See website for attachment entitled: “Act II Summary and Observations”)
If you’ve lost any study sheets, they are available for printing back on my website. / Begin
Tues
11-7
Finish
Thurs
11-9 / Begin
Tues
11-7
Finish
Thurs
11-9 / Begin
Wed
11-8
Finish
Fri
11-10
Acts 1-4 can be read at home.
Dial jrnl entries can be completed at home.
Tuts needed for feedback conf. / Act II-Dialectical Journal/Students will use the following resources to complete this assignment in class:
· The Crucible (play in textbook/online)
· Class discussion
· Any optional additional notes the student has taken while reading
· Ms. Solomon
· Deeper Meanings Help Sheet; Character Identifications Help Sheet
· Prior Learning: 4 chapters from How to Read Literature Like a Professor (see lesson plans on website from
· Prior Knowledge: ingrained recognition of symbolic meaning
Students who complete this work on time will receive feedback to improve. (Per district policy, formative assessment reassess is subject to teacher discretion.)
Students who do not complete this work on time will not receive feedback to improve, and first attempt grade will stand. (Per district policy, formative assessment reassess is subject to teacher discretion.) / Thurs
11-9 / Fri
11-10 / Fri
11-10
Acts 1-4 can be read at home.
SOAs can be done at home.
Tuts needed for discussion. / Act III-Character Motivation, Theme, Historical Context, Author Purpose, and Exploration of the Human Condition:
1. Students will read Act 3 and determine what motivates each character’s beliefs and actions.
2. Students will determine main idea through summarization of this act.
3. Students will connect these determinations to the theme of the play.
4. Students will develop an understanding of the human condition by exploring justice vs. retribution and revenge as well as ignorance vs. wisdom and knowledge. Discussion will follow in pursuit of understanding this play’s place within its historical context (McCarthyism).
5. Students will update their symbolism notes and Christ figure notes.
(See website for attachment entitled: “Act III Summary and Observations”) / Begin
Wed
11-15
Finish
Fri
11-17 / Begin
Wed
11-15
Finish
Fri
11-17 / Begin
Thurs
11-16
Finish
Mon
11-17
Acts 1-4 can be read at home.
Dial jrnl entries can be completed at home.
Tuts needed for feedback conf. / Act III-Dialectical Journal/Students will use the following resources to complete this assignment in class:
· The Crucible (play in textbook/online)
· Class discussion
· Any optional additional notes the student has taken while reading
· Ms. Solomon
· Deeper Meanings Help Sheet; Character Identifications Help Sheet
· Prior Learning: 4 chapters from How to Read Literature Like a Professor (see lesson plans on website from
· Prior Knowledge: ingrained recognition of symbolic meaning
Students who complete this work on time will receive feedback to improve. (Per district policy, formative assessment reassess is subject to teacher discretion.)
Students who do not complete this work on time will not receive feedback to improve, and first attempt grade will stand. (Per district policy, formative assessment reassess is subject to teacher discretion.) / Begin
Wed
11-15
Finish
Fri
11-17 / Begin
Wed
11-15
Finish
Fri
11-17 / Begin
Thurs
11-16
Finish
Mon
11-27
Acts 1-4 can be read at home.
SOAs can be done at home.
Tuts needed for discussion. / Act IV-Character Development:
1. Students will read Act 4 and determine how characters changed throughout the course of the play.
2. Students will determine main idea through summarization of this act.
3. Students will determine which characters acted as foils for which characters.
4. Students will update their symbolism notes and Christ figure notes.
(See website for attachment entitled: “Act IV Summary and Observations”) / Thu 11-30
and
Mon 12-4 / Thu 11-30
and
Mon 12-4 / Fri 12-1
and
Tue 12-5
Acts 1-4 can be read at home.
Dial jrnl entries can be completed at home.
Tuts needed for feedback conf.
Christ figure chapter is on website and can be read at home. / Act IV-Dialectical Journal/Students will use the following resources to complete this assignment in class:
· The Crucible (play in textbook/online)
· Class discussion
· Any optional additional notes the student has taken while reading
· Ms. Solomon
· Deeper Meanings Help Sheet; Character Identifications Help Sheet
· Prior Learning: 4 chapters from How to Read Literature Like a Professor (see lesson plans on website from
· Prior Knowledge: ingrained recognition of symbolic meaning
Students who complete this work on time will receive feedback to improve. (Per district policy, formative assessment reassess is subject to teacher discretion.)
Students who do not complete this work on time will not receive feedback to improve, and first attempt grade will stand. (Per district policy, formative assessment reassess is subject to teacher discretion.)
After we finished discussing Act IV, students were required to re-read the Foster chapter: “Yes, She’s a Christ Figure, Too” in preparation for the essay next class. This chapter is available on my website. / Thu 11-30
and
Mon 12-4 / Thu 11-30
and
Mon 12-4 / Fri 12-1
and
Tue 12-5
yes / Summative Assessment (Research and Analysis Essay):
Students will explore author purpose, character motivation and development, the human condition, and historical connections through an analysis of John Proctor as a Christ-like figure. Using multiple sources, this paper will be constructed as a persuasive essay. Sources will have to be quoted and cited. / Wed 12-6
and
Fri 12-7 / Wed 12-6
and
Fri 12-7 / Thu 12-8
and
Mon 12-11
yes / Media Connection:
1. Students will read and discuss the article Arthur Miller wrote about the evolution and devolution of fear as he watched his play being produced as a movie in the mid 90s.
Plays are meant to be watched. Students will be shown the second half of The Crucible in the classroom.
Students who did not have the full 2 block periods for the essay (because of absence) will have the opportunity to make up that time in class while the rest of the class is watching the movie. / Tue 12-12
and
Thu 12-14 / Tue 12-12
and
Thu 12-14 / Wed 12-13
and
Fri 12-15
The information listed in the TEKS table on the next page is for administrative purposes only.
You are welcome to read it if you are a student or parent, but there is nothing in it that you are responsible for.
ReadingTEKS / (9) Comprehension of Informational Texts/Expository
· draw conclusions
· make inferences
· summarize
· inductive vs. deductive
· defend conclusions
· synthesize and connect with other literature / (15 cont’d) Expository/Procedural Interpretation
· clear thesis
· quotations
· analyze author’s use of stylistic devices
· identifies ambiguities, nuances, complexities
· anticipates conflict / (21) Gathering Sources
· gather evidence
· evaluate source reliability
· organize using outlines, concept maps, etc.
· determine between fact and opinion in sources
· paraphrase and summarize
· determine between primary and secondary sources
(1) Vocab Development
· determine meaning
· draw conclusions
· understand nuance
· infer through word relationships
· use dictionaries, thesauri, glossaries, etc / (10) Comprehension of Informational Texts/Persuasive
· analyze effects of purpose and audience on tone
· rhetorical strategies and logical fallacies / (15 cont’d) Expository/Procedural Multimedia
· clearly stated purpose / (22) Synthesize Information
· modify research question to refocus research plan
· evaluate theories and evidence for applicability to and support of a cogent argument
· critique steps to implement change as needed
(2) Comprehension of Literary Texts/Theme and Genre