Tag Archive for brief constructed response

American Lit: Act II, Scene ii

Standard: ELAGSE11-12RL3 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 analyze how Miller’s choice to edit Act II scene ii out of the play changed the play, for better or worse.

Opening Session: The Crucible Sparknotes Summary

Work Session: Grab your Crucible copies and flip to the very back, at the appendix! You will notice “deleted scene” is there – WOAH. It’s like the special features on a Blu-ray, only it’s a BOOK. Madness!

Today you will be independently reading that scene and doing a little writing. I will give you a brief constructed response sheet and I would like you to all respond to the following prompt:

Arthur Miller chose to delete Act II Scene ii from the play after it originally was performed. Why do you think he chose to delete this scene from the play? Do you think it was beneficial (good) or detrimental (bad) to the play to delete this scene? If YOU were putting on a stage performance of The Crucible, would you include this scene? If yes, why, and what do you think it adds to the play? If no, why not, and what do you think it takes away from the play?

You will have all class period to get this finished, and yes, it WILL be graded!!

Closing Session: Share out! Let’s take a poll – who would include the scene? Who would delete it?

Assessment: Informal – graded for completion

Differentiation: Process (scaffolding)

American Lit: The Crucible, Act III

Standard: ELA.11-12.RL.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.

ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Learning Target: I can cite evidence from a text in order to answer questions about theme in ‘The Crucible.’

Opening Session: VOCAB!!! I forgot to do your words yesterday!

  1. Scorn
  2. Daft
  3. Timber
  4. Contemptuous
  5. Affidavit
  6. Beckon
  7. Discontents
  8. Hearty

Work Session: Today we will read as far as possible into Act III of The Crucible!

Closing Session: We have an exit ticket to do with 12 Multiple Choice questions and a brief constructed response!

Assessment: Informal – exit ticket

Differentiation: Process (scaffolding)

American Lit: Touchstone CR1!

Standard: ELAGSE11-12RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

Learning Target: I can analyze how an author’s choice of words creates a negative tone in “America’s Place in the 21st Century World.”

Opening Session: How to Answer a Constructed Response – write the steps from the PowerPoint down!!

Work Session: Today you guys need to write a constructed response, and I want these to be good, so we’re going to read an article and do an example before I cut you loose to do your own.

First, here is the article: Social Media is Ruining Everything

Next, let’s look at the prompt:

How do the author’s word choices in paragraphs 4 and 5 of Social Media Is Ruining Everything evoke a negative tone to support the idea that ‘social media is ruining pretty much everything.’?

And then let’s look at an example response, up here on my powerpoint. Does the response follow all the guidelines we talked about in our Opening Session?

Finally, I’m going to give you your own article and space to write a constructed response to a prompt. You should spend the rest of the class working on this, so I want it to be good!

Closing Session: Trade with a paper and read their response, then grade it on a scale of 1-4!

Assessment: CRs will be graded

Differentiation: Process (Scaffolding), Product (varied lengths)

 

American Lit: Isn’t It Ironic?

Standard: ELAGSE11-12RL6 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).

Learning Target: I can identify and analyze an author’s use of irony in a text.

Opening Session: Let’s look at these ironic pictures and talk about why each one is ironic! I will display several on the board for you to consider.

Work Session: Read ‘The Crucible’ Act II from Mary Warren’s exit – Giles Corey’s Entrance

Next up, let’s talk irony, as we did in our opening session. Think of an example of irony from a movie or TV show, and I will pick a couple people to share with the class. For example: The irony in the movie Bad Teacher is that a teacher is supposed to be a role model and Cameron Diaz’s character is cruel to the children. In the movie, Cameron Diaz calls kids fat, lazy or stupid. In addition, she steals funds that are supposed to be for activities for the children. Calling students names and stealing money is not the behavior of a role model. The movie is unrealistic in that no school would have a teacher that acts like that without the teacher being fired.

Closing Session: Students will write a Constructed Response: Discuss the irony in John Proctor’s forgotten commandment.

Assessment: Informal – Constructed Response Check

Differentiation: Process (learning style)

American Lit: Willing To Forgive

Standard: ELAGSE11-12RL1 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.

Learning Target: I can cite evidence to answer text-dependent questions.

Opening Session: What’s your opinion on a wife who is willing to forgive her cheating husband?

Work Session: Today we’re going to continue reading The Crucible, starting in Act II and reading as far as we can get today! From your opening session, you’ve probably guessed that a lot of today’s act focuses on Elizabeth’s relationship with John Proctor. We will read as much as we can, and stop fifteen minutes before the bell for our closing session.

Closing Session: Look at the following lyric from the Aretha Franklin song we listened to at the beginning of class:

Well, I’m willing to forgive you but I can’t forget, cause you really really really really hurt me this time.  Well, I guess I can go on— 

 Discuss how the above line from Aretha Franklin’s Willing to Forgive applies to Elizabeth in the section of the text we read today.

Assessment: Informal – paragraph checks

Differentiation: Process (scaffolding)