Tag Archive for crucible

American Lit: The Crucible, Act I

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 a dramatic text to determine appropriate tone and inflection to convey meaning.

Opening Session: The Crucible movie trailer!

Work Session: Today our main focus will be reading the first half of act I of The Crucible, through Betty falling asleep on page 25 in the book. I will be reading as the narrator, and I need volunteers to read for each of the following parts:

  • Tituba
  • Parris
  • Abigail
  • Susanna
  • Mrs. Putnam
  • Putnam
  • Mercy
  • Mary
  • Betty
  • Proctor
  • The Narrator (Mrs. Bristow)

As we finish reading today, we will look into our textbooks, on page 124. I would like for you guys to start making notes about the various characters you met today on the note-taking chart. You should be able to fill out the notes and possibly motivations for each of the characters we met today, which is everyone on the chart except Francis and Rebecca Nurse, Reverend Hale, and Giles Corey (we will get to them tomorrow).

Closing Session: Vocab review – Crossword Puzzle!!

Assessment: Informal – class reading and discussion

Differentiation: Interest, Process (student choice in reading parts, varied reading lengths)

AP Lang: Essay Practice!

Standards

  • ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Georgia ELA
  • ELAGSE11-12W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Georgia ELA
  • ELAGSE11-12W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Georgia ELA

Learning Target
Students will learn how to write a timed AP-style essay and familiarize themselves with the 9-point AP Rubric.

Opening Session
Review from yesterday: What is hysteria? How did we see hysteria in yesterday’s reading?

Work Session
Today we’re going to be talking pretty specifically about the AP Lang exam that I hope you’re all planning to take in May. On the AP exam, 55% of your score (yes, more than half!) will come from 3 essays you must write in 2 hours and 15 minutes total. That gives you 40 minutes per essay, with about 15 minutes left over for reading the prompts and sources.

There are three types of essays. We’re going to talk about type number 2 today, the rhetorical analysis essay. For this essay, you will be given a short text and asked to analyze how the author uses their text to achieve their purpose.

I’ve got a copy of the 2017 rhetorical analysis prompt for everyone, and I’m going to write and talk my way through writing this essay with you guys. I’ll do it on the board and ask for audience participation, and when the essay is done, I’ll upload it to the class blog.

Closing Session
To end the day, I’m going to pass around a copy of the 9-point AP rubric to everyone. Your AP Essays are graded on a scale of 1-9, with 1 being pretty much abysmal and 9 being super awesome. Criteria are noted on the rubric. (You’ll note that on the back of the rubric is a lovely essay skeleton you can use to get an idea of how an essay might
look.)

Take a look at the essay I wrote on the board and give me a grade on the AP rubric! Write a short paragraph explaining why specifically you’ve assigned that grade to my essay – don’t give me a 9 just because I’m pretty, but look at the writing, judge it, and explain WHY!

Assessment
Formative (class composition of the essay)

Differentiation
Process (scaffolding, varied learning styles)

American Lit: The Crucibile, Act III, Continued

Standard: ELAGSE11-12RL4 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.)

Learning Target: I can determine the meaning of words from The Crucible as they are used in the text.

Opening Session: VOCAB QUIZ!

Work Session: Today we will continue reading Act III, getting as far as we can today before the end of class. Enjoy!

Closing Session: Finish the selected response and constructed response questions from earlier this week that you weren’t able to answer yet.

Assessment: Formal – book check and vocab quiz

Differentiation: Process (Scaffolding)

American Lit: The Crucible Movie Part II

Standard: ELAGSE11-12RL7 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. (Include at least one play by Shakespeare as well as one play by an American dramatist.)

Learning Target: I can analyze the movie version of a play and its strengths and weaknesses.

Opening Session: Where did we stop in the movie yesterday?

Work Session: Let’s continue the movie!!

After we finish the movie, please write a constructed response in which you discuss the differences in the movie and the play, and which one you think did a better job of achieving its purpose.

Closing Session: VOCAB REVIEW!!!

Assessment: Informal – constructed response check

Differentiation: Process (scaffolding)

American Lit: The Crucible Movie Time!

Standard: ELAGSE11-12RL7 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. (Include at least one play by Shakespeare as well as one play by an American dramatist.)

Learning Target: I can examine a film adaptation of a play for its strengths and weaknesses.

Opening Session: Let’s briefly summarize what’s been going on in the play so far!

Work Session: After we summarize where we are in the play so far, we are going to watch The Crucible movie!

Closing Session: How did you like the movie today? Write a brief constructed response as your ticket out the door that explains what you think the movie did well and where it could improve.

Assessment: Informal (TOTD)

Differentiation: Learning Styles