Tag Archive for paragraph

AP Lang: Why Arthur Miller Wrote The Crucible


  • ELAGSE11-12RI6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Georgia ELA
  • ELAGSE11-12RI3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Georgia ELA
  • ELAGSE11-12RI1 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. Georgia ELA

Learning Target
Students will read and analyze an article about why Arthur Miller wrote The Crucible and then begin reading the play.

Opening Session

Work Session
Today we’re going to be reading an article entitled “Why I Wrote the Crucible” by Arthur Miller, the guy who wrote The Crucible. I’m going to give everyone a copy of the article and I want you to practice the SOAPSTone strategy with it.


Write the letters down your paper and examine each one. Then, once you’ve finished SOAPSTone-ing the article, write a short paragraph that answers the question why DID Arthur Miller write The Crucible?

Turn in your SOAPSTone and paragraph when you’re done!

Closing Session
With whatever time we have left, go ahead and begin reading The Crucible. Your HOMEWORK this weekend is to take the book home and finish reading the ENTIRE play by the time you’re back here on Monday!!

Formative (vocab quiz, class discussion)

Process (scaffolding, annotated text)

Act V…the big finale!


  • RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Learning Target: Students will finish reading Julius Caesar by reading Act V together.



Today we’re finishing up reading Julius Caesar by reading Act V! Yay! After this we’ve read the entire play! Which, personally, I think is pretty cool :)

Closing Session:

When we finish reading the play and it’s all said and done, I want you guys to write a little paragraph for me:

Do you think Brutus killed Caesar for selfish reasons (like he wanted power or didn’t like Caesar) or for altruistic reasons (he did it for the good of Rome)?


Different length reading parts based on readiness and interest.


Closing paragraph will be graded.

Two Households, Both Alike….no, wait…

Welcome to Tuesday! One day down, four to go, right?

Standard: ELA10RL3 The student deepens understanding of literary works by relating them to contemporary context or historical background, as well as to works from other time periods.

Learning Target: Students will understand the history behind Shakespeare’s Julius Caesar and begin reading the play.

Activator: Julius Caesar, the (highly) Condensed Version


So today, first things first, we are choosing our parts for reading the play – yep, that’s right, my little drama queens and kings, we get to read the whole play aloud! Here’s the cast list without names on it, and I’ll upload your individual block cast lists here:

Second Block

Fourth Block

After we all have our parts, we’re going to start reading! I hope you guys are excited about your part because you keep it for the entire play! What what! Let’s dig us into SHAKESPEARE!!!

After we finish reading for the day, I have a question for you…

What is your impression of the characters in the play so far? I told you yesterday who the bad guys are, but what about Caesar? Does he sound like a super awesome person? What about Brutus? Does he sound like a good guy or a bad guy? Give me a short paragraph discussing what you think about the characters so far!

The money for another case of whiskey


  • RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: Students will read chapter 9 of Animal Farm and reflect on what the farm has become.

Daily Video: 

Today we are going to continue our reading! We are close to the end of the book now, but today we are reading one of the most pivotal chapters in the book. We will read together, stopping and talking about it as we go, alternating between me reading and you guys reading. At the end of the chapter, I want to stop and ask you to think and write for a few minutes.

How did you feel about the ending of this chapter? Did it make you angry? Sad? Some combination of both? The animals didn’t understand what’s going on. If you were there, on Animal Farm, how would you react to this situation and what would you say or do to the other animals? Remember, no humans allowed on Animal Farm, so you need to write it as though you are one of the animals (what animal would you be?).

That’s all for today, everyone. Hope it wasn’t too much of a bummer! Tomorrow, we finish the book!!

Differentiation: Process – high level readers can read independently

Assessment: Paragraphs will be graded

Welcome to our first real unit!!

Welcome to Tuesday and welcome to our NEW UNIT!!! WHOOOOOOOOO!!!! I’m pretty excited about this one, guys :) I’m calling it The Prime Directive :) Let’s start out with a little background, shall we?

Standard: RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Learning Target: Students will learn background information on Animal Farm, its author George Orwell, and its historical context.

Daily Video:

Today we’re going to start out with this video clip from the Fox movie (ha! You thought it was Disney, didn’t you? it’s not! 20th Century Fox. Go figure!) Anastasia. You all know this is based on a true story, right? Well Anastasia is set in and around the time of the Russian revolution. The removal of Tsar Nicolas started the process, so that’s what we’re watching today. The story we’re reading this unit is an allegory for the Russian revolution. It’s called Animal Farm. Let’s get some background knowledge, shall we?

Animal Farm

After taking some notes, which yes I know aren’t super fun, we’re going to write a little anticipatory paragraph. What kind of statement do you think Orwell was aiming to make with Animal Farm? We know that Orwell was a socialist, and we know the Russian revolution took the country from a monarchy to a communist state. So what do you think Orwell was saying when he wrote Animal Farm? Was he praising the Russians for their change in government? Was he condemning them? Let’s take some educated guesses, and give me your thoughts in a paragraph :)

That’s it for today gang! Tomorrow we will actually start the novel! WHOO!

Assessment: Anticipatory paragraphs will be graded.

Differentiation: Notes will be printed and given with highlighters as needed for students, high level students will be given an extension writing prompt – “Think of something you’ve read or watched that makes a political statement. What statement did it make and how did it do it? Was it effective? Why?”