Tag Archive for read aloud

AP Lang: Continue Reading The Crucible

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 the characters’ actions and the author’s intent in The Crucible.

Opening Session:  VOCAB!!!

  1. —Abhor
    1. —(verb) to regard with horror or loathing; to hate deeply
  2. —Amend
    1. —(verb) to change in a formal way; to change for the better
  3. —Buffet
    1. —(verb) to slap or cuff; to strike repeatedly; to drive or force with blows; to force one’s way with difficulty
    2. —(noun) a slap, blow
  4. —Chaos
    1. —(noun) great confusion, disorder
  5. —Commodious
    1. —(adj.) roomy, spacious
  6. —Corrosive
    1. —(adj.) eating away gradually; acidlike; bitterly sarcastic
  7. —Discern
    1. —(verb) to see clearly, recognize
  8. —Extant
    1. —(adj.) still existing; not exterminated, destroyed, or lost
  9. —Implicate
    1. —(verb) to involve in; to connect with or be related to
  10. —Inter
    1. —(verb) to bury, commit to the earth; consign to oblivion
  11. —Martinet
    1. —(noun) a strict disciplinarian; a stickler for the rules
  12. —Obviate
    1. —(verb) to anticipate or prevent; to remove, dispose of
  13. —Reprehensible
    1. —(adj.) deserving blame or punishment
  14. —Renegade
    1. —(noun) one who leaves a group; a deserter, outlaw
    2. —(adj.) traitorous; unconventional, unorthodox
  15. —Somber
    1. —(adj.) dark, gloomy; depressed or melancholy in spirit
  16. —Squalid
    1. —(adj.) filthy, wretched, debased
  17. —Turbulent
    1. —(adj.) disorderly, riotous, violent; stormy
  18. —Vociferous
    1. —(adj.) loud and noisy; compelling attention
  19. —Voluminous
    1. —(adj.) of great size; numerous; writing or speaking at great length
  20. —Waive
    1. —(verb) to do without, give up voluntarily; to put off temporarily, defer—

Work Session: Today we’re continuing to read The Crucible! Here’s the cast list, in case anyone has forgotten their part:

  • Rev. Parris – Ivan
  • Betty Parris – Katrina
  • Tituba – Jaytin
  • Abigail Williams – Fatima
  • Susanna Walcott – Alexa
  • Mrs. Ann Putnam – Mauricio
  • Mr. Thomas Putnam – Kathy
  • Mercy Lewis – Evelin
  • Mary Warren – Aracely
  • John Proctor – Adriana
  • Rebecca Nurse – Ivon
  • Giles Corey – Stella
  • Rev. Hale – Katrina
  • Elizabeth Proctor – Joselyn
  • Francis Nurse – Ore
  • Ezekiel Cheever – Ashley
  • Marshal Herrick – Janae
  • Judge Hathorne – Aveia
  • Deputy Governor Danforth – Khmeya
  • Sarah Good – Darlene
  • Hopkins –  Joshua

Closing Session: Journal entry: What’s significant or ironic about John Proctor being unable to remember the Commandment “Thou shalt not commit adultery”?

Assessment: Formative (journal check, class discussions)

Differentiation: Process (scaffolding)

Homework: Read 20 minutes in your Free Choice book

World Lit: Things Fall Apart, Day 4

Standard: ELAGSE9-10RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Learning Target: I can analyze a the author’s choices of structure and series of events in Things Fall Apart.

Opening Session: Things Fall Apart Summary, ala Shmoop

Work Session: Today we are continuing to read Things Fall Apart! We are going to read chapters 7 and 13 today – we are skipping a chunk in the middle of the book, chapters 8-12. So to make sure we’re all on the same page, I am going to read a couple summaries to you, just so we’re all caught up.

Ch. 8: http://www.sparknotes.com/lit/things/section3.rhtml

Ch. 9-11: http://www.sparknotes.com/lit/things/section4.rhtml

Ch. 12: http://www.sparknotes.com/lit/things/section5.rhtml

After we read the summaries, we will pick back up reading chapter 13 of the book.

Closing Session: Let’s analyze a bit of the author’s purpose here. For a TOTD, share out why you think Achebe decided to include this large section smack dab in the middle of his book that doesn’t have a lot of relevance to this main plot.


1.      haggle: an instance of intense argument (as in bargaining)

2.      coiffure: the arrangement of the hair

3.      callow: young and inexperienced

4.      pestle: a hand tool for grinding and mixing substances in a mortar

5.      foolhardy: marked by defiant disregard for danger or consequences

6.      frond: compound leaf of a fern or palm or cycad

7.      succulent: full of juice

8.      pandemonium: a state of extreme confusion and disorder

9.      stingy: unwilling to spend

10.   harbinger: something indicating the approach of something or someone

Assessment: Formative (read alouds, class discussions)

Differentiation: Process (Scaffolding)

American Lit: MORE CRUCIBLE!!

Standard: 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 The Crucible to answer text-dependent questions.

Opening Session: Grab a sheet of paper and my highlighters (or your own art supplies) and spend a few minutes drawing a symbolic representation of a love triangle. You can’t use any people – only symbols, but your symbols should clearly show the relationship between the 3 people in your triangle.

Work Session: Let’s continue reading in The Crucible! The goal is to read from page 25-36 today. You guys will read the parts of the characters, and I will read the long sections of text aloud.

Closing Session: Present your love triangles you drew during the opening session to the class!!

Assessment: Informal – love triangles will be a completion grade

Differentiation: Process (learning style, visual, audio, kinesthetic)

American Lit: The Crucible, Act I part 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)


World Lit: Act I, Scene Tuesday


  • ELAGSE9-10RL3 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: I can understand how Brutus feels conflicted about his role in Caesar’s assassination; I understand how Brutus’s motivations help advance the plot of the play.

Opening Session: A kind of weird but funny Caesar animation, just to get your laughing and activate your brains to reading! https://osborne10thlit.com/videos/drama/JuliusCaesartheHighlyCondensedVersion.wmv

Work Session: Today we need to spend most of class reading Julius Caesar. We have to finish act I, which doesn’t sound like a lot, but in reality act I has some of the most crucial parts of the play. As we read, we will pause frequently to discuss, but I want you to always keep these things in mind:

  • Why does Cassius want to kill Caesar?
  • Why does he need Brutus’s help?
  • How do the people feel about Caesar?
  • How does Brutus feel about Caesar – and why does that conflict with his feelings about Rome?

I want to focus in on some very specific lines and talk a bit about rhetoric as well today. In Cassius’s long speech in act I scene ii, he uses several tactics to convince Brutus that Caesar is not only ambitious, but that he’s unfit to rule anyway. After we read that, let’s go back and read it again, but this time, I’m going to get my bell out and ring it every time Cassius uses a rhetorical technique to try and convince Brutus.

Spoiler alert, he actually does win Brutus over to the cause, so I guess you can say it worked out well for him!

We will also read act I scene iii today, which is really there to set the mood more than anything.

Closing session: Ticket out the door: 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!


  1. Cobbler
  2. Knave
  3. Cull
  4. Exalted
  5. Vulgar
  6. Shrill (or shriller)
  7. Hinder
  8. Countenance
  9. Construe
  10. Cogitations

Assessment: TOTD can be assessed summatively, participation grades for readers and in-class discussions.

Differentiation: Process, Interest, Readiness (varied length reading parts chosen by students); kinesthetic learning style (a student could ring the bell).