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GLET

Monday the 6th No school Labor Day holiday

Tuesday the 7th 6c

Wednesday the 8th 4a

Thursday the 9th 1a

Friday the 10th 1c

Content Objective

Today I will locate and identify Puritan ideals in a text by citing evidence and providing explanation in a graphic organizer.

Today I will determine a characters motivation for acting by citing text evidence and providing explanation by completing a graphic organizer. The Crucible Act I Motivation Dissembling Grievance Vindictive Think of a time you did something that was especially good or bad. What motivated you to do that thing? Teacher will define motivation and ask students for their responses to the motivation journal entry. Teacher will highlight the importance of motivation and thinking of the characters motivation while reading and listening to the play, as well as who is speaking. Teacher will set the stage for the opening of Act I by providing general details of the setting and main characters and what

Summary of Content Addressed Key Vocabulary

The Crucible Overture Heathen Paradox Theocracy Disunity Witch-hunt Think of a time when you thought an individual or group of people to be honest and morally upright, only to find out later that they really were not that perfect. Teacher will read aloud Build Background on p. 163 in Language of Literature. Teacher will perform a think-aloud focusing on witch-hunt, reaction to innocent people being tried and put to death, hysteria, and how neighbor goes against neighbor. Teacher will relate to modern day examples of spotless reputation vs. knowing each others business. Teacher will ask students

Today I will identify characters different motivations and conflict within a text; I will organize and then draft a short constructed response of two characters in conflict using text evidence and explanation. The Crucible Act I Motivation Conflict

Today I will engage in a close reading of a play and determine different characters emotions by rotating emotion cards based on text evidence.

The Crucible Act I Various emotional words vocabulary that students may not know (see emotion words document) Describe a day when you went through a range of emotions. What different emotions did you feel? Teacher will provide a summary of p178 184, highlighting important characters (i.e., Giles) and key events over these pages. Teacher will model how to use emotion cards to determine different characters emotions. Teacher will pass out a set of cards (cut out) to each student. Teacher will review the cards to make sure that students understand what

Warm-Up/Journal

I Do

Think of a time when you were in conflict with someone else. Describe how your motivation differed from the other persons motivation. How did you resolve the conflict? Teacher will review motivation from yesterday and the different characters motivations. Teacher will explain how when two characters different motivations, it creates conflict. Teacher will provide a general overview of the upcoming scene. Teacher will play the audio recording of The Crucible starting from p. 174 (8:46 on the recording) when the girls

We Do

to come up with a list of Puritan ideals and will write them on the board. Responses should include: strict adherence to morality; stern religiousness; unconcern over material possessions; emigration from England; hard-working, etc. Teacher will read out loud the beginning of the Overture section starting on p. 166 and stopping at the beginning of the 3rd paragraph on p. 167. Teacher will review the passage and complete a few entries on the Puritan Ideals graphic organizer (see attached teacher sample document). Teacher will also clarify some of the characters mentioned. Teacher will do a quick check for understanding. Teacher will explain the concept of paradox And provide some examples. Students will read with an elbow partner on p. 167 from The edge of the wilderness to the end of the page. Teacher will solicit responses from students to complete the next section in the Puritan Ideals graphic organizer and list the responses on the LCD or whiteboard.

to watch out for. Teacher will read the beginning part of Act I because there are a lot of stage directions. Teacher will then play the audio recording of the play and stop at the top of p. 172. Teacher will complete the graphic organizer for Mr. Parris and students will copy answers on their organizer. Teacher will also complete the section for Abigail with the help of students (begin to transition into We Do).

argue. Teacher will continue playing the audio until it stops (end of part 1). Or, teacher may wish to stop the audio after the girls argument scene to discuss. Teacher will then show the teacher sample essay (girls argument scr document) on the LCD for students to review. Teacher will explain how to first organize the essay using a T-chart, then finding text evidence and providing explanation to discuss conflict.

each word means and what emotion is represented.

Students will help teacher complete graphic organizer section for Abigail. Teacher will then play more of the audio from top of p. 172 to the break at the bottom of p. 172. Students will then partner read the authors commentary on p. 172 and 173 and complete the

Students will work in pairs to complete a T-chart from the scene where John Proctor and Abigail argue. Students T-charts should include evidence showing Abigails motivation (affection for Proctor) compared to Proctors motivation (prudence and avoiding contact with her).

Students will gather into groups of roughly 4-6 (self selected or random teachers discretion). Students will take on a character role in the readings from p. 184 189 (end of Act I) and read that persons line in the play as it is read by the group. While the play is being

graphic organizer for Mr. Putnam.

You Do

Students will read on p. 168 The Salem tragedy up until the beginning of the play on p. 169. Students will complete the final entries of the Puritan Ideals graphic organizer on their own, tracing instances of paradoxes in the Puritan Ideals. Puritan Ideals graphic organizer due at the end of class.

Assessment

Teacher will review students answers for competency. Teacher will work with a separate group that is struggling. Proficient students will finish the you do by completing the graphic organizer section for Mrs. Putnam by reading p. 173. Character motivation graphic organizer collected at the end of class.

Students will work by themselves to finish their essays comparing Proctors and Abigails conflict and motivations, using their T-charts as reference.

read, students will give cards to the student (character) that displays that emotion. For instance, when Parris says, Oh! Its good to see you again! students should place their kindness card on the desk of the student that is reading that line from Parris. The object of this game is for students to identify the range of emotions that are going on in this scene. Students will complete a summary or exit slip based on who they thought was the most powerful character in this scene.

Students will complete a Tchart (graphic organizer) and short constructed response essay comparing two characters motivations and conflict. Language of Literature, p. 163cf, The Crucible Girls argue teacher sample essay. Loose leaf paper.

Resources

Language of Literature, p. 163cf, The Crucible Puritan Ideals graphic organizer document Puritan Ideals graphic organizer teacher edition document

Language of Literature, p. 163cf, The Crucible Character Motivation graphic organizer document Character Motivation graphic organizer teacher edition document

Teacher will circulate the room and monitor students as they place cards on each others desk to make sure they are identifying the correct emotion from the text. Teacher will collect an exit slip / summary from students. Language of Literature, p. 163cf, The Crucible Emotion words document (cut out) one sheet per student. Collect and reuse for all classes. Numbers are there so students can reorganize cards at the end of class.

Differentiation (Accelerated and/or struggling learners) Closure

Dependent upon student need in individual classrooms Teacher will solicit predictions from students about what will happen in the play based on the notion of disunity in the Puritan community and the paradox of order vs. disorder.

Dependent upon student need in individual classrooms. Teacher will ask students to share their responses or check individually for understanding (so students do not simply copy down the you-do portion).

Dependent upon student need in individual classrooms If time allows, students may wish to read their essays aloud.

Dependent upon student need in individual classrooms Student summary or exit slip detailing which character in this scene was the most powerful in terms of emotions displayed.

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