7/30/2019 3A 07-10 September Template

1/4

Monday the 6th Tuesday the 7th Wednesday the 8th Thursday the 9th Friday the 10thGLET No school

Labor Day holiday6c 4a 1a 1c

Content Objective Today I will locate and identify

Puritan ideals in a text by citingevidence and providingexplanation in a graphicorganizer.

Today I will determine a

characters motivation foracting by citing text evidenceand providing explanation bycompleting a graphicorganizer.

Today I will identify

characters differentmotivations and conflict withina text; I will organize and thendraft a short constructedresponse of two characters inconflict using text evidenceand explanation.

Today I will engage in a close

reading of a play anddetermine different charactersemotions by rotating emotioncards based on text evidence.

Summary ofContent Addressed

The CrucibleOverture The CrucibleAct I The CrucibleAct I The CrucibleAct I

Key Vocabulary HeathenParadoxTheocracy

DisunityWitch-hunt

MotivationDissemblingGrievance

Vindictive

MotivationConflict

Various emotional wordsvocabulary that students maynot know (see emotion words

document)

Warm-Up/Journal Think of a time when youthought an individual or groupof people to be honest andmorally upright, only to findout later that they really werenot that perfect.

Think of a time you didsomething that was especiallygood or bad. What motivatedyou to do that thing?

Think of a time when you werein conflict with someone else.Describe how your motivationdiffered from the otherpersons motivation. How didyou resolve the conflict?

Describe a day when you wentthrough a range of emotions.What different emotions didyou feel?

I Do Teacher will read aloudBuild Background on p.163 in Language ofLiterature.

Teacher will perform athink-aloud focusing onwitch-hunt, reaction toinnocent people beingtried and put to death,hysteria, and howneighbor goes againstneighbor. Teacher willrelate to modern dayexamples of spotlessreputation vs. knowingeach others business.

Teacher will ask students

Teacher will definemotivation and askstudents for theirresponses to the

motivation journal entry. Teacher will highlight the

importance of motivationand thinking of thecharacters motivationwhile reading and listeningto the play, as well as whois speaking.

Teacher will set thestage for the opening ofAct I by providing generaldetails of the setting and

main characters and what

Teacher will reviewmotivation from yesterdayand the differentcharacters motivations.

Teacher will explain howwhen two charactersdifferent motivations, itcreates conflict.

Teacher will provide ageneral overview of theupcoming scene.

Teacher will play theaudio recording of TheCrucible starting from p.174 (8:46 on therecording) when the girls

Teacher will provide asummary of p178184,highlighting importantcharacters (i.e., Giles) and

key events over thesepages.

Teacher will model howto use emotion cards todetermine differentcharacters emotions.

Teacher will pass out a setof cards (cut out) to eachstudent.

Teacher will review thecards to make sure thatstudents understand what

7/30/2019 3A 07-10 September Template

2/4

to come up with a list ofPuritan ideals and willwrite them on the board.Responses should include:strict adherence tomorality; sternreligiousness; unconcern

over material possessions;emigration from England;hard-working, etc.

Teacher will read out loudthe beginning of theOverture sectionstarting on p. 166 andstopping at the beginningof the 3rd paragraph on p.167.

Teacher will review thepassage and complete a

few entries on the PuritanIdeals graphic organizer(see attached teachersample document).Teacher will also clarifysome of the charactersmentioned.

Teacher will do a quickcheck for understanding.

Teacher will explain theconcept of paradox Andprovide some examples.

to watch out for.

Teacher will read thebeginning part of Act Ibecause there are a lot ofstage directions.

Teacher will then play theaudio recording of the

play and stop at the top ofp. 172.

Teacher will complete thegraphic organizer for Mr.Parris and students willcopy answers on theirorganizer.

Teacher will also completethe section for Abigailwith the help of students(begin to transition intoWe Do).

argue.

Teacher will continueplaying the audio until itstops (end of part 1).

Or, teacher may wish tostop the audio after thegirls argument scene to

discuss. Teacher will then show

the teacher sample essay(girls argument scrdocument) on the LCDfor students to review.

Teacher will explain howto first organize the essayusing a T-chart, thenfinding text evidence andproviding explanation todiscuss conflict.

each word means andwhat emotion isrepresented.

We Do Students will read with anelbow partner on p. 167from The edge of thewilderness to the end ofthe page.

Teacher will solicitresponses from studentsto complete the nextsection in the PuritanIdeals graphic organizerand list the responses onthe LCD or whiteboard.

Students will help teachercomplete graphicorganizer section forAbigail.

Teacher will then playmore of the audio fromtop of p. 172 to the breakat the bottom of p. 172.

Students will then partnerread the authorscommentary on p. 172and 173 and complete the

Students will work in pairsto complete a T-chartfrom the scene whereJohn Proctor and Abigailargue.

Students T-charts shouldinclude evidence showingAbigails motivation(affection for Proctor)compared to Proctorsmotivation (prudence andavoiding contact with her).

Students will gather intogroups of roughly 4-6 (selfselected or randomteachers discretion).

Students will take on acharacter role in thereadings from p. 184189 (end of Act I) andread that persons line inthe play as it is read by thegroup.

While the play is being

7/30/2019 3A 07-10 September Template

3/4

graphic organizer for Mr.Putnam.

read, students will givecards to the student(character) that displaysthat emotion. Forinstance, when Parris says,Oh! Its good to see youagain! students should

place their kindnesscard on the desk of thestudent that is reading thatline from Parris.

The object of this gameis for students to identifythe range of emotions thatare going on in this scene.

You Do Students will read on p.168 The Salem tragedyup until the beginning ofthe play on p. 169.

Students will complete thefinal entries of the PuritanIdeals graphic organizeron their own, tracinginstances of paradoxes inthe Puritan Ideals.

Teacher will reviewstudents answers forcompetency.

Teacher will work with aseparate group that isstruggling.

Proficient students willfinish the you do bycompleting the graphicorganizer section for Mrs.Putnam by reading p. 173.

Students will work bythemselves to finish theiressays comparingProctors and Abigails

conflict and motivations,using their T-charts asreference.

Students will complete asummary or exit slip basedon who they thought wasthe most powerful

character in this scene.

Assessment Puritan Ideals graphicorganizer due at the endof class.

Character motivation graphicorganizer collected at the endof class.

Students will complete a T-chart (graphic organizer) andshort constructed responseessay comparing twocharacters motivations and

conflict.

Teacher will circulate the roomand monitor students as theyplace cards on each othersdesk to make sure they areidentifying the correct emotion

from the text. Teacher willcollect an exit slip / summaryfrom students.

Resources Language of Literature, p.163cf, The Crucible

Puritan Ideals graphicorganizer document

Puritan Ideals graphicorganizer teacher editiondocument

Language of Literature, p.163cf, The Crucible

Character Motivationgraphic organizerdocument

Character Motivationgraphic organizer teacheredition document

Language of Literature, p.163cf, The Crucible

Girls argue teacher sampleessay.

Loose leaf paper.

Language of Literature, p.163cf, The Crucible

Emotion words document(cut out) one sheet perstudent. Collect and reusefor all classes. Numbersare there so students canreorganize cards at theend of class.

7/30/2019 3A 07-10 September Template

4/4

Differentiation(Accelerated and/orstruggling learners)

Dependent upon student needin individual classrooms

Dependent upon student needin individual classrooms.

Dependent upon student needin individual classrooms

Dependent upon student needin individual classrooms

Closure Teacher will solicit predictionsfrom students about what will

happen in the play based onthe notion of disunity in thePuritan community and theparadox of order vs. disorder.

Teacher will ask students toshare their responses or check

individually for understanding(so students do not simplycopy down the you-doportion).

If time allows, students maywish to read their essays aloud.

Student summary or exit slipdetailing which character in

this scene was the mostpowerful in terms of emotionsdisplayed.