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American Lit: Finishing The Crucible

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 and ACT III POP QUIZ!

Work Session: Today we will work through the entire period to finish the play!!! Let’s get reading!

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)

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American Lit: The Crucible, 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 review! Quiz tomorrow!

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: Formative – class discussions

Differentiation: Process (Scaffolding)

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American Lit: The Crucible, Act III

Standard: ELA.11-12.RL.1. 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.

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 a text in order to answer questions about theme in ‘The Crucible.’

Opening Session: With a partner, flip to the back of the book and read the deleted scene that was intended to go at the end of Act II. Just read for now – we will discuss later!

Work Session: Today we will read as far as possible into Act III of The Crucible!

Closing Session: Ticket out the door: Think back to the deleted scene you read at the beginning of class. Write a short paragraph where you discuss why you think Arthur Miller decided to remove that scene from the story.

Assessment: Informal – exit ticket

Differentiation: Process (scaffolding)

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American Lit: The Crucible, End of Act II

Standard: ELA.11-12.RL.1. 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.

Learning Target: I can cite evidence to answer text-dependent questions.

Opening Session: The Crucible movie trailer!

Work Session: Let’s finish reading Act II! Turn in your books to page 70, and we will read from Giles Corey’s entrance to the end of the act.

Afterwards, in preparation for watching the movie later this week, let’s compile a list of who we think should play which character. Do a Think-Pair-Share: First, come up with your own, then work with a partner, then as a class we will compile a whole list.

Closing Session: TOTD: Any choices you disagreed with in our cast list for our imaginary Cruciblemovie?

Assessment: Informal – class discussions; TOTD

Differentiation: Process (scaffolding)

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American Lit: The Crucible, Act II

Standard: ELAGSE11-12RL1 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.

Learning Target: I can cite evidence to answer text-dependent questions.

Opening Session: What’s your opinion on a wife who is willing to forgive her cheating husband?

Look at the following lyric from the Aretha Franklin song:

Well, I’m willing to forgive you but I can’t forget, cause you really really really really hurt me this time.  Well, I guess I can go on— 

 Discuss how the above line from Aretha Franklin’s Willing to Forgive applies to Elizabeth in the section of the text we read today.

Work Session: Today we’re going to continue reading The Crucible, starting in Act II and reading as far as we can get today! From your opening session, you’ve probably guessed that a lot of today’s act focuses on Elizabeth’s relationship with John Proctor. We will read as much as we can, and stop fifteen minutes before the bell for our closing session.

Closing Session:

VOCAB!!!

  1. Scorn
  2. Daft
  3. Timber
  4. Contemptuous
  5. Affidavit
  6. Beckon
  7. Discontents
  8. Hearty

Assessment: Informal – paragraph checks

Differentiation: Process (scaffolding)

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