AP Lang: Pivotal Scene II


  • 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. Georgia ELA
  • 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). Georgia ELA

Learning Target
Students will analyze a pivotal scene in The Crucible and interpret the author’s intent.

Opening Session
I’m going to hand back the articles we read on Friday so you guys can see that T chart we made. Let’s share out some of the more interesting differences between the play and history as a review!

Work Session
We’re going to continue in our analysis of The Crucible today by looking at another pivotal scene. This one is the scene between Proctor and Elizabeth at the beginning of Act II.

Last time I had you choose and defend one interpretation of the scene; this time, I want you to choose two:

  • Proctor is cold and distant
  • Elizabeth is cold and distant
  • Proctor and Elizabeth are in love
  • Proctor and Elizabeth hate each other

Choose two interpretations, choose lines that support them, and fill in the chart for how you’d direct the actors to run the scene if you were the producer.

Do two charts this time around!

Closing Session
Let’s have a dramatic reading! I’ll take two volunteers to choose a way to read the scene and perform for the class!

Formative (charts, class discussion)

Process (learning style, scaffolding)


World Lit: Two Kinds, Day 1

ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia ELA

Learning Target
Students will analyze how two characters interact and develop over the course of a text to explain how conflict is used to advance the theme. (bonus points: find some
phrases in that learning target, whew!)

Opening Session
Amy Tan, the author of the story we’re going to read today, on writing from your own personal experience, in an interview:

Work Session
Today we’re going to be reading a story called “Two Kinds,” an excerpt from The Joy Luck Club, a novel by Amy Tan. As you’ve guessed from the video, Tan is a Chinese-American woman, and her story is largely inspired by her own life.

Our goal today is to get through the first 4 chunks of the story, and then do the Second Read questions 1-4 on page 30. We’re going to go over these and of course frequently stop while we’re reading to talk, so I hope by the end of the day you have a solid handle on the story!

Closing Session
Prediction: Write a short prediction on a scrap paper about what you think is going to happen. Keep the paper.

Informal – check of Second Read questions

Process (varied length reading passages)


AP Lang: What Really Happened


  • 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
  • ELAGSE11-12RI7 Integrate and evaluate multiple sources of information presented indifferent media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. 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 analyze an article about the veracity of The Crucible and analyze how authors might sensationalize stories to get a specific reaction from the audience.

Opening Session

Work Session
Today we’re reading an article titled “The Crucible: Fact or Fiction?” that really goes into some awesome detail about exactly what happened in history versus in the play.

Read and SOAPSTone the article, then make a T-chart in which you list the events of history on one side and the alternate events of the play on the other. Then, I want you to consider why Miller might have made some of the specific choices that he did to rewrite history.

Write a paragraph in which you specifically name one or two of the ways Miller changed history, then analyze WHY he made that decision. What affect did that change have on the play? On the audience? Or did he change the play for a completely different reason, such as racism or another prejudice?

Closing Session
With whatever time we have left, grab your books and read Act III. You will need to have the entire act read when you get back here on Monday 🙂

Assessment Strategies
Formative (T-charts and paragraph checks)

Process (Scaffolding, annotated text as needed)


World Lit: Multiculturalism in One Word: HAPA


  • ELAGSE9-10RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia ELA
  • ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Georgia ELA

Learning Target
I can analyze a mentor text to determine how a writer describes a multiethnic, multicultural heritage.

Opening Session
Parallel structure, by Shmoop

Work Session
Today we’re going to be reading a text called “Multiculturalism Explained in One Word: HAPA,” which you will be using as a mentor text before you write your first Embedded Assessment. We will read this text like we normally do, but afterwards I want you to flip over to page 57 so we can talk about your Embedded Assessment and what I’m asking you to do. Then, flip back to page 55, and let’s fill out the chart using the SOAPSTone strategy, so we can do some analysis on this cultural identity essay.

  • Speaker – what does the reader know about the writer?
  • Occasion – what are the circumstances surrounding this text?
  • Audience – who is the target audience?
  • Purpose – why did the author write this?
  • Subject – what is the topic?
  • Tone – what is the author’s tone, or attitude?

Fill out the chart, and then we will revisit the EA1 Rubric, so you know exactly what you need to do to totally nail this assessment!

Closing Session
Move back to the Language Checkpoint from the previous activity and work on that to review Parallel Structure.

Formative (book check)

Process (scaffolding, learning style [audial])


World Lit: The Life and Times of Frida Kahlo

Standard: ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.

Learning Target: I can analyze a particular point of view regarding a cultural experience expressed in literature and art.

Opening Session: Check out this video from PBS America, a clip from The Life and Times of Frida

Work Session: Okay, let’s dive into this excerpt from the biography of Frida Kahlo! As we read, you’re going to use metacognitive markers to mark the text:

  • put a ? when you have a question
  • put an ! when you have a strong reaction to something in the text
  • put a * when you have comment to make
  • underline any key ideas or details

After we go over this and talk about where we marked things, we are going to check out some artwork by Frida Kahlo. This painting is called Self-Portrait on the Borderline Between Mexico and the United States.

We’ll examine this painting using the OPTIC strategy! I’m just full of strategies today! OPTIC stands for

  • Overview: Write notes on what the visual appears to be about
  • Parts: Zoom in on the parts of the visual and describe any elements or details that seem important
  • Title: Highlight the title if you can
  • Interrelationships: Use the title as the theory and the parts of the visual as clues to detect and specify how the elements of the graphic are related
  • Conclusion: Draw a conclusion about the visual as a whole. What does the visual mean? Summarize the message of the visual in 1-2 sentences

Closing Session:After we discuss the painting, I want you to flip in your book back to page 35 and work on the Second Read questions. Remember that you should flip back to the text while answering these questions!

Assessment:Formative (class discussions, book check)

Differentiation:Process (scaffolded questions, learning style [visual, auditory])

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