Today we will continue reading The Crucible. As we read, remember to chronicle your character so that we can reexamine and revisit them as the story continues.
OBJECTIVE: Read The Crucible and chronicle how the characters are developed throughout Act I. We will be able to explain how and why Arthur Miller chooses to portray the characters as he does.
CCSS: RL.11-12.3: 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 characters are introduced and developed).
Congratulations! Today you have earned a breakfast party from Friends of Rachel. After we finish eating (and say thank you!) we will take our canned food collection to the gym. We will also determine the five students who will participate in the canned food tower build-off.
162 cans is very impressive. Thanks for helping to feed Broken Arrow!
The number of cans we have when we count at the beginning of class will determine our daily agenda:
If we have more than 150, we will not be taking the vocabulary quiz today, and instead will actually begin reading The Crucible. However, if we do not have the correct number of cans, we will be taking Vocabulary 9 Quiz.
OBJECTIVE: As we begin reading The Crucible, we will familiarize ourselves with the characters and how they are portrayed, specifically examining how Arthur Miller chooses to develop them.
CCSS: RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story (e.g. how the characters are introduced and developed).
First: Finish Vocabulary Practice #9.
Second: FInish "Think Like a Puritan" Activity.
Third: Go over character chart and themes.
Fourth: Characterization assignment.
Fifth: READ THE CRUCIBLE!!!
Today we will do several activities before beginning to read The Crucible. We will examine an anticipation guide as well as a character map and theme sheet. Also, we will complete a Think Like a Puritan activity and then get started reading.
OBJECTIVES: Gain understanding of the mindset of Arthur Miller as he wrote The Crucible and understand the historical context in which it is situated.
CCSS: RL.11-12.7: Analyze multiple interpretations of a drama, evaluating how each version interprets the source text.
Happy Friday! Today we will go through our typical Friday drill: take Vocabulary Quiz #8 (don't forget the questions on the board!) and begin Vocabulary #9.
OBJECTIVE: Today we will assess our learning of last week's vocabulary terms and expand our Vocabulary through learning new roots and words using those roots. We will also check our understanding of the proper punctuation of titles.
CCSS: Language 11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues and analyze meaningful word parts.
After we finish our 15 minutes of reading time, we will return to the computer lab to finish our Webquest over The Crucible. It is DUE TOMORROW! Also, don't forget that you will have a vocabulary quiz tomorrow that may or may not include the punctuation of titles. (hint, hint)
OBJECTIVE: To investigate the setting of The Crucible and the Red Scare to understand the historical context and allegorical nature of the play.
CCSS: RL.11-12.9 Demonstrate knowledge of 18th, 19th, and early 20th century foundational works of American literature, including how two or more texts from the same period treat similar topics or themes.
Today we will review one last time our vocabulary for this week. Do not forget to turn in your 12 sentences.
Then, we will watch the film clips to kick off our webquest over The Crucible. When we finish the clips, we will head to the computer lab to complete the webquest.
OBJECTIVE: To investigate the setting of The Crucible and the Red Scare to understand the historical context and allegorical nature of the play.
CCSS: RL.11-12.9 Demonstrate knowledge of 18th, 19th, and early 20th century foundational works of American literature, including how two or more texts from the same period treat similar topics or themes.
First on today's priority list will be to finish Vocabulary #8. After everyone shares their words, definitions, and sentences, we will then transition to our introductory information about The Crucible. We will watch the following three clips and answer the questions on your webquest. Then, we will move to the computer lab to complete the webquest.
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