DAILY LESSON PLAN

Name: _Kathleen Davis__

Date: _2/4/13___

Grade Level: __10_______

Unit Topic: _The Crucible______________ Lesson Focus: __Introduction___________

Standard/Benchmark: 10.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. 10.RL.4 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 choice on meaning and tone.

Motivation/Accessing Prior Knowledge (The Hook): The teacher will first take the students down to the book room to get their copy of The Crucible. (5-7mins)

Learning Activities/Assessments The teacher will be giving a lecture with background information on the play, Arthur Miller, the political atmosphere of the 1950s and the 1690s, the Salem Witch trials, and the creative nonfiction aspect of the play. The students will be listening to the teachers lecture as well as taking notes via a lecture notes worksheet provided by the teacher. (15 mins) The teacher will pass out the important handouts for the unit: annotating notes, key concept notes, literary terms notes, vocabulary notes, and reading schedule. The teacher will take a few minutes to explain the documents which include: how to fill in the charts, what types of information they need to write down, and what the students will be responsible for at the conclusion of reading the play. (10 mins) The teacher will then begin the recording of the The Crucible. Students will listen to about 2/3 of Act 1 and follow along in their books. The teacher will be modeling good reading behavior by walking around and reading along with the students. (20 mins)

Closure Act I will be listed to until nearly the end of the class period. The students will turn in their lecture notes as an exit ticket for the day.

Reflections:

DAILY LESSON PLAN

Name: _Kathleen Davis__

Date: _2/5/13___

Grade Level: __10_______

Unit Topic: _The Crucible______________ Lesson Focus: __Paranoia & witchcraft______

Standard/Benchmark: 10.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.

Motivation/Accessing Prior Knowledge (The Hook): The teacher will begin class by announcing we will be exploring the topics of witchcraft and paranoia. The teacher will write the words witchcraft and paranoia on the board and drawing a line down the center of the board. The teacher will then pass out one Post-It note to each student. She will instruct students to write down a word, phrase, sentence or a couple of sentences about one of the two topics (the students can choose which one they want to write about). These words, phrases, sentences, etc. can be definitions, a movie title, song lyrics, an event, a story that someone heard somewhere, antonyms, synonyms, metaphors, similes, descriptions, examples, or even a person from history. Students will be instructed not to put their name on their Post-It note. They will be allowed the claim the idea as their own later during the discussion if they so choose. The students will have just a couple of minutes to think and write something down. (5 mins) Once the student has finished writing, he or she will come up and put the Post-It note on the corresponding side on of the board (i.e. if the student wrote something about paranoia, he or she would put the Post-It note on the paranoia side of the board). After all the Post-Its are on the board, the teacher read through them aloud. At this point, students will listen quietly. They will be allowed to laugh or snicker of course but no side conversations. (5 mins)

Learning Activities/Assessments The teacher will then ask for student comments about any of the Post-It notes. (15 mins) Do you agree? Disagree? Do you like all the answers or can you think of a better one now that you heard all the comments? Which ones do you think are the most accurate relating to the category? Least accurate? Which ones do you think are funny? How do these comments about paranoia and witchcraft relate to The Crucible? Which descriptions are similar to character in the play? Dissimilar? Which character? Explain your thoughts. Anyone want to claim their and explain why you wrote it?

After hearing this discussion, would you change what you wrote? (i.e. did you learn something?) Any general comments?

The teacher will summarize the discussion on witchcraft and paranoia and add any additional comments that were not mentioned but the teacher feels are important (10 mins). The teacher will then play the last remaining 15 minutes of Act 1. The teacher will be modeling good reading behavior by walking around and reading along with the students. (15 mins)

Closure The students will have an exit ticket: What did you learn about paranoia and/or witchcraft today that you didnt know at the beginning of class?

Reflections:

DAILY LESSON PLAN

Name: _Kathleen Davis__

Date: _2/6/13___

Grade Level: __10_______

Unit Topic: _The Crucible______________ Lesson Focus: __Use of Source Material______

Standard/Benchmark: 10.RL.9 Analyze how and author draws on and transforms source material in a specific work (e.g. how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Motivation/Accessing Prior Knowledge (The Hook): The teacher will pass out the handout on source material, including the directions of which website the students should be going to and the accompanying handout for them to fill out. On the PowerPoint will be a list of students names and their assigned person to research. Students will find their name and write down the name of the person they will be researching on their handout. (5 mins)

Learning Activities/Assessments Students will come up and check out a laptop from the cart, turn it on, and go to http://etext.virginia.edu/salem/witchcraft/ to research their assigned person. Students will have 20 minutes to complete the assignment. After 20 mins, the students will shut down the laptops and return them. If anyone did not complete the assignment, he or she will have to finish it for homework that night. (20 mins) After all laptops are returned, the teacher will pass out the homework assignment. Students will make a trading card of their assigned person. Both the trading card and the source material worksheet will be due the following day. Act 2 is about 27 minutes long. If students take too long returning laptops or do not stay on task, there will not be enough time to complete the recording in class. However much is left at the end of class will be what the students will finish reading for homework. While the recording of Act 2 is playing, students will follow along. The teacher will be modeling good reading behavior by walking around and reading along with the students.

Closure Act II will be listed to until nearly the end of the class period.

Reflections:

DAILY LESSON PLAN

Name: _Kathleen Davis__

Date: _2/7/13___

Grade Level: __10_______

Unit Topic: _The Crucible______________ Lesson Focus: __Allegory & McCarthyism____ Standard/Benchmark: 10.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. 10.RL.4 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 choice on meaning and tone.

Motivation/Accessing Prior Knowledge (The Hook): The teacher will write the words allegory and McCarthyism on the board in two different colors (for example, blue and green, respectively). The teacher will then give students a few minutes to talk to the people at their tables about the two topics. Learning Activities/Assessments The hook will be the catalyst for the days activity. Two students from each table will come up and write their tables thoughts in the same color marker as the key word (one student writing about allegory and the other student writing about McCarthyism). Then, the teacher will walk through the ideas written on the board and ask the table groups to elaborate or explain their comments. (15 mins) The teacher will then show several YouTube.com videos relating to McCarthyism that the students will watch (10 mins). The teacher will announce that today well have a simulation of the witch trials. However, the accused crime will not be witchcraft, instead, it will be cheating. The teacher will pass out the Is There Honor in the Honor Code handout. The teacher will give the students a couple minutes to read on their own before jumping in and reading the highlights. The teacher will then ask for volunteers to be the interviewing/judgment panel (their teacher, the principal, and the dean). The teacher will hand them the List of Suspected Cheaters handout. Then, the teacher will ask for seven volunteers (four boys and three girls) to be the seven students who are on trial for cheating. The teacher will then give them the Student Profiles Handout. The remaining students will be the jury. But since trial by jury was not a right given to those accused of witchcraft, the jury will be vote, but their vote wont count, only the judging panels votes count. Each student will be interviewed for about 1-2 minutes by the panel. The panel will then have a few minutes to deliberate. While the panel is deliberating, the each member of the jury will make their decision on who is cheating by writing their decision down on a notecard, folding it in half, and bringing it up to the front of the room and put it in the jar (like Survivor). Then, the

panel will write their decision down and bring it to the teacher. The teacher will then have the accused stand and have the panel announce their decisions expulsion (aka death) or exoneration (aka able to live). Then, the teacher will write all seven names on the board and announce the votes (like Survivor Tribal Council). Hopefully, there will be some discrepancies that will be worth talking about. Finally, the teacher will then hand out copies of the Suspected Cheaters and Student Profiles to all students. The class will then discuss the simulation and its similarities to the Salem Witch Trials and McCarthyism. (30 mins)

Closure The lesson will close with the end of the simulationthe jury deciding who is guilty and then I, arbitrarily overriding their decision. The anger they feel for not letting the jury decide will be the take-away from the simulation. Additionally, the teacher will pass out an excerpt from Arthur Millers Why I Wrote The Crucible: An Artists Answer to Politics. Students will read the excerpt and write a 3-4 sentence paragraph that answers the question posed in the title, Why did Miller write The Crucible? The teacher will collect and grade the paragraphs the following day.

Reflections:

DAILY LESSON PLAN

Name: _Kathleen Davis__

Date: _2/12/13___

Grade Level: __10_______

Unit Topic: _The Crucible______________ Lesson Focus: __Irony___________

Standard/Benchmark: 10.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. RL.10.4 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). Motivation/Accessing Prior Knowledge (The Hook): Students have been struggling with commas from the prior unit in their writing during this unit. The hook for this lesson will be accessing that information and re-teaching the concepts. Students will be directed to get out a sheet of paper and write down why the five sentences on the PowerPoint are punctuated correctly, using specific grammar rules that we have discussed. Then, the second slide on the PowerPoint has five sentences punctuated incorrectly. Using the same six rules we have reviewed, students will explain why each sentence is incorrect. The teacher will then randomly call on students to share their answers with the class. Learning Activities/Assessments Irony is a topic many people are familiar with, but actually have numerous misconceptions about what irony actually is (and what it is not). The teacher will put a PowerPoint slide on the projector with the three types of irony, Verbal, Situational, Dramatic and have several students at random tell the teacher what they think the definition is and give an example. The next three slides on the PowerPoint will have definitions for each type of irony and examples that are relatable to students lives or interests in order to assist them in solidifying their understanding of the concept. Once they understand that they actually already know all three types of irony and experience them nearly every day, it will be easier to spot in a text. The teacher will spot check for understanding by asking for questions before moving on to the next type of irony. Students will then be given three examples of irony on a slide, written by the teacher, to identify. This provides students who may still need to work through understanding the differences to ask questions or to solidify understanding for those that do understand the three different types of irony.

The teacher will bring up the lyrics to Alanis Morrisettes song, Ironic and show them how the very few, if any, of the examples in the song are actual examples of irony. Students will be given a worksheet that has definitions in similar words to the ones used on the PowerPoint and about 10 examples in which they are to identify the type of irony and why they chose that answer. Students will be given about 10 minutes to work on this worksheet individually in class before we discuss the answers as a whole group. The whole group discussion will provide the teacher with the chance to check for understanding. Closure The teacher will navigate her browser to www.IsItIronic.com to vote on whether the example provided by the site is ironic or not. The sites content is nearly all user-generated so there may be incorrect information that the teacher may need to correct; however, the information is presented in a game-like fashion. Students will also have a couple minutes at the end to ask any questions about the vocabulary words that will be on the upcoming test.

Reflections:

DAILY LESSON PLAN

Name: _Kathleen Davis__

Date: _2/20/13___

Grade Level: __10_______

Unit Topic: _The Crucible______________ Lesson Focus: __Mass hysteria___________

Standard/Benchmark: 10.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. 10.RL.2 Determine a theme or central idea of a text and analyze in detail 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. 10.RL.4 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 choice on meaning and tone. 10.RL.9 Analyze how and author draws on and transforms source material in a specific work (e.g. how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Motivation/Accessing Prior Knowledge (The Hook): The teacher will create a mass hysteria situation by telling the students that she will be passing out a pop quiz that will be worth 25 points and that it will be an all or nothing quiz. You must to get every single question right for 25 points. However, one question wrong will result in a complete 0. Additionally, you will be responsible for another students gradenot you own. You will write down the name of the person sitting next to you and take the quiz for that student. After a chorus of what? and are you kidding me? and you cant do that! the teacher will dispel the hysteria and tell the students this was a simulation. The teacher will give the students five minutes to write down their feelings of fear and anxiety that they experienced, the urge to jump in and second /echo someone elses thoughts, and the why they think mass hysteria broke out. (7 minutes) After sufficient time has passed, the teacher will ask for a handful of students to volunteer and read some of their thoughts. If no one wants to volunteer to share what they wrote in their writers notebooks, then I will pose the questions to students to talk about in general. (5 mins)

Learning Activities/Assessments The teacher will then give a mini-lesson on mass hysteria and how instrumental it was in the convictions of the witches. The teacher will also connect mass hysteria to McCarthyism and then todays political atmosphere. The teacher will periodically pose questions to the students to

check for understanding as well as ask for examples in the play as well as in recent society. (10 mins) The teacher will then play the recording of Act 4. Students will read along as they listen. The teacher will model good reading behavior by walking amongst the students and following along. If any student isnt following along, the teacher will remind them to do so. (30 mins) Then, the teacher will hand out the quiz that the students saw in the teachers hands. Its actually the study guide. The study guide questions are optional, but will be beneficial to do. If there is any time left, students will work on the study guide in their table groups.

Closure Act IV will be listed to until nearly the end of the class period.

Reflections:

DAILY LESSON PLAN

Name: _Kathleen Davis__

Date: _2/21/13___

Grade Level: __10_______

Unit Topic: _The Crucible______________ Lesson Focus: __Theme___________

Standard/Benchmark: 10.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. 10.RL.2 Determine a theme or central idea of a text and analyze in detail 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.

Motivation/Accessing Prior Knowledge (The Hook): Students will do a quick write in their writers notebook about what they think is the definition of theme. (5-7mins)

Learning Activities/Assessments The first half of the class the teacher will help the students discover the difference between theme, main idea, motif, and moral of the story as well as give them tools to help them identify the themes in The Crucible. The second half of the class students will be reviewing the play using a fishbowl discussion technique. Students will have two minutes to write a question down on an index card (they will be told ahead of time about this so they have some time to think) but they will not put their name on the card. They will fold the index card in half and put it in the fishbowl. The teacher will draw a card, read it, and then another student will answer the question. If no student volunteers to answer, then the teacher will cold call on students using the trading card deck. This will continue until the end of class or we run out of questions. If we run out of questions, then the teacher will ask if anyone still has any more questions. If there are none, and there is still more class time left, then students may work in groups on their study guides.

Closure We will keep answering questions until either the questions run out or time in class runs out.

Reflections: