Daily Lesson Plans
Day and Date: / Monday, Nov. 16Standard: / ELAGSE11-12RL7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist.)
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).
EQ: / Why did Arthur Miller use the Salem Witch Trials for his setting of his modern play The Crucible?
Lesson Goal: / Students will analyze a modern drama to see how the author develops the characters, setting and action to portray an allegorical representation of America in the 1950s.
Activator: / Define protagonist.
Performance Tasks: / 1. Whole group discussion on the Activator. Decide on which character in the story would represent the protagonist.
2. Teacher led discussion over Acts 3-4 of The Crucible.
3. Finish Act 4 movie.
4. Teacher led discussion on the events the class watched today over Act 4 and the conclusion of the play.
Summarizer: / 1. Teacher led discussion on how to write an effective response to a discussion question. Students need to model and follow the Constructive Response Guidelines that is posted in the room when writing these responses. (They can also be found in iTunes U under Materials section).
2. Determine who you think is the protagonist of the story. Decide why you chose this character with something he or she experienced or acted upon to make them stand out in the story. Also explain if you agree or disagree with this character’s decision. Post your response in the Discussion thread.
Differentiation:
Assessment/Evaluation: / Activator and Summarizer
Materials Needed: / iPads, movie
Day and Date: / Tuesday, Nov. 17
Standard: / ELAGSE11-12RL7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist.)
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).
EQ: / Why did Arthur Miller use the Salem Witch Trials for his setting of his modern play The Crucible?
Lesson Goal: / Students will analyze a modern drama to see how the author develops the characters, setting and action to portray an allegorical representation of America in the 1950s.
Activator: / Define allegory
Performance Tasks: / 1. Allow students to share answers from Activator.
2. Test over the play The Crucible will be Wednesday.
3. Remind students that The Crucible is an allegory of the Red Scare in 1950s America. Review the article on Shmoop that explains McCarthyism and its impact on America during the Cold War. Article is attached below.
4. Students will write a response to the following discussion question:
How is The Crucible an allegorical representation of America in the 1950s? Identify the similarities between 1692 Salem and its witch trials and accusations with 1950 America and the Communism scare. Make sure to identify who you think represents Senator Joseph McCarthy in the play with an explanation. Also, tell how at least two of the following characters John Proctor, Elizabeth Proctor, Abigail Williams and Mary Warren are used as symbols.
5. Use Pages, Notes or similar app to type your response. Make sure to follow the guidelines of the Constructive Response. (These are posted in the room and can be found in iTunes U under materials). When finished, send your response to Showbie under the file Writing Samples.
Summarizer: / What event(s) within the last 30 years would you say could be considered a “witch hunt,” that is where people have been falsely accused for something because of race, gender, religion or political differences than the norm? Post your answer in the Discussion thread at the bottom of the page.
Differentiation:
Assessment/Evaluation: / Discussion question, Summarizer
Materials Needed: / iTunes U
Day and Date: / Wednesday, Nov. 18
Standard: / ELAGSE11-12RL7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist.)
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).
EQ: / Why did Arthur Miller use the Salem Witch Trials for his setting of his modern play The Crucible?
Lesson Goal: / Students will analyze a modern drama to see how the author develops the characters, setting and action to portray an allegorical representation of America in the 1950s.
Activator: / Teacher will give students the necessary paperwork for The Crucible Test.
Performance Tasks: / 1. Test over The Crucible.
Summarizer: / 1. Watch the video about another theory of the Salem Witch Trials. Video is attached at the bottom.
2. Answer the following discussion question that appears at the bottom of this page: How is the evidence from this video different from the other articles and histories we read about the trials? Make sure your response is 4-6 sentences in length and follows the Constructive Response guidelines.
Differentiation:
Assessment/Evaluation: / Test
Materials Needed: / Test, video, iTunes U
Day and Date: / Thursday, Nov. 19
Standard: / ELAGSE11-12RI10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
EQ: / What’s my plan of action to take control of my learning in American Literature?
Lesson Goal: / Students will be counseled on their individual performances in class and write a plan of action to the teacher stating what they intend to do for the remainder of the semester to improve their grades and/or help their class as a whole succeed this semester.
Activator: / 1. Individually, assess your current academic performance in this class. Identify weak areas you have and your strengths. These can be the curriculum being taught, reading difficulties, writing skills, organization, classroom management, time management, distractions, etc.
2. Create a Popplet in which you identify your weakest and strongest areas from the above list. You may add other ideas as needed.
Performance Tasks: / 1. Teacher will counsel with each student about their grades and self assessments.
2. Individually students will write a Plan of Action stating what they intend to do for the remainder of the semester to improve their grades and/or help their class as a whole succeed this semester. This plan needs to be specific and honestly written.
Summarizer: / Submit your plan of action
Differentiation: / IEP created by student
Assessment/Evaluation: / Discussion in iTunes U, Act 3 questions
Materials Needed: / Popplet
Day and Date: / Friday, Nov. 20
Standard:
EQ:
Lesson Goal:
Activator:
Performance Tasks: / Today will be used as a MakeUp Day.
Summarizer:
Differentiation:
Assessment/Evaluation:
Materials Needed: