Stage 1 – Desired Results - Daniel Vacura
Lesson Topic: Themes of Guilty by Suspicion as Poetry Grade level:_11th Grade
Length of lesson: 60 minutes
|Stage 1 – Desired Results |
|Content Standard(s): |
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|11.4.1.1. 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. |
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|11.4.5.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin |
|or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as |
|its aesthetic impact. |
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|Understanding (s)/goals |Essential Question(s): |
|Students will understand: |How do different forms of text portray themes differently? |
|Students will understand that different forms of text portray |Why is it important to look at different types of texts with |
|themes differently. |similar themes? |
|Students will understand that meaning in texts aren’t explicitly | |
|stated so it is important to analyze and infer meaning while | |
|supporting with evidence. | |
|Students will understand that authors make intentional choices | |
|throughout a story that are designed to produce a desired effect | |
|on the reader. | |
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|Student objectives (outcomes): |
|Students will be able to: |
|Describe and analyze a poem related to the themes of Guilty by Suspicion |
|Differentiate between the themes of mob mentality and mass hysteria as they relate to the overall unit |
|Explain and describe the themes in detail |
|Cite textual evidence and support their analysis of the poems with that evidence |
|Make inferences from the texts and support with textual evidence |
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|Stage 2 – Assessment Evidence |
|Performance Task(s): |Other Evidence: |
| |Class Discussion |
|Analyzing poem and relating it to Guilty by Suspicion | |
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|Stage 3 – Learning Plan |
|Learning Activities: |
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|Resources/Materials: |
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|References: |
|The Crucible by Arthur Miller, 1953 |
|“The Mentality of the Mob” poem |
|“Mob Mentality” poem |
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|Materials: |
|SMART Board |
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|Anticipatory Set: (8-10 minutes) |
|Make sure that the students are quiet and seated. Ask the students if they can think of any examples of similar themes being |
|represented by different types of texts. Tell the class that this could also include films and to compare the films to different |
|texts if they are struggling. Have the students write down for 3 minutes the examples that they can think of before bringing it |
|back together as a class. Ask students to volunteer their answers and explain what the themes and texts that came up with are. |
|NOTE: If students are not comfortable saying their answers, then have them instead tell a neighbor and then bring it back to the |
|class. |
|Write on the board the examples of the themes that the students say with so that we as a class can generate a list. |
|Then ask the essential question, why is it important to look at different types of texts with similar themes? |
|Ask the students to answer the question at this point in time with volunteers. |
|Afterwards, explain that we as a class will be analyzing the themes of Guilty by Suspicion in poetry to show how themes can be |
|interpreted differently depending on the type of text and then relate them to what we have previously read. |
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|Developmental Activity/Teaching: (35 minutes) |
|Next, hand out the poem, “Mass Hysteria,” to the class. Tell the students that we as a class will analyze this poem together and |
|then afterwards, they will have the opportunity to analyze their own poems either individually or in groups if they stay on task |
|and work well together. |
|Then put the poem up on the SMART Board. Tell the students that the poem will be read aloud and to take notes at points where they|
|believe it relates to the unit and also events in The Crucible. Read the poem aloud to students all the way through one time. (5 |
|minutes) |
|Now tell the students that we will as a class break down the poem. Ask the students the significance of the title and how it |
|relates to the unit. Students will then volunteer answers for a few minutes and we will continue to the first line. |
|I will ask the students what the message of the first four lines are and if they can explain why they feel that way. I will also |
|ask if there are key words that relate to The Crucible and unit. Examples would be madness, lies, transgressions, and spies. |
|Allow students to volunteer answers and explain why they think the poem is interpreted that way. (8-10 minutes) |
|NOTE: If students are struggling, then possibly provide one word and then ask how it would relate to another word along with the |
|overall message. |
|Tell the students that we will go through the next two stanzas at a faster pace and then they will have the opportunity to analyze |
|poems in groups or individually. |
|For the next stanza, go through the process again, but ask students to look at a couple instead of many key words and ask the |
|students about those key words. Ask the students how the words are different compared to what is portrayed in The Crucible. |
|Examples of key words are empty promises, contrition, and payouts. (5 minutes) |
|Then do the same process with the next stanza and have students volunteer answers. Ask the students that from their examples |
|brought up in class, how are the themes portrayed differently than what has been portrayed in The Crucible? (5 minutes) |
|Next, hand out two poems, “The Mentality of the Mob” and “Mob Mentality,” and have the students choose which one they would like to|
|analyze. Tell the students that they will have the opportunity to work individually or in groups when analyzing poetry. They will|
|then for the rest of class analyze the poems that they choose and will be told to turn in what they are able to complete at the end|
|of class. |
|Tell the students to get as far as they can and to be ready to turn in at the end of class. Tell the students they can either |
|write on a separate paper or write on the poem that they have and the choice is theirs. Put on the SMART Board the questions to |
|help lead them when analyzing their poems. |
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|What are key words that appear throughout the poem? |
|What is the overall theme of the poem? |
|How do the themes as represented in the poem relate to The Crucible? |
|What is specific textual evidence from The Crucible and the poem that you can cite to back up your interpretation? |
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|During this period with the students analyzing their poems in groups or individually, I will have the opportunity to conference |
|one-on-one and see how they are doing in the class along with helping those who are struggling with the assignment. (20-22 minutes)|
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|If the students believe they are done analyzing their poems early, they will also have the opportunity to work on the comparing and|
|contrasting paper due on that coming Monday. |
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|Closing Activities: (2-3 minutes) |
|Tell the students to turn in what they had finished for analyzing the poem. |
|Finally remind the students that the paper is due on Monday and that we will be doing the play, Twelve Angry Men, next week. |
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THE MENTALITY OF THE MOB
“We are legion for we are many
Open invite, available to any.”
“We stand together and shout out loud
For we are each like sheep and follow the crowd.”
“Don’t leave me behind away from the group
Let me follow and be a part of your troop.”
“One group mind like bees in a hive
We think as one to feel alive.”
“Our orders in a whisper, reach our ear
To disobey… of the consequence, we fear.”
“What actions we do whether morally unjust
It matters to me not… in the legion we trust.”
“For all the tribes, the groups, the mobs all speak a word
Everyone who is a part, all belong to the herd.”
In a passing of a second in the dead of the night, the legion emerges with heart intent to fight.
The foe is a group, a group with a thought, a thought of which does not align, does not align with legion.
All minds focus; focus on the plan, for all within the legion, all woman, child or man. The order passed is a whisper, which everyone has heard.
Everyone obey who is part of the herd.
To think: to speak, outside of the group. To step: away, to leave the troop.
To step away, away from herd, to not listen, not listen to the word, of which was gained within a whisper, a whisper to my ear, to not pay attention, attention to my fear, to turn down the invite available to any.
I remember they are legion & they are many…
Mob Mentality
In all of us rests the screaming voice.
The voice of some law not yet written.
Born of the dawn sky
of subsequent thought not yet bourne out.
After all,
would you allow your young children to dictate
what they will eat three times a day?
Yet ones educational background allows,
what new laws should be passed.
Trading off your hard won civil liberties,
for a false sense of secruity.
That none can really have.
Morality is what?
When none in the world.
Are really such as you.
Working such long hours, that you are truly
to tired to make the right choice.
Are we so caught up in the pain and sufferings,
of our fellow human beings.
The mob mentality
allows one to sake their thirst for revenge.
In the hateful quest for justice.
It is sacrosanct the leaning on of the mob mentality.
Mass Hysteria
What madness are you spreading
Filled with your corporate lies
Never atoning for your transgressions
Listening to the whispers of your spies
Empty promises of contrition
Never kept and always broken
Payouts made and spent in silence
Honeyed words whispered and spoken
While the end is supposed to justify the means
With prayers given up for lent
You prosper without any guilt
Hoarding all your gold with contempt
In all the vaults and tombs you've built
Claiming heritage of this world
An emperor's crown upon your brow
Keeping enemies and friends so close
You've forgotten to trust, don't know how
As you raise your sights heavenwards
To sieze that holy throne
Laying judgement upon the masses
That you believe you truly own
For in madness lays your sweet salvation
You believe it deep in your soul
For beneficiaries of your benevolence
Are the one's you still control...
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