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Unit Test Post-Assessment: The Crucible and ConflictAndrea FreemanSeattle Pacific UniversityThe Crucible and ConflictSTATE AND NATIONAL STANDARDS:Grade Level:?? English 11EALR:?? 2. The student understands the meaning of what is read. ? ? Component:?? 2.4. Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text. ? ? Grade Level Expectation:?? 2.4.5. Analyze text to generalize, express insight, or respond by connecting to other texts or situations.Generalize about universal themes, human nature, cultural or historical perspectives, etc., from reading multiple texts.Select, from multiple choices, a sentence that represents a generalization that can be made from the story/poem/selection.Provide a response to text that expresses an insight (e.g., author’s perspective, the nature of conflict) or use text-based information to solve a problem not identified in the text (e.g., use information from a variety of sources to write an editorial or make a presentation about world health issues).UNIT EXAM:A person struggling with an internal debate about right and wrong is involved in which type of conflict?(1 pt): person v. person b. person v. society c. person v. conscience d. person v. self Edward R. Murrow was engaged in a person v. society conflict (1 pt.). true b. falseEdward R. Murrow was fighting to save people who believed in communism (1 pt).true b. falseThe Salem Witch trial did NOT involve which type of conflict? (1 pt). person v. fate b. person v. personc. person v. selfd. person v. societySomeone who goes against common opinion is engaged in a person v. person conflict (1 pt.). trueb. falseWhich of the following does NOT identify a type of literary conflict (3 pts.).person v. person b. person v. self c. person v. maturation d. person v. fateJohn Proctor was involved in which of the following types of conflict (2 pts.-identify ALL that apply).person v. person b. person v. maturation c. person v. self d. person v. fatePick one of the conflicts that you identified in item (7) for John Proctor. Using complete sentences, explain how that conflict influenced Proctor’s decision, how they determined specific events in the play AND describe the crucible it created for John Proctor (7 pts).Pick another character from the play. Identify a conflict they are involved in, how it affects plot development throughout the play AND how it creates a crucible for that character (8 pts.).Define scapegoat in a complete sentence (2 pts). Identify one character from “Good Night and Good Luck” and one character from The Crucible that would be considered scapegoats, explain why for each (3 pts).Using complete sentences, describe the similarities between the 1950’s HUAC hearings and the events in the novel (5 pts). Define allegory and explain the allegory Miller created in his play, The Crucible. In your response: (15 pts.) Refer to similar conflicts, characters in the play, and history to support your ideas. In your concluding thoughts, describe some possible actions that people could take when confronted with a similar situation in real life.PORTIONS OF 7 WEEK CURRICULUM MAPI have tried to include pertinent days so that the overview is as comprehensive as I can make it, without cutting and pasting all 34 pages. I picked days that would demonstrate the application of assessment for learning, assessment of learning and rubrics. Class discussions, quizzes and response journals are communication assessments for learning; they guide my future instruction and review. The portfolio items are performance assessments for learning. The description of these days and the revision of my Pre-Unit Exam are meant to exhibit my understanding of assessment concepts that I learned in this course.Changes to the first week of the unit: Classes are 50-55 minutes, depending on the dayIn my original curriculum map, my 1st day began with the Annie Lee Moss Extended Journal and my Pre-Test would be administered on Day 2. I had not yet compiled a Pre-Test when I made my curriculum map; this class has enabled me to do that. Now, the first few days are as follows:Day 1: Pre-Test (probably about 10 minutes since they have not yet read the novel); Introduction To Unit:(30 minutes) The students are apprised of the purpose of the unit, what will be covered, the different ways that their learning will be assessed, what their end summative assessment will be, why, and against what criteria it will be scored. The students look through the pre-test as we talk about this so that they can see the connection between the content of the unit and the content of the test.Day 2:Annie Lee Moss Hearing-part of extended response journal:(20-25 minutes). Lecture: The students take notes on basic facts regarding the McCarthy era which will be important for understanding future material. They will be asked to know only those listed on their notes for a future quiz. The 8 facts that they need to know are clearly identified for them in their packet. The quiz next week will be their first chance to practice answering Selected Response questions. On the quiz, they will be given both multiple choice and true/false problems.Day 3:Literary Terms Definitions (20 minutes of lecture): The students copy down the definitions of the different types of conflict, theme, and allegory. Together, as a class, we come up with examples of each that they will record so that they can refer to them in the future. These definitions also include “crucible” and “scapegoat”. These definitions will also be included on the selected response quiz the following week.Day 4 and on is taken up with watching, discussing and writing in the Extended journal about the film “Good Night and Good Luck”. The students will participate in discussing conflicts identified in the film. This activity is practice for identifying conflicts in something other than text. These communications with the students allow me to see how they are progressing with their knowledge of conflict and will guide future days in the unit(assessment for learning).Week Two changes involve a quiz that allows students to practice Selected Response items. My quiz had included an extended response item, but it was a weak one that really didn’t ask the students to apply reasoning. I have decided that I will change it to entirely Selected Response. After the quiz is scored, the class will need to take the time to review it and discuss how to respond to the items.Day 3:Selected Response Quiz (40 minutes are allotted for the quiz). This will be a combination of assessing their mastery of literary vocabulary, information about McCarthy, and the film, which runs alongside this unit. I have included this quiz and one other, but there are more during the 7 weeks. Each of these quizzes are meant to help me understand their comprehension and to help them practice. In these circumstances I am assessing for learning. The results of this quiz will determine if a review is in order or if I need to re-teach the material.The third week also has changes. It begins with the students writing down the facts that they will need about the Puritans in New England. The note guides in their packet will help them identify which information they need to know.Day 1: Response Journal (practice for extended response)(40 minutes) Students write an entry in their “Response Journal” in which they explain why they think Arthur Miller believed that there was a “witch hunt” going on during the McCarthy era. This activity will be practice for the extended response question. We will outline it together, identifying the common elements, organizing them and making a case for the comparison of “witch hunt”. This is a good activity because it asks the students to do identify similarities (one of the aspects of their extended response question) it also asks them to compare (another aspect of the extended response question in the post-test). Students share some of their ideas with the class and provide reasons why they believe they are comparable to situations during the McCarthy era and the Salem Witch Trials. (Assessment for learning)Day 2: Response Journal (practicing reasoning):(30 minutes) In the post-test, the students will be asked to apply the information the gathered from the text, film and history to make a connection to real life. This entry in their response journal will be a way to help them practice responding to this type of question. On this day in the unit, students write a reflective journal: What other events in history could also be described as a “witch hunt”? What about in recent history? Why? What caused them? What can we learn from these situations? Why don’t people put a stop to them? (20 minutes)I hand out copies of The Crucible and students open up their Packets to go over the “Conflict Chart” and “Character Description Chart”. Another review of the different possible types of literary conflict might be necessary. This will prepare them for gathering information while they read.Day 3: (40 minutes) The teacher reads/guides students through the narrative in the first 7 pages. The students are given an example of a piece of information about conflict in that narrative. Together, the students identify the type of conflict and describe the situation; this is an opportunity for students to see how those terms are identifying different things. They also begin identifying important characters. Day 4: (40 minutes) The students work in pairs to review the first 7 pages of the novel and identify important conflicts. They use their “Conflict Chart” to do this. They write down a brief statement that describes the conflict. Next to that description, they identify the type of conflict. We identify one together as a class so the students can see an example of what a complete response looks like. The students also work together to write down significant information about characters in their “Character Description Chart”.Day 5: Class Discussion of Conflict, students sign up to read, read: (many days in the unit are similar to this one) (30 minutes) As a class we review important information about conflict and characters that we found in the first 7 pages. In the discussion, we pay specific attention to the description of the main character, Reverend Parris, and how his actions set the plot in motion. Some possible leading questions include the following:What conflicts motivate/influence his decisions in the opening scene? Was he capable of acting differently? Do students believe that people are able to overcome personal conflicts or are we driven by them when we make our decisions?Why is Tituba a Scapegoat? How is her conflict a “person v. society” conflict? Is she able to overcome that? Why or why not?(20 minutes): At the end of the period, students write a Clear and Unclear Window Reflective Journal entry in their Response journal, an assessment for learning. They are asked to write about the information covered throughout the last week. Their responses in this journal will be used to help provide content for the review on Day 1 of next week. After completing the Clear and Unclear Window Reflective Journal the students begin their IRU reading, an assignment for another unit that I am required to run alongside this one.In the fourth week the students prepare to dig into the text and further reflect on their learning.Day 2: (30 minutes) Students, using the information gathered from Act I, work in pairs to complete the appropriate portions of the “Conflict Chart”. Students also work together to complete the “Character Description Chart”.Students have their work checked off when it is complete. The class reviews their responses the last 15-20 minutes of the period(assessment for learning).Day 3: (20 minutes)At the beginning of the period the students take a Reading Quiz that assesses their knowledge of basic events and characters in Act I. Part of the quiz also asks about specific conflicts in Act I. This will be another opportunity for them to practice answering Selected Response questions. If they do poorly on this quiz (assessment for learning) I will need to review. Students begin Act II.During class discussion, pay specific attention to what goes on between Proctor and Goody Proctor: “Your justice would freeze beer” (Miller, 2003, p.53).The students who have not yet read once sign up to read further into Act II on Day 4.Day 4: The students read Act II for 30 minutes. The students work with a partner to complete the “Conflict Chart” for information gathered in Act II. They also add any further information they gathered to their “Character Description Chart”. At this point, all students should have read once. We begin another round of reading (first come first served for those who have not yet read at all—after that it is open to anyone who is ready/ wants to read again). Reading will continue on Monday.Skipping ahead to Week 5:Day 3: (20 minutes)The “Conflict Map” is reviewed. During this discussion, the students have a discussion about how the plot is being influenced by these conflicts. Some possible guiding questions are: What decisions are characters making (good/bad) that influence future events in the play? Which conflicts are causing them to make those decisions? Do they have a choice? Or, are their issues to insurmountable? Are their personality traits what is driving the conflicts, or are all the conflicts out of their control? (Last 30 minutes) The end of the period is for beginning Act III. This day is intended to help them prepare for the extended response questions that deal with conflicts affect on plot and characters.Further days over the next two weeks involve other discussions of characters and their conflicts. The class also focuses on how these conflicts result in decisions that move the conflict in a certain direction. These class conversations are further practice for the post-test.Week 7: During this week the students finish their discussion of conflict and prepare for the final question by talking about their thoughts regarding Miller’s personal experience. This week also prepares the students, step by step, for writing their paper, an artifact in their portfolio.Day 1:(20 minutes)The class has a discussion about the conclusion of the novel (with special attention to concerns brought up in their reflection journal):Why was conflict a key factor in plot development? What role did fear play in the novel? Which characters changed? How? Why?What can we learn from the characters about conflict in our lives? What does it take to stay in control, rather than letting conflict rule us? What was Miller trying to tell readers about his experiences?(10 minutes)The students refer to the essay assignment. This paper is an assessment for learning in the portfolio; it will guide future writing goals and lessons. They review the definition of a “crucible” and we talk about how it applies to the novel.(20 minutes)Students review their task for the essay. They need to think of a crucible in their own life or the life of someone that they know. This crucible needs to be similar in nature to the crucible of one of the characters (i.e. honesty, courage, fear, jealousy, covetousness, etc.)In this paper, they will describe how their crucible is similar and how they grew as a person, in a positive way, by overcoming that crucible. They need to bring their ideas with them for Day 2.Day 2: (10 minutes) The students check-off their brainstorm with me so that I can make sure they are on the right track. (rest of the period)Once the brainstorm is checked-off, students begin to write their Rough Draft of their Essay (Due Day 4 for Peer Edit). We review MLA citation structure. They are reminded that the rubric included in their packet, the one we reviewed at the beginning of the unit, will be used to assess their final product. The class discusses what it looks like to use textual evidence to support personal ideas about text. I also show them examples of using quote snippets within sentences instead of “quote plopping”.Day 3: (50 minutes are allotted-more time is given to students with educational plans)The Post Test( assessment of learning) is administered. There are some students who will need to visit their lab teacher for a different environment and there are some who will need to use scribe services.PORTFOLIO ARTIFACTS: The students participate in many discussions as partners and as a class during this unit. They will also complete a number of performance products that allow them to show me their learning. These are collected and use as an assessment for learning.4343400407035Annie Lee Moss Hearing Extended Journal: You have been given that transcript of a hearing. Read through the transcript carefully. As you read, think about the following questions:What is going on?What seems to be the problem?What information do you have about who is involved?Does this procedure sound familiar to you?What supporting details can you use to back up your observations?What emotions do you feel about the text and what is happening? Why?What questions do you have about the text?When you have finished reading, please respond, in a journal entry, writing about what you can conclude from the information that is given. (This is a journal that you will add to as we go through the unit.) In this journal you will include your observations, your reactions, and other thoughts about what is going on. Each journal entry will have a somewhat different focus, but the subject, the film “Good Night and Good Luck”, will remain the same. Format Instructions: Name Date and period at the top right of each pageApply to all pages of journalTitle: Hearings Extended JournalSingle SpaceUse only one side of the page (add pages as necessary)Use Pen (there is whiteout available)Keep paper neat (speak with me about typing if you feel you need to for the final draft)The following rubric will be used to assess your journal entries:ScoreIdeasConventionsSent. Fluency3Includes personal reactionObservations show thought (and)Are supported by textual evidence with explanation(When applicable) refers to past learningQuote structure reflects correct MLA citation formatWords are spelled correctlyCorrect punctuation is usedSentences are all completeVaried sentence lengths are usedQuotes are integrated into sentences correctly2Personal reaction lacks detailThoughts and observations are brief and limitedExplanations are not detailed and sometimes incomplete(When applicable) Past learning is briefly mentioned but vagueQuote structure reflects correct MLA citation formatA few spelling errorsSome punctuation errorsA few fragmentsSome sent. vary in lengthQuotes are integrated into sentences but need some editing for flow1Lacks detail and thoughtObservations are not supported with text(When applicable) Past learning is not includedQuote structure is incorrectEditing is neededA few sentences are complete but fragments need editingQuotes are not integratedConflict Chart Assignment Rubric for Conflict Chart, Definitions and the Character Description Chart ScoreContentCompletionAssignment Parameters3Responds w/ appropriate detailsLogically responds to itemsResponds to all items(if applicable) participates in dialogue with peersDocument is presentableUses complete sentences (when appropriate)Meets deadlinesFollows directions2Responds w/ some detailMost items show thoughtful responsesResponds to most itemsDocument is mostly presentableUses complete sentences most of the time( when appropriate)Meets most deadlines1Responses are vague and/or show no thoughtResponds to few itemsNeeds to respond in complete sentences( when appropriate)Few deadlines are metTerm Definition PageConflict:Person v. Person:Example-Person v. Fate:Example-Person v. Society:Example-Person v. Nature:Example-Person v. Self:Example-Crucible:Scapegoat:Theme:Allegory:Example- Animal Farm (an English 9 text)Character Description ChartCrucible Essay and RubricThe Crucible Essay Assignment: crucible 1: a severe test 2: a place or situation in which concentrated forces interact to cause or influence change or development 3:a vessel of a very refractory (hard to melt) material (like porcelain) used for melting a substance that requires a high degree of heat.We’ve all been through a “crucible” or known someone who has. The purpose of this essay is to explore a time in your life—or in the life of someone you know—that produced internal change and compare that experience to the experience of a character in the play.You will choose any major character in the play with whom to compare yourself and your experience.You will follow a specific structure for this essay for the purpose of using, practicing, and learning the various techniques for guiding your reader gracefully through an essay.ReferencesArter, J., Chappuis, J., Chappuis, S., & Stiggins R. (2007). Classroom assessment for student learning: Doing it right – using it well. Ohio: Pearson Education, Inc.Edwards, B. (2004). Edward R. Murrow and the birth of broadcast journalism. New Jersey: John Wiley & Sons, Inc. Retrieved from , A. K. (2001). Teaching, learning, & assessment together: The reflective classroom. New York: Eye On Education, Inc.Fedor, F.B. (1997). The crucible curriculum unit. Ohio: The Center For Learning.Gallagher, K. (2003). Reading reasons: Motivational mini-lessons for middle and high school. Portland, ME: Stenhouse Publishers.Gallagher, K. (2004). Deeper reading: Comprehending challenging texts, 4-12. Portland, ME: Stenhouse Publishers.Heslov, G. (Producer). & Clooney, G. (Director). (2005). Good night and good luck [DVD]. United States: Warner Independent Pictures.History Channel. (2005). The Salem witch trials [DVD]. Available from , A. (2003). The crucible. New York: The Penguin Group.Miller, R. A. & Picker, D.V.(Producers) & Hytner, N. (Director). (2004). The crucible [DVD]. United States: 20th Century Fox.Murrow, E.R. (Writer), & Hewitt, D.(Director). (1954, March 9). A report on senator Joseph R. McCarthy [Television series episode script]. In F. Friendly (Executive Producer), See it now. New York City, New York: CBS-Broadcasting Network. Retrieved from , G.P., & McTighe, J. (2005). Understanding by design. New Jersey: Pearson Education, Inc. ................
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