Curriculum Map -- Sample A



Curriculum MapCurriculum Design EDU 6524Andrea FreemanSeattle Pacific UniversityCONTEXT: The Crucible Unit, English 11 The purpose of this unit is to engage students in conversation about difficult questions regarding life conflicts, write about literary conflict and to give them an opportunity to make personal connections to literary ideas. It also focuses on one of the reading reasons that I talk about during the school year, “Reading arms you against oppression” (Gallagher, 2003). In our English 11 curriculum, they are required to complete literary analysis activities, expand their knowledge of how conflict functions in a novel, and they are asked to read the novel/play The Crucible by Arthur Miller. This book, while difficult for students, is rich with real world applications that are easily applicable to students’ lives. They are in conflict with their peers, their parents and other adults in their lives. At the end of this unit, the students should be able to discuss and apply their understanding of the following questions: How is conflict necessary to plot? How does conflict define us and/ or do we define conflicts? Why do people act unreasonably when they are in groups?(Wiggins & McTighe, 2006, p.203) How can historical context help us understand what an author has written? What is a crucible that I, or someone I know, have experienced and how has it changed me, or them, like it changed characters in the novel? Why are some people targeted during extreme conflicts (scapegoat)? Students will have the opportunity to write, converse, and reflect on their ideas about these questions.Discussing these questions will give students a sense of how literature is connected to real life and author’s perspective should be considered when they are reading. This will be emphasized even more in the unit that follows this one, the novel The Great Gatsby, which is autobiographical in nature. This unit is one of four for the year, and each emphasizes both reading and writing EALRs. This unit is appropriate for the average English 11 class and could be further developed for an advanced course. This is also an opportunity to set the tone for collaborative learning. They will be participating in a collaborative learning project in the next unit, so setting the foundation by using pairs is a good idea.After completing this unit, the students will be able to consider how conflict impacts their own lives and how they might be able to prevent circumstances like those discussed in the unit. This is a very important skill for students as future members of global and local communities.This unit is easily adaptable to many different learning needs. Students can be excused from reading out loud in exchange for other means of participation. The play is available in audio for those students who need it. Also, assessments can take place in an academic lab and/or with the assistance of a scribe. The focus of the unit, conflict, is emphasized clearly throughout; so, students who deal with Autism have plenty of time to make a personal connection if they are able.Standards: CURRICULUM MAP: English 11-The Crucible Unit (assessment documents at end)EALR 2: The student understands the meaning of what is read2.2.3-Understand and analyze story elements.2.4.5-Analyze text to generalize, expresses insight, or respond by connecting to other texts or situations.EALR 3: The student writes clearly and effectively3.1.1-Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.3.3.8-Applies conventional forms for citations.EALR 4: The student analyzes and evaluates the effectiveness of written work4.2.1-Evaluates and adjusts writing goals using criteriaTime-frameStandardsEssential Questions/Enduring UnderstandingsContentSkillsAssessmentActivitiesBooks &MaterialsWEEK 1Day 12.4.5-Analyze text to generalize, expresses insight, or respond by connecting to other texts or situations [assessed later in unit]How can historical context help us understand what an author’s writing?Key ideas and events behind Edward R. Murrow’s speech about Joseph McCarthy(Annie Lee Moss)Goals, direction and expectationsBasic events ofMcCarthy Era conflictVocabulary # 1 was assigned last week (they define write the part of speech of the words)Analyzing non-fiction textMake meaning of text examples to support their written ideasRecognize,Define and use key vocabulary words from novelFormal: Completion of relevant Response journal entriesVocabulary #1 is checked for completionResponse journal* *Alternative Assessment(applies throughout unit)In the past I have had students with writing and comprehension difficulties due to such syndromes as Aspergers and Autism. A scribe and verbal assessment are usually the best option for this to accurately gauge a student’s understanding.Response Journal: Students read the Annie Lee Moss interview and respond by describing what they think is going on, when and where it is taking place with supporting details that they believe support their ideas.Vocabulary #1 checked and correctedStudents add a reflection item to their previous journal describing their reaction to the truth about the interview circumstancesTyped transcript of Annie Lee Moss interview that students will see later in “Good Night and Good Luck”,Journal Assignment with instructions for responsesDay 2Pre-Test: Conflict types-Students list all the types of literary conflict they can think of and provide one example of each typeIntroduction: The students are apprised of the purpose of the unit, what will be covered, the different ways that their learning will be assessed and what their end summative assessment will be, why, and against what criteria it will be scoredLecture: Students take notes on basic facts regarding the McCarthy era that will be important for understanding future material. They will be asked to know only those listed on their notes for a future quiz.Conflict Pre-Test InstructionsUnit overview instruction sheet,Copy of packet which includes items like lecture notes, assignments and rubricsMaterials for McCarthy era lecture,Document camera,Student Crucible Packets5th Amendment visualTime-frameStandardsEssential Questions/Enduring UnderstandingsContentSkillsAssessmentActivitiesBooks &MaterialsWEEK 1 continuedDay 32.4.5Analyze text to generalize, expresses insight, or respond by connecting to other texts or situations3.1.1Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examplesWhy are some people targeted during extreme conflicts?Key ideas and events behind Edward R. Murrow’s speech about Joseph McCarthyKey Term-ScapegoatConflict in the McCarthy era5th AmendmentMaking personal connections to relevant historical situationsRecognize when people or characters are being treated like a scapegoatInformal: Observed participation in class discussion of filmFormal: Response Journal Students copy definition of scapegoat at the top of their Response Journal paper, they learn about what it means, and then they write about circumstances where they have witnessed or know of people being treated like scapegoats; students share any that they are willingStudents watch the beginning of film (with subtitles)-as they watch they think of questions- and participate in class discussion when film is paused. “Good Night and Good Luck” film DVD, set it up with subtitlesDay 4The specific event in the movie that they will need clarification on is the Private Radulovich incident: evidence not seen by anyone, denied position in the air force, etc. and how this was in violation of the 5th AmendmentDay 5Informal: Observed participation in class discussion of filmFormal: Response JournalThe students watch the segment of the film regarding Annie Lee Moss (likely targeted because she is an African American)After this section of film they write a Response Journal where they write about their reactions to the visual presentation of the Annie Lee Moss interview. Did their reaction change after seeing the footage of the interview compared to reading it? Why? They also describe how certain individuals are being scapegoated“Good Night and Good Luck” film DVD, set it up with subtitlesResponse Journal Prompt for projectorTime-frameStandardsEssential Questions/Enduring UnderstandingsContentSkillsAssessmentActivitiesBooks &MaterialsWEEK 2Day 12.4.5-Analyze text to generalize, expresses insight, or respond by connecting to other texts or situations.3.1.1-Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.3.3.8- Applies conven-tional forms for citationsHow can historical context help us understand what an author’s writing?An author’s writing is influenced by their personal experiences A person’s ideas about text should be supported by evidenceConflict in the McCarthy eraArthur Miller’s experience with the HUAC and how it is an example of what Edward R. Murrow challengedKey ideas and events behind Edward R. Murrow’s speech about Joseph McCarthy5th AmendmentReflectionMake meaning of text examples to support ideas in their discussions and writingInformal: Observed participation in class discussion of filmWatch final portion of the film which includes the famous CBS broadcast from Edward R. Murrow and the rebuttal by Joseph McCarthy“Good Night and Good Luck” film DVD, set it up with subtitlesDay 2Formal: Reflection JournalStudents are introduced to and write a Key Idea Identification Journal-The students identify what they believe to be the main important ideas that they are supposed to take away from the information they were given about the McCarthy era and the film “Good Night and Good Luck”. They are provided with a copy of Edward R. Murrow’s speech to McCarthy and encouraged to us textual examples to support their ideas and using correct MLA quote citation structure.Students hear about Arthur Miller, the author’s, experience with the HUAC committee. They read a newspaper article that reports on the verdict and hear about what happened as a resultCopy of Edward R. Murrow’s speech to McCarthy on CBSNews article regarding Miller’s HUAC hearingMLA citation “short sheet”Key Idea Identification InstructionsDay 3Infer connections between author and historical positionalityFormal: Quiz on McCarthy era and connections to Arthur Miller and “Good Night and Good Luck”Students take a quiz. The first half is a paragraph about the McCarthy era. They fill in the blanks within the paragraph using facts in a bank to make the paragraph accurate about the McCarthy era.The second half of the quiz is a lengthy paragraph response in which they describe the connections between Arthur Miller’s experience, the information they acquired from the film “Good Night and Good Luck” about McCarthy and the HUAC hearings using examples.(the citation portion is a pre-test)Quiz takes most of periodCopies of QuizTime-frameStandardsEssential Questions/Enduring UnderstandingsContentSkillsAssessmentActivitiesBooks &MaterialsWEEK 2 continuedDay 42.4.5- Analyze text to generalize, express insight, or respond by connecting to other texts or situations(continues into the following week-building the foundation right now)How can historical context help us understand what an author’s writing?An author’s writing is influenced by their personal experience Allegory is a writing tool that conveys thematic messages to the readerPuritansSalem Witch TrialsKey Term: allegory, author’s perspectiveBasic Information about the events and possible causes of the historical Salem Witch TrialsRelevant novel Vocabulary #1Relevant novel Vocabulary #2Recognize, define and use key vocabulary words in novelBe aware of basic information about Purtian communities and beliefsInformal:Observations of students participation in lectureFormal: Vocabulary #1 Quiz Alternative Assessment: Students on IEP are given the option of dictating their response to the lengthy response questions to a scribe who will summarize their ideas, they are also offered the opportunity to move to an alternate location.At the beginning of the period the students take the Vocabulary #1 quiz to make sure that they have a working knowledge of words that will aid in their comprehension of the text in the first act of novel. The format of this quiz is matching and fill-in- the blank sentences.The students begin to learn some basic facts about the Puritans in the New England colonies (their reasons for coming to America, how important community was to them, and basic tenets of their beliefs)—this takes just over 1 period. Arthur Miller’s decision to use the New England township of Salem and the incident of the Salem witch Trials is discussed and students are introduced to the literary term “allegory”. They will be asked to recall this information on a quiz on Day 2 of Week 3.Vocabulary #2 is assigned, quiz in two weeksNotes for Puritan lectureNote Guide for studentsCopies of notes for students w/ IEPsVocabulary #1Quiz sheetVocabulary #2 homeworkDay 5Independent Reading UnitTime-frameStandardsEssential Questions/Enduring UnderstandingsContentSkillsAssessmentActivitiesBooks &MaterialsWEEK 3Day 13.1.1-Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.How can historical context help us understand what an author’s writing?An author’s writing is influenced by their personal experience Arthur Miller’s experience with the HUAC and how it is an example of what Edward R. Murrow challengedBasic information about events and possible causes of the historical Salem Witch TrialsPotential Mis-understanding: The Puritan’s violated the 5th AmendmentKey Term-Author’s perspective, vocabulary from novel/playInfer connections between author and historical positionalityBe aware and define vocabulary from novelBe aware of basic information about Puritans in early New EnglandInformal: Observations of students during discussions, especially about potential Mis-understanding.Formal: Response Journal, Vocabulary #2 is checked for completionVocabulary #2 checked and correctedReview Lengthy Responses to quiz, ask students to share some of what they put into their responses on the quiz.The students conclude their notes about Puritans and watch 40 minutes of the History Channel video about the Salem Witch Trials (I leave out the portion about the Puritans because it would be overload combined with the notes that they took). Special attention is paid to the fact that the Puritans did not live according to our current U.S. Constitution or the Amendments to the Constitution. Often they forget to transfer their knowledge about early U.S. history.Students write a response journal in which they explain why they think Arthur Miller believed that there was a “witch hunt” going on during the McCarthy era. Students share some of their ideas and provide reasons why they believe they are comparable situations to what was going on during the McCarthy era and the Salem Witch Trials.History Channel video about Salem Witch TrialsResponse Journal PromptTime-frameStandardsEssential Questions/Enduring UnderstandingsContentSkillsAssessmentActivitiesBooks &MaterialsWEEK 3 continuedDay 22.2.3- Understand and analyze story elements3.1.1- Analyzes ideas, selects a manageable topic, and elaborates using specific relevant details and/or examples.Why do people act unreasonably when they are in groups? (Wiggins & McTighe, 2006, p. 203)“witchhunt”Connection between 1950’s and the basic events of New England Salem Witch TrialsThe CrucibleKey Terms: allegory, conflictTypes of conflictBasic plot eventsRecognize conflict and types of conflictCharacter descriptionBe aware of basic information about Puritans in early New EnglandInformal: Observation of student participation in class discussion, pairs work, and what they have written on their chartsFormal:Reflective Journal and completion of “Conflict Chart” and “Character Description Chart” as we go through the first two Acts. They will be checked off after the end of each actQuiz on PuritansStudents write a reflective journal: What other events in history could also be described as a “witchhunt”? 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?Hand out copies of The CrucibleStudents open up their Crucible Packets and go over the “Conflict Chart” and “Character Description Chart”. Depending on the results of the Pre-Test, a review of the different possible conflict types might be necessary.Teacher reads/guides students through the narrative in the first 7 pages. Students are given an example of a piece of information about conflict in that narrative. Together the type of conflict is identified and a description of the conflict is given so that students can see how those terms are identifying different things.Copies of novelStudent Crucible Packets:“Character description chart”“Conflict Chart”Reflective Journal PromptTime-frameStandardsEssential Questions/Enduring UnderstandingsContentSkillsAssessmentActivitiesBooks &Materials WEEK 3 continuedDay 32.2.3- Understand and analyze story elements2.4.5-Analyze text to generalize, expresses insight, or respond by connecting to other texts or situations.How does conflict define us or do we define our conflicts?Why are some people targeted during extreme conflicts (scapegoat)?The CrucibleTypes of conflictKey Terms: Scapegoat, conflict, Character descriptionAreas of comprehension and writing that they need to work on in the futureRecognize conflict, types of conflictUnderstand how story elements like conflict are important to fictionRecognize character traitsRecognize when people/characters are treated like a scapegoatReflect on current understanding of curriculum contentInformal: Observation of student conversations and participation in discussion, Formal: Keep track of the number of times that students read throughout the unit to record points in the participation portion of their overall grade for the course Clear and Unclear Window reflection journal(day 5)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. The students also work together to write down significant information about in their Character Description ChartCopies of novelStudent Crucible Packets:“Character description chart”“Conflict Chart”Record of student Sign-UpsDay 4As a class we review important information about conflict and characters that was found in the first 7 pages. Pay specific attention to the description of the main character Reverend Parris and how his actions set the plot in motion: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?Students sign up to read, they are informed that everyone is expected to participate and that they need to read three times in the course of the play. There is no minimum number of lines that they must read.Begin reading dialogue for Act IStudents sign up to read on MondayDay 5INDEPENDENT READING UNIT DAYAt beginning of the period, students write a Clear and Unclear Window reflective Journal about the information covered throughout the last week. This will be used to help provide content for the review at the beginning of the period Monday. After completing the Clear and Unclear Window Reflective Journal the students begin their IRU reading.Clear and Unclear Window Reflection Journal InstructionsTime-frameStandardsEssential Questions/Enduring UnderstandingsContentSkillsAssessmentActivitiesBooks &MaterialsWEEK 4Day 12.2.3- Understand and analyze story elementsWhy do people act unreasonably when they are in groups?(Wiggins & McTighe, 2006, p. 203)Why are some people targeted during extreme conflict? How is conflict necessary to plot?The Crucible- Act IThe different types of conflict Key Terms-Scapegoat, conflictRecognize conflict, types of conflict Recognize key vocabularyRecognize which characters are treated as scapegoats and whyParticipate in reading activitiesInformal: Observation of participation in reading activitiesReview beginning of novel using areas of confusion identified in their Clear and Unclear Window reflectionFinish reading Act IStudents who have not yet read once sign up to read beginning of Act II on Day 3 of this week, pause at vocab.Records of student reading participation to keep track of who is participatingCopies of novelDay 2Informal: Observation of pairs as they work on their conflict charts and character Information Sheets, Observation of participation in class discussion of those activitiesFormal: Character Information Sheet and Conflict Chart are checked for completion before the discussionStudents work in pairs to complete the “Conflict Chart” with the information gathered from Act I. Remind students that they know if information about a possible conflict between characters is in Act I or Act II based on the solid or dotted lines between characters.Students also work together to complete the “Character Description Chart” according to the information they gathered in Act I. (those two activities should only take 30 minutes total since they have had the opportunity to work on them before)Students have their work checked off when it is complete. The class reviews their responses the last 15-20 minutes of the period.Student Crucible Packets:“Character description chart”“Conflict Chart”Records of student reading participation to keep track of who is participatingCopies of novelTime-frameStandardsEssential Questions/Enduring UnderstandingsContentSkillsAssessmentActivitiesBooks &MaterialsWEEK 4 continuedDay 32.2.3 Understand and analyze story elementsHow is conflict necessary to plot?The different types of conflict Key Term-ConflictVocab from novel/playThe CrucibleAct IIHow conflict affects plot developmentRecognize conflict, types of conflictRecognize key vocab in novelParticipate in reading activitiesInformal: Observation of student participation in reading and discussion of Act II while readingFormal: Quiz Pretest-Plot structure(this will be used to guide the review at the beginning of next week)At the beginning of the period the students take a Reading Quiz that assesses their knowledge of basic events in Act I and character identification. Part of the quiz also asks about specific conflicts in Act I. The back of the quiz will have a pre-test about elements of plot structure. Begin to discuss how characters move plot because of their actions, which are in turn influenced by conflicts.Students who signed up to read begin to read Act II.Pay specific attention to what goes on between Proctor and Goody Proctor: “Your justice would freeze beer”(Miller, 2003, p.53).Students who have not yet read once sign up to read further into Act II on Day 4, stress vocab while readingCopies of QuizCopies of novelRecord of sign-upsDay 4Informal:Observation of pairs as they work on their conflict charts and character Information Sheets, Observation of participation in class discussion of those activitiesFormal:Record of number of times students readStudents read Act II for 30 minutes.Students work with a partner to complete the “Conflict Chart” for information gathered in Act II. They also add any further information they gathered in the beginning of the act to their “Character Description Chart”At this point all students should have read once, so 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.Student Crucible Packets:“Character description chart”“Conflict Chart”Day 5Independent Reading Unit-Vocabulary Quiz #2, Act I quiz (Vocabulary #3 assigned—definitions due Monday)Time-frameStandardsEssential Questions/Enduring UnderstandingsContentSkillsAssessmentActivitiesBooks &MaterialsWEEK 5Day 12.2.3 Understand and analyze story elementsHow is conflict necessary to plot?The Crucible Act IIKey Term-ConflictNovel vocabulary that is essential for comprehensionUnderstand how story elements like conflict are important to fictionRecognize conflictRecognize types of conflictRecognize key vocab in novel/playParticipate in reading activitiesInformal:Observation of class discussion while readingFormal:Vocabulary #3 is checked for completionVocabulary #3 is checked and correctedStudents are reminded of the basic elements of plot structure (a skill they should be bringing with them from English 10) Based on pre-test this could be short or a little longer.At the beginning of the period, students are asked to keep eyes and ears out for ways that the conflicts they are aware of have influenced, are influenced, or could influence the plot. Pause to examine key vocab.Students continue to read Act IIPlot structure Review Sheet for students with definitionsCopy of novelDay 2Informal:Observe students in pairsFormal:Conflict Map completedStudents finish reading Act IIStudents work in pairs to complete the final conflicts they can identify in the first two acts. They check their conflict map with me before they leave for the period. On the chart the students work together to identify how those conflicts created “crucibles” for the characteters.Students sign up to read who have not yet read twice.Day 3Informal:Discussion with students about chartThe Conflict Map is reviewed. During this discussion, the students talk (as a class) about how the plot is being influenced by these conflicts: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 of the period is for beginning the reading of Act III.Time-frameStandardsEssential Questions/Enduring UnderstandingsContentSkillsAssessmentActivitiesBooks &MaterialsWEEK 5 continuedDay 42.2.3 Understand and analyze story elements3.1.1-Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.3.3.8- Applies conven-tional forms for citationsConflict defines themesA person’s ideas about text should be supported with evidenceDoes conflict drive us, or do we drive our own conflictsWhy are some people targeted during extreme conflicts? The Crucible Act IIIKey Terms- Conflict, scapegoat. Key Vocabulary:crucibleIdentify how conflict drives plotMake meaning of text examples to support ideas in their discussions and writingUnderstand how story elements like conflict are important to fictionRecognize when people or characters are treated like a scapegoatRecognize key vocabulary in novel (title)Informal:Questions asked during readingFormal:Reflection JournalStudents begin the period by writing a “Key Idea Identification” Reflection in which they describe what they believe the main ideas have been in their learning about Act I and Act II and the discussion about plot and conflict. They are reminded to refer to specific examples (not necessarily quotes—unless they want to use quotes).While students write they also sign up to read if they have not yet read twice, then those who are ready for a third time are given the opportunity to sign up.After students turn in journal, we continue Act III. But, before reading: The trial is introduced and the students are asked “how did we end up here?” What led the action of the story to this point? Can we predict what will happen? If we can, how can we make that determination? What are other possibilities? They are referred to the “Crucible” definition page in their packets.Students read more of Act III until the end of the period.Questions to ask students as they read:Why is Martha Corey on trial? What brought her into this mess? Does she qualify as a scapegoat?What is Giles Corey’s conflict with his wife? Does Giles allow his conflict with his wife to influence his decision to defend her? What is he risking?What is going to happen to the people who signed their names to the paper that announces that the trials are wrong?Why is Hale so worried? What has changed for him?How can Mary’s situation be described as a “crucible”? What is her conflict?Key Idea Identification Reflection promptCopy of novelStudent Crucible Packets:“Crucible Definition Page”Time-frameStandardsEssential Questions/Enduring UnderstandingsContentSkillsAssessmentActivitiesBooks &MaterialsWEEK 5 endDay 5INDEPENDENT READING UNITStudents take a quiz about plot events in the play during Act II and the beginning of Act III.WEEK 6Day 1 2.2.3 Understand and analyze story elements2.4.5-Analyze text to generalize, expresses insight, or respond by connecting to other texts or situations.4.2.1-Evaluates and adjusts writing goals using criteria Why do people act unreasonably when they are in groups? (Wiggins & McTighe, 2006, p. 203)How does conflict define us? How do we define our conflicts?Self-ReflectionConflict (hist.&fictional)The Crucible Act IIIKey Terms-Author’s perspective, allegoryKey ideas about Arthur Miller and his experience with the HUACInfer connections between text, author and historical positionalitySet personal goals for writing improvementRecognize how conflict affects plot developmentInformal:Observations during class discussionsFormal:Self-Assessment Response JournalParticipation in readingStudents sign-up to read if they have not yet read three times.Self-Assessment of writing during the unit.Students finish reading Act IIIWhile reading, the students are asked to identify ways that the Salem Witch Trials in the novel/play are similar to the HUAC hearings that they learned about in their notes on McCarthy, Miller and the events in “Good Night and Good Luck” [allegory].In the last ten minutes, students write a Response Journal in which they reflect about the results of Proctor’s actions. Record of student’s Reading Response JournalCopy of novelDay 2The Crucible Act IVKey Terms-ConflictDifferent types of conflictHow conflict can affect people/charac-tersUnderstand how story elements like conflict are important to fictionRecognize which characters change as a result of conflict and whyInformal:Observation of discussion and their individual work on Conflict ChartBeginning of the period involves the students sharing their reactions to Proctor and Elizabeth Proctor’s decisions in the courtroom: Do they think they made the right decisions? Why or why not? Also, what does it mean that Proctor confessed to his crime? What can we infer about Elizabeth Proctor after she decided to lie this one time? What does it indicate has changed in her relationship with Proctor? Has she changed?Students look at the Character Shift Chart in the packet as we are reading Act IV. They need to pick a character that they believe has changed during the course of the play (some possible characters are Hale, Proctor, Giles Corey, Elizabeth Proctor)The character shift chart is explained and the purpose of completing and how it relates to our goals for the unit is explained.Student Crucible Packets:“Character Shift chart”Time-frameStandardsEssential Questions/Enduring UnderstandingsContentSkillsAssessmentActivitiesBooks &MaterialsWEEK 6 continuedDay 32.2.3 Understand and analyze story elementsHow is conflict necessary to plot?Conflict defines themes in novels and themes are a point of connection for the reader.The Crucible Act IVKey Terms-ConflictHow conflict can affect people/charac-tersVocabulary from novel/playRecognize which characters change as a result of conflict and whyRecognize novel themesRecognize and use key vocabularyInformal:Observations during class discussionsFormal:Participation in reading, Reflection JournalStudents who have not yet read three times sign-up to read.Ask them to begin thinking about thematic messages connected to conflict.Review theme Students begin reading Act IVStudents work on the character shift chart independently the last 10 minutes of the period (they are told that they will have time also on Day 4 and next week)Record of student’s Reading Response JournalCopy of novelStudent Crucible Packets:“Character Shift chart”Day 4Students finish reading Act IV.Students write a “Clear and Unclear Window” reflection journal about the whole novel, turn it in before they leave.They are asked to include any thematic messages the author is trying to convey based on the novel as a whole.Any time left after students have finished their journal will be used to work on completing the Character Shift Chart which will be due for checking off on Day 5Day 5INDEPENDENT READING UNITFormal: Vocabulary Quiz #3Students turn in packet so that completed Character shift Charts can be checked.Quiz on Vocabulary #3Vocabulary #4 is assigned (SAT wds)Students read IRU book for remainder of the period Time-frameStandardsEssential Questions/Enduring UnderstandingsContentSkillsAssessmentActivitiesBooks &MaterialsWEEK 7Day 12.4.5-Analyze text to generalize, expresses insight, or respond by connecting to other texts or situations3.1.1-Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.[continued into next week]Conflict defines themes in novels Themes are a point of connection for the reader.Allegory is a writing tool that conveys thematic messages to the reader.An author’s writing is influenced by their personal experience and can be autobiographical.How is conflict necessary to plot?What is a crucible that I, or someone I know, have experienced and how has it changed me, or them, like it changed the characters in the novel?How can historical context help us understand what an author’s writing?Key Terms-Allegory, conflict, crucible,ThemeArthur Miller’s experience with HUAC and how it is an example of what Edward R. Murrow challengedUnderstand how story elements like conflict are important to fictionRecognize conflict in the novelRecognize which characters change as a result of conflictBegin writing an essay in which they relate literary themes to real life issues and ideas in their own livesInfer connections between text, author, and historical positionalityInformal:Conversation that leads up to assigning the formal summative essay assignmentFormal:Collect completed Character Shift ChartsCollect Character Shift ChartClass 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?Students refer to the essay assignment in the back of their packet. They review the definition of a “crucible” and we talk about how it applies to the novel.Students review their task for the summative essay. They need to think of a “crucible” in their life or the life of someone that they know that would be similar in nature to the “crucible” of one of the characters (i.e. honesty, courage, fear, jealousy, covetousness, etc.) and they will describe how it 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 2Copies of novelStudent Crucible Packets:“Crucible Essay”“Rubric”Time-frameStandardsEssential Questions/Enduring UnderstandingsContentSkillsAssessmentActivitiesBooks &MaterialsWEEK 7 continuedDay 22.2.3 Understand and analyze story elements2.4.5-Analyze text to generalize, expresses insight, or respond by connecting to other texts or situations.3.1.1-Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.3.3.8- Applies conven-tional forms for citationsWhat is a crucible that I, or someone I know, have experienced and how has it changed me, or them, like it changed the characters in the novel?Personal Connection to theme and conflictKey Terms-Conflict, themeWrite an essay in which they relate literary themes to real life issues and ideas in their own livesInformal:Conversations with students about their essay topicsFormal:Brainstorm sheetRough DraftThe students use the graphic organizer in their packet to put together their ideas for their essay.The students check off their brainstorm with me so that I can make sure they are on the right track.Once the brainstorm is checked off, students begin to write their Rough Draft of their Essay (Due Day 4 for Peer Edit)Special instruction is given on how to include quotes to support ideas with proper MLA citation.The students are told that this is their benchmark paper for the year. They will set future goals for their writing based on the results of this paper. They are encouraged to do their best, but the expectation of growth is there. They are reminded that the rubric included in their packet will be used to assess their final product.Copies of novelStudent Crucible Packets:“Crucible Essay”“Rubric”Day 3Students use class time to finish their Rough Draft of their paper.Day 4Students check off their Rough Draft and then work with a partner to edit and revise according to the rubric and their knowledge of conventions. They take their papers home for further revision, if needed, and production of a final copy that is typed and double spaced.WEEK 7 continuedDay 54.2.1-Evaluates and adjusts writing goals using criteriaFormal-Final Draft of EssayReflection JournalStudents attach the rubric to the front of their Final Draft and turn it in.Students staple their essay draft and brainstorm to their The Crucible packet and turn it in.Students write an “I Learned” reflective journal about the novel and the essay process. They identify what worked and what didn’t and how it could be improved in the future.Students begin watching the film of The Crucible. They are asked to keep an eye out for things that appear different from what they were expecting and why. At the end of the film, the class will discuss the film.--------later when essay is scored----------------the student write another _________goal setting journal for___________future writing_______Assessments Attached in following pages: I learned about Reflective Journals this quarter, so specific ones have not been created for this unit yet. But, I have included the guiding text that will be used to do that from Dr. Ellis’ book.Vocabulary #1 QuizVocabulary #2 QuizVocabulary #3McCarthy Era Quiz & Puritans Quiz Conflict Chart & Character Description Charts: Reflective Journal Activities: The Crucible Essaycrucible 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 may 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.Requirements4 paragraphsat least 2 pages long, but no longer than 3RD and FD are to be TYPED (handwritten unacceptable), double spaced, 12 pt. ft—Times New Roman or TimesIn 3rd paragraph, use present tense (remember that literature is always “alive”)Use “I” in this essay only when speaking of personal experienceResponsible for all “Essay Issues”Essays must be IN CLASS on the due dates. I will not give you a pass to go to the library to print it out. Plan ahead so that, if you encounter printer trouble at home or need to type it in the library, you will have time to find a solution. This includes any drafts that you might have emailed to yourself or put on a data chip (you need to visit the library to take care of those things before your class starts—coming in to class late counts as being late as well). –Read the “Class Guidelines” about papers and major projects as late work. Responsibility and planning ahead are important life skills.1st draft: No quotation in your essay will result in you getting half credit for your essay.Due:________Final Draft: No quotation in your essay will result in you getting a zero.Due:____________Rubric for Essay:Quiz For Act I:Writing Self-Evaluation Journal Assignment:Reference ListEdwards, 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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