Digital Unit Plan Template

Unit Title: Understanding Themes and Historical Connection in The Crucible Name: Andrea Godinez
Content Area: English Grade Level: 11th grade
CA Content Standard(s)/Common Core Standard(s):

CCSS.ELA-Literacy.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one
another to produce a complex account; provide an objective summary of the text. RL 11-12 2

CCSS.ELA-Literacy.RL.11-12.4
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/archetypes are introduced and developed).

CCSS.ELA-Literacy.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.

Big Ideas/Unit Goals:

Students can identify a theme(s) within the text and pull evidence from the play that supports the theme.
Students will be able to use the internet/technology in order to learn about the play and it’s history.
Students will be able to correlate historical events in U.S. history to the play.
What can we learn about ourselves and our choices from literary works?
How do we learn about moral criticism within the text?
Does this text work as social commentary for events of our past and our modern day?
Unit Summary:
What do we learn from what the texts we read? Do we know enough about the history of an author and the background of the text itself? The play The Crucible
allows the readers to learn to take all of these aspects into consideration. This text will allow students to interact with U.S history and learn about themes pf
morality and observe the development of ideas and choices that transcend time.

Throughout this Unit students will learn about the importance of understanding the text in a literary sense but also in a historical one. Students should be able
to see this allegorical play as a representation and commentary on the similarities between events in our Nations history. This Unit will give students the
opportunity to analyze Arthur Miller's choices to understand the play's purpose. to begin making those historical connections to the text. Students will learn
about morality, the impact of our choices, and what we learn from past decisions. Students should be able to discuss and understand why this text was relevant
during the time it was written. Being able to understand the overarching themes will help them make personal connections and better understand the character
development and plot within the play. Students will learn to research and complete work that will enhance their understanding of themes, diction, and purpose
of the play. Working with technology will help students improve upon their skills on working with online tools. Students will also learn to work collaboratively
to learn about different perspectives and improve their ability to work in groups. Overall I would like this this unit should help expand the students ability to
have open discussions with their classmates about themes and history as well as be able to complete research and assignments that align with better analysis
and comprehension of the play.
Assessment Plan:
Entry-Level:
1) Think Pair Share: Students will be introduced
to a question that is in relation to the play prior to
reading in order to assess prior knowledge on the
topic. Students will write a short answer to the
question and pair off into groups of 2-3 and discuss
their answers to compare. Then students will share
what they learned to the entire class.
Lesson 1 (Teacher Lecture)
Formative:
1)KWL Chart: The first day of the reading
students will create a KWL chart and on this day
they will fill out the K and W section. These
sections will have what they already know and
what they want to learner are curious about during
the reading of The Crucible. As the students
questions from section W are being answered they
will fill out the L section with the answers or
anything interesting/important they’ve learned so
far so that I can track the progress of the
understanding of the play.
2)Act Summary Slips: After each Act is
completed students will have to complete an entry
in their Journal describing the overall themes, main
ideas, style, and overall tone of the particular act
being discussed. The students will write these
summaries in the journal where they take their
notes and will be turned in at the end of every act
to be graded in order to track students progress.
3) Quizlet: Students will create sets of flashcards
one for themes and another for character and
connection. They will add to their Quizlet sets as
they learn more about the overarching themes and
character development that will help them study for
their quizzes. The flashcard sets will be graded to
examine the constancy of the overall class
understanding.
4) Quizes: Students will be quizzed online in class
using a survey method and will be submitted
through this site and will allow me to track their
progress and incorporate digital aspects to it.
Summative:
1)In-Class Essay: Students at the end of the unit
will be asked to examine 2 different possibly essay
topics and collect evidence for each one through
their notes, summaries, and class assignments. On
the day of the in-class essay I will pick one of the
essay topic and the entire class period to write their
essay and will be able to use the play to pull
evidence from the text that supports their claims.
This will allow me to see if the students have
pulled what I expected from the text and have a
clear understanding of the text.
2) Video Project: In groups of 5-6 students will
create a iMovie reenacting a scene from the play
with a modern take. The students will elaborate on
the dialogue and create more modern take on the
scene. They will choose a theme to base their scene
off of and will write a short summary describing
their scene. This will show their ability to be
creative all the while remaining true to the themes
and messages from the play.
Student Learning
Objective:
Students will be able to
correlate historical events
in U.S. history to the play.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning
Objective:
Students will be able to use
the internet/technology in
order to learn about the
play and it’s history.
Lesson 3 (Graphic Organizer)
Student Learning
Objective: Students can
identify a theme(s) within
the text and pull evidence
from the play that supports
the theme.
Unit Resources:
Acceptable Evidence
(Assessments):
The students complete the
guided notes as they listen
and watch the presentation.
Completion of the guided
notes demonstrates
engagement and
understanding of the
connections between
McCarthyism and The
Salem Witch Trials.
Acceptable Evidence:
The completion of the
webercise worksheet with
thorough answers. This will
show that students
understand the history or
the novel and make
connection to the topics
discussed in class using
outside sources and
technology.
Acceptable Evidence:
The students will have
completed their Double
Entry Journal by choosing a
developing theme in the
play, providing textual
evidence (quotes), and
explaining the connections
with thoughtful
explanations.
Lesson Activities: Guided Notes
I will introduce the students to the the play, The Crucible and the playwright Arthur Miller. I will
then present the powerpoint and the students will be completed their guided notes. These notes will
help the students understand the connections Arthur Miller is making between the McCarthy Era
and The Witch Trials of 1692. The Notes will follow the order of the presentation so that the
students remain engaged in order to complete the worksheet that will serve them as guide to
understanding the connections and the underlying ideas that they will learn about in this play.
Lesson Activities: Webercise
This will work as a review/analysis of what the students have read in the play and conduct research
to have a better understanding of topics that have been discussed in class. Students will visit
websites provided on the exercise’s worksheet which will help them answer the questions
thoroughly. This will help the students understand the author’s choices and character development
and how they work to portray the themes.
Lesson Activities: Double Entry Journal Graphic Organizer
Students will have their a Double Entry journal worksheet and work in collaborative groups of 3-4
students and complete the Graphic Organizer. The groups will pick a specific theme and and find
evidence from the play that portrays their chosen them. In the second column the students will
need to support their chosen evidence (quotes) by explaining the stylistic choices and diction of the
evidence. This will allow students to review their understanding of how the diction and rhetoric is
important in portraying the character’s development but also the overall themes and concepts of
the play.
Books
The Crucible
Articles
https://history.howstuffworks.com/historical-figures/mccarthyism.htm
https://www.britannica.com/event/Salem-witch-trials
https://blog.prepscholar.com/the-crucible-characters-list
http://www.angelfire.com/tx/JoeMcCarthy/report.html
https://www.litcharts.com/lit/the-crucible/themes

Useful Websites:

Audacity: https://www.audacityteam.org/
Quizlet: https://quizlet.com/
iMovie: https://www.apple.com/imovie/
iMovie Tutorial: https://www.youtube.com/watch?v=TE5wB8o-7kQ
Arthur Miller Interview: https://www.youtube.com/watch?v=umryHVzZRzY
Simpsons Witch Trial Spoof: https://www.youtube.com/watch?v=LCTREqf62Ck
My Teacher Site: https://englishwithgodinez.weebly.com/