English 3 S

Unit 1: Looking Back, Introducing Arthur Miller's The Crucible

Scheduled to be taught on 09/23
Created by Davison, Alisha

Assignments
1) Compare & Contrast Essay, Due 09/24/2019
Interdisciplinary Connections
Social Studies 6.1 U.S. History, Social Studies 6.2 World History/Global Studies
Technology Integration
Technology Integration: Empowered Learner, Digital Citizens, Knowledge Constructor, Creative Communicator
Equipment Needed
Computer
Goals and Objectives
[1.] SWBAT recognize and record that stories are often influenced by the historical context of the setting or of the author.
[2.] SWBAT support claims in a discussion with researched and recalled information.
[3.] SWBAT properly cite from a variety of texts and resources.
[4.] SWBAT synthesize information from multiple sources (multimedia, infographics, articles)
Do-Now/Mini-lesson/Warm-up
Khan Academy SAT Practice
Learning Activities or Instructional Strategies
Students will prepare to begin their reading on Arthur Miller's, "The Crucible." For background information on McCarthyism, the "Red Scare," and the Salem Witch Trials, a Prezi
slideshow will be presented to students. Students will take notes and may ask questions at any point throughout the presentation. The main purpose of the presentation is to
present information about the history of the Salem Witch Trials, but more importantly the background of Arthur Miller and WHY he wrote "The Crucible." The presentation contains
the video, "He May Be a Communist," which contains clips of McCarthyism-era propaganda and American
reactions to the material. After the presentation, an infographic containing facts and statistics of the accused during the Salem Witch Trials will be presented via SmartBoard for
students to observe and discuss in class. Students will then receive an anticipation guide for "The Crucible," containing 10 blank spaces. Students will listen to a statement read by
the instructor and then mark either a check if they agree with the statement, an "X" if they disagree, and a question mark if they are unsure of how they feel towards the statement.
Students will hold onto the anticipation guide and then complete the same handout after reading "The Crucible" to recognize if any of their views and beliefs have changed. After
the anticipation guide, students may work on their essays to compare and contrast, "Puritan Law and Character," "The Salem (and Other) Witch Hunts," and "McCarthyism."
Differentiation
Visual- multimedia presentation, YouTube video, infographic
Auditory- read text aloud, multimedia with closed captioning
Kinesthetic- anticipation guide, written essay
Linguistic- class discussion
Modifications
N/A
Resources Provided
https://prezi.com/da9z9yq7thb2/the-crucible-in-depth-introduction/
Assessments
Note-taking (Formative)
Anticipation guide (Formative)
Compare & Contrast Essay (Summative)

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Standards
1. 3.11-12.RHC Grade 12 CPI 07
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, qualitatively, as well as in words) in order to address
a question or solve a problem.
2. 3.11-12.RHC Grade 12 CPI 09
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
3. 3.11-12.RIA Grade 12 CPI 01
Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially,
including determining where the text leaves matters uncertain.
Lesson Documents
1. salem witch trials infographic.jpg
2. Crucible Anticipation Guide Statements.pdf
3. Crucible Anticipation Guide _Before_ handout (1).pdf

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