Back-up+Lesson+Plan+One

Back-up Lesson Plan One (Under Construction)

Context: This lesson would be taught during the study of the play //The Crucible//, by Arthur Miller. This lesson is appropriate for students in a high school junior English class. The students in this class come from a suburban environment, and are of mixed gender, race, and include persons with disabilities.

Objective: This is a teacher guided lesson that explores the play //The Crucible// by Arthur Miller, also working on reading comprehension and retention, as well as listening skills.

Pass Objectives: This lesson meets Reading/Literature Standard 2, objective 2, A; Standard 3, objective 2, B and C; Oral Language/Listening and Speaking Standard 1, all objectives; and Standard 2, objective 1 for 11th Grade language arts. []

__Procedure__ **Introduction**: I begin by firing up the smart board and my computer and passing out clickers to everyone in the class and quickly review the directions for using them. We engage in a group quiz include component="comments" page="Back-up Lesson Plan One" limit="50"

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“As you will learn, in the play The Crucible, religion is very important to the townspeople of Salem. The play depicts devout Christians as the pillars of society, snubbing the other village members who may be less strict about their religious practices. Is there more than one way to be a Christian or to be a devout follower of a given religion?” Afterwards I ask for volunteers to share and try to get at least a 5 minute discussion going about the journal prompt. Guided Practice: I will ask them to take out their English III book and turn to page ___ to begin reading Act I of The Crucible. I will ask for volunteers from the class to read one of the characters roles in Act I. If no one volunteers, assign character roles from the role sheet or give 5 extra credit points for those who read. Make sure to assign somebody to the narrator or stage directions, unless you are prepared to read them yourself. Plan to complete Act I by the end of the 50 minute class.

Accommodation: I will read the question from the Smart board to assist students with vision impairments who cannot read the questions, which will also keep the class on track. Students with occupational or fine motor impairments may state their answer to the quiz allowed rather than using the clicker, since the quiz is a group effort.

Conclusion: If there are a few minutes left over, hold a short discussion. What do we think of the play so far? Are the girls telling the truth about seeing the devil? Remind them that if they have not yet completed their blog postings or turned in their documentary notes from the day before, they should do so to retain some credit.

Assessment: No assessment today! Don’t forget to award 5 points extra credit to students who read if that is what you promised.

Materials English III textbook Journals Pencils Journal Prompt