Day+Nine+Lesson+Plan

Day 9 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 student discovery lesson that explores the connections between the play //The Crucible// by Arthur Miller and the 1950s Red Scare. The students will apply their knowledge and what they have learned from the play. Also, they will have the opportunity to practice their MLA documentation skills, grammar and mechanics, and other aspects of paper writing.

Pass Objectives: Pass Objectives: This lesson meets Reading and Literature Standard 1, objectives 2-5; Standard 2, objective 2, C; objective 3, A; objective 4, A,C, D; Standard 3, objective 1, A; objective 2; objective 4; Standard 4, objective 2; Writing/Grammar/Mechanics and Usage Standard 1, objective 1, A D-F; objective 3-6; Modes and Forms of Writing Standard 1, objective 1, A-C; Standard 1, objective 3, A-C; Standard 4, objective A; Oral Language/Listening and Speaking Standard 1, objective 1, 3; Visual Literacy Standard 1 and Standard 2 for 11th Grade language arts. []

__ Procedure __ “You are a prolific screen writer for a popular television series. Joe McCarthy names you as a supporter of the communist party, prompting media frenzy. Should you abandon the career that you have built yourself to find another job, or should you stand your ground and continue working in the film industry against all odds?” Afterwards I ask for volunteers to share and try to get at least a 5 minute discussion going about the journal prompt. A suggestion... I ask them to take out a piece of paper and a pencil. I give them a few minutes to study the cartoon and ask them to write down what they think it means on their paper. Then I begin a discussion. What do you think the political cartoon means? Who is pictured in the cartoon? After I get a few volunteers with opinions and we establish the meaning behind the political cartoon, I pull up a Salem Witch Trials political cartoon on the Smart board and ask them to write down what they think the cartoon means on their paper. After a few minutes, I ask for volunteers who want to share their thoughts, until we have established the meaning behind the Salem Witch Trials cartoon. I ask them to break up into three groups, asking one group to list the similarities between McCarthyism and the Salem Witch Trials, another group to make a list of facts only true for the Salem Witch Trials, and the last group to make a list of facts only true for the Red Scare, making sure that each group member records the ideas from their group on their paper. I give them five minutes to do this, meanwhile I make a large Venn diagram on the smartboard. As a class we fill the diagram with similarities between the Red Scare and Salem Witch hunts, as well as listing the differences between, taking information from the class discussions.
 * Introduction: ** I begin by asking the class to take out their journal and a pencil and give them ten minutes to write on the journal prompt:
 * Guided Practice: ** Pull up ANY political cartoon concerning McCarthyism or the Red Scare on the smart board.
 * Independent Practice: ** I will conclude the discussion by handing out the rubric for the Political Cartoon Assignment. I will explain to them that they need to go online and find a political cartoon satirizing the Red Scare. The assignment lists several questions that need to be answered in a 300 word analysis of the cartoon. For 25 points extra credit, they may draw a political cartoon of their own satirizing the Salem Witch Trials, including a brief 100 words analysis of the cartoon. I will let them have the rest of the day to work on it (probably the last 10 minutes of class.)

Modification: For students with visual disabilities or those who need occupational therapy for hand motor skills, instead of coming up with political cartoons, they can create jokes, which serve the same purpose.
 * Conclusion: ** Tell them that this is all the class time they will be given to work on it and that it will be due on Monday. They may also present their cartoon on Monday in a 1-2 minute presentation for 5 points extra credit.

Assessment: No assessment today!

__ Materials __ English III textbook Journals Pencils Computers Journal prompt Political Cartoons Smartboard Handouts (30)

Return to //The Crucible// Unit Schedule

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