Back-up+Lesson+Plan+Two

Day 6 (Alternate Lesson Plan)

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 and listening skills. Pass Objectives: This lesson meets Reading/Literature Standard 2, objective 1, objective 2, A through C, objective 3, B and C; Standard 3, objective 2, B and C; Writing/Grammar/Usage and Mechanics Standard 1, objective 1, A, B ii, F; Standard 4, objectives A through E; Modes and Forms of Writing Standard 2, objective 7, D for 11th Grade language arts. [] __ Procedure __ ** Guided Practice: **** Since we have finished Act I of //The Crucible// **, all of the students should have been introduced to all of the characters in the play. I make a bubble in the center with “The Crucible Characters” written in it. I then ask the class what kinds of groups of people we have in this play. I steer them towards “victims,” “accused,” “townspeople,” “clergy,” etc. We begin naming characters in the play and attaching them to one or more of the subcategories until all of the characters have been named. While we are creating this character web together on the Smartboard, I expect them to be copying down the web on their own paper or making one of their own. I then move over to the “notes” portion of the program to show the correct format (including A, a, i) for taking notes. ** Conclusion: ** Their task for the rest of the class is to copy down the notes we have created, dividing all of the characters into subcategories. But for each character they must add some important details. What motivates this character? Are they a protagonist or an antagonist? Is this a flat or a round character, and why? We will add characteristics for Abigail as a class on the Smartboard, modeling the appropriate procedure. I tell them that they have the remainder of class to finish their character web and notes. If they do not finish during class, they must finish the project at home. If they finish in time, we might spend 5-10 minutes at the end of class discussing the motivations of the characters. Now that we know these characters' motivations, what can we predict will happen in the story? Is anything foreshadowed? Assessment: I tell them that they need to turn in their character web and notes the next class period, where they will be graded for content.
 * Introduction: ** I begin by asking the class to take out a pencil and paper to take notes. While they are doing that I fire up the Smartboard and open the Inspiration software. Before we begin making a character web, I briefly go over the definitions of a flat and a round character, listing the definitions on the board.

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__ Materials __ Smartboard Inspiration Software Laptop Paper English III Textbooks (30) Pencils

Return to //The Crucible //Schedule