General 9: Of Mice and Men

Transcription

1 UNDERSTANDING BY DESIGN General 9: Of Mice and Men Standards Oral 9.2 The student will make planned oral presentations. a) Include definitions to increase clarity. b) Use relevant details to support main ideas. c) Illustrate main ideas through anecdotes and examples. d) Cite information sources. e) Make impromptu responses to questions about presentation. f) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. Reading 9.3 The student will read and analyze a variety of literature. a) Identify format, text structure, and main idea. b) Identify the characteristics that distinguish literary forms. c) Use literary terms in describing and analyzing selections. d) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. e) Explain the relationship between the author s style and literary effect. f) Describe the use of images and sounds to elicit the reader s emotions. g) Explain the influence of historical context on the form, style, and point of view of a written work. Writing 9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain. a) Generate, gather, and organize ideas for writing. b) Plan and organize writing to address a specific audience and purpose. c) Communicate clearly the purpose of the writing. d) Write clear, varied sentences. e) Use specific vocabulary and information. f) Arrange paragraphs into a logical progression. g) Revise writing for clarity. h) Proofread and prepare final product for intended audience and purpose. 9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective. b) Use parallel structures across sentences and paragraphs. c) Use appositives, main clauses, and subordinate clauses. d) Use commas and semicolons to distinguish and divide main and subordinate clauses.

2 Unit Enduring Understandings Novelists often provide insights about human experience through fictional means. This novel conveys John Steinbeck s compassion for the poor and oppressed. Essential Questions Is euthanasia ever justified? What truths about friendship are revealed in this novel? What does this novel teach about the need for compassion and understanding of those who are different from us? Essential Knowledge The plot and characters of the novel Steinbeck s use of foreshadowing and irony Biographical information on the author Understanding of the difference between active and passive euthanasia Skills Independently read and begin to interpret the novel. Respond in discussion, writing, and small informal group presentation to several prompts about character, plot, theme, irony, and setting Students notice different methods of characterization. Performance Tasks ASSESSMENT EVIDENCE Other Write a short character sketch of one character in the novel. Students discuss the end of the novel and write a paragraph on whether or not they agree with George s decision. Journal students respond to a variety of prompts on the novel Test and Quizzes students are tested on literary terms, understanding of the novel, and author information

3 LEARNING ACTIVITIES Samples Tests and quizzes Review literary terms for prose journal entries on prompts relating to the novel Provide background on author Watch the movie featuring John Malkovich as Lennie and discuss how the director chose to interpret the novel as a film

4 UNDERSTANDING BY DESIGN General 9: Animal Farm Standards Reading 9.3 The student will read and analyze a variety of literature. h) Identify format, text structure, and main idea. i) Identify the characteristics that distinguish literary forms. j) Use literary terms in describing and analyzing selections. k) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. l) Explain the relationship between the author s style and literary effect. m) Describe the use of images and sounds to elicit the reader s emotions. 9.4 The student will read and analyze a variety of informational materials (manuals, textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches, biographies, and autobiographies. a) Identify a position/argument to be confirmed, disproved, or modified. b) Evaluate clarity and accuracy of information. c) Synthesize information from sources and apply it in written and oral presentations. d) Identify questions not answered by a selected text. e) Extend general and specialized vocabulary through speaking, reading, and writing. f) Read and follow instructions to complete an assigned project or task. Writing 9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain. i) Generate, gather, and organize ideas for writing. j) Plan and organize writing to address a specific audience and purpose. k) Communicate clearly the purpose of the writing. l) Write clear, varied sentences. m) Use specific vocabulary and information. n) Arrange paragraphs into a logical progression. o) Revise writing for clarity. p) Proofread and prepare final product for intended audience and purpose. 9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. e) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective. f) Use parallel structures across sentences and paragraphs. g) Use appositives, main clauses, and subordinate clauses. h) Use commas and semicolons to distinguish and divide main and subordinate clauses.

5 Unit Enduring Understandings Novelists often provide insights about human experience through fictional means. Novelists often use fiction to express political opinions. George Orwell expresses his disillusionment with the ideals of communism through his portrayal of animalism in this political satire. This novel is an allegory of the 1917 Russian Revolution and its aftermath. Language can be used to control thought and behavior. Essential Questions What are the ideals of communism and why are they so difficult to put into practice? What is propaganda and what are some of the common propaganda devices demonstrated in this novel? Why does Orwell use animals to convey a serious message about politics? Essential Knowledge The plot and characters of the novel General background information on the 1917 Russian Revolution Biographical information on the author The meanings of most vocabulary words used in the novel The names and definitions of several different propaganda devices Skills Independently read and begin to interpret the novel. Respond in discussion, writing, and small informal group presentation to several prompts about character, plot, theme, irony, and setting Independently write a well developed essay on a topic discussed in the unit Create a chart which compares the characters and events in Animal Farm to the characters and events in early 20 th century Russia Performance Tasks ASSESSMENT EVIDENCE Other Students will work in groups to create propaganda posters and songs. Students will practice public speaking by presenting an original campaign speech. Journal students respond to a variety of prompts on the novel Test and Quizzes students are tested on literary terms, understanding of the novel, and author information Essay students will write a literary essay on a given thematic topic

6 LEARNING ACTIVITIES Samples Introduce Essential Questions Write daily journal entries on prompts relating to the novel Discuss the novel Provide background on author and setting of the novel Make allegorical chart showing how this novel parallels actual events and characters in history Create political cartoons and songs which demonstrate their understanding of the propaganda devices Write and present a campaign speech from the role of one character in the novel.

7 Understanding by Design General 9: Seedfolks Standards Reading Analysis 9.3 The student will read and analyze a variety of literature. n) Identify format, text structure, and main idea. o) Identify the characteristics that distinguish literary forms. p) Use literary terms in describing and analyzing selections. q) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. r) Explain the relationship between the author s style and literary effect. s) Describe the use of images and sounds to elicit the reader s emotions. t) Explain the influence of historical context on the form, style, and point of view of a written work. 9.4 The student will read and analyze a variety of informational materials (manuals, textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches, biographies, and autobiographies. g) Identify a position/argument to be confirmed, disproved, or modified. h) Evaluate clarity and accuracy of information. i) Synthesize information from sources and apply it in written and oral presentations. j) Identify questions not answered by a selected text. k) Extend general and specialized vocabulary through speaking, reading, and writing. l) Read and follow instructions to complete an assigned project or task. Writing 9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain. q) Generate, gather, and organize ideas for writing. r) Plan and organize writing to address a specific audience and purpose. s) Communicate clearly the purpose of the writing. t) Write clear, varied sentences. u) Use specific vocabulary and information. v) Arrange paragraphs into a logical progression. w) Revise writing for clarity. x) Proofread and prepare final product for intended audience and purpose. 9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. i) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective. j) Use parallel structures across sentences and paragraphs. k) Use appositives, main clauses, and subordinate clauses. l) Use commas and semicolons to distinguish and divide main and subordinate clauses.

8 Unit Enduring Understandings There are three components to a community: the people, the environment, and the economy Novelists often use their own personal experiences to create fiction. The novel Seedfolks portrays the struggle of a male Hispanic teenager to find his identity, is based on the author s life. Style, structure and content are related. A community is created when people work together Stereotypes are broken when people take time to get to know each other as individuals. Essential Questions Why do stereotypes exist? How does the garden work as a symbol? What factors help individuals form a community? What does this story teach about life in a large American city? How does the structure of this book help create the concept of individuality within community? Essential Knowledge Biographical information on the author Understanding of the term point of view Understanding of the term figure of speech Definitions of vocabulary words used in the text Skills Learn and use the definitions of vocabulary words used in our translation Explain how the garden works as a symbol Identify first person point of view as a form of characterization Explain the importance of dialect, setting, conflict, point of view Performance Tasks Write a new chapter for the novel. Create your own character and make reference to two other characters in the novel. ASSESSMENT EVIDENCE LEARNING ACTIVITIES Samples Introduce background information on the author and play Read the novel at home and read parts aloud in class Discuss themes, character, setting, irony, and point of view Journal responses Other Journal students respond to a variety of prompts for the novel Essay Students write an essay on one of the themes of the novel Test or Quizzes students are tested on literary terms, understanding of poems, and author information.

9 UNDERSTANDING BY DESIGN General 9: Nonfiction Standards 9.4 The student will read and analyze a variety of informational materials (manuals, textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches, biographies, and autobiographies. m) Identify a position/argument to be confirmed, disproved, or modified. n) Evaluate clarity and accuracy of information. o) Synthesize information from sources and apply it in written and oral presentations. p) Identify questions not answered by a selected text. q) Extend general and specialized vocabulary through speaking, reading, and writing. r) Read and follow instructions to complete an assigned project or task. 9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain. y) Generate, gather, and organize ideas for writing. z) Plan and organize writing to address a specific audience and purpose. aa) Communicate clearly the purpose of the writing. bb) Write clear, varied sentences. cc) Use specific vocabulary and information. dd) Arrange paragraphs into a logical progression. ee) Revise writing for clarity. ff) Proofread and prepare final product for intended audience and purpose. 9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. m) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective. n) Use parallel structures across sentences and paragraphs. o) Use appositives, main clauses, and subordinate clauses. p) Use commas and semicolons to distinguish and divide main and subordinate clauses. Unit Enduring Understandings There are various rhetorical patterns used for writing essays. Writers vary their style depending on purpose and audience. Writers use a variety of stylistic techniques to engage and persuade the reader Nonfiction as a genre is different from the short story genre in several ways

10 What are the different purposes for writing? How does audience determine an author s tone? What are the different means of persuasion? Essential Questions Essential Knowledge The definitions of common rhetorical patterns for essays Skills Identify characteristics of a persuasive essay. Write a personal essay. Write a personal narrative. Discuss a variety of short essays to determine the authors main point and the techniques used. ASSESSMENT EVIDENCE Performance Tasks Other Other Evidence: Students write a personal narrative and a Journal students respond to a variety of personal essay. prompts for the essays we read throughout Students listen to Martin Luther King s I the unit Have a Dream Speech and locate rhetorical Test or quizzes students are tested on devices in the speech. literary terms and understanding of essays LEARNING ACTIVITIES Samples Distribute list of literary terms for nonfiction; review definitions Read a variety of essays, and write in journals

11 English 9 To Kill a Mockingbird Standards 9.3 The student will read and analyze a variety of literature. u) Identify format, text structure, and main idea. v) Identify the characteristics that distinguish literary forms. w) Use literary terms in describing and analyzing selections. x) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. y) Explain the relationship between the author s style and literary effect. z) Describe the use of images and sounds to elicit the reader s emotions. 9.4 The student will read and analyze a variety of informational materials (manuals, textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches, biographies, and autobiographies. s) Identify a position/argument to be confirmed, disproved, or modified. t) Evaluate clarity and accuracy of information. u) Synthesize information from sources and apply it in written and oral presentations. v) Identify questions not answered by a selected text. w) Extend general and specialized vocabulary through speaking, reading, and writing. x) Read and follow instructions to complete an assigned project or task. Writing 9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain. gg) Generate, gather, and organize ideas for writing. hh) Plan and organize writing to address a specific audience and purpose. ii) Communicate clearly the purpose of the writing. jj) Write clear, varied sentences. kk) Use specific vocabulary and information. ll) Arrange paragraphs into a logical progression. mm) Revise writing for clarity. nn) Proofread and prepare final product for intended audience and purpose. 9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. q) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective. r) Use parallel structures across sentences and paragraphs. s) Use appositives, main clauses, and subordinate clauses. t) Use commas and semicolons to distinguish and divide main and subordinate clauses. Research 9.8 The student will credit the sources of both quoted and paraphrased ideas. a) Define the meaning and consequences of plagiarism. b) Distinguish one s own ideas from information created or discovered by others.

12 c) Use a style sheet, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), for citing sources. 9.9 The student will use print, electronic databases, and online resources to access information. a) Identify key terms specific to research tools and processes. b) Narrow the focus of a search. c) Scan and select resources. d) Distinguish between reliable and questionable Internet sources and apply responsible use of technology. Unit Enduring Understandings The author provides insights into universal themes of prejudice, racism, and poverty. Novelists often use fiction as social criticism. The novel, To Kill a Mockingbird, which depicts the prejudice of a small American town in the South, is based on an actual court case involving racism. Style, structure and content are related. A person undergoing crisis develops new insights into human experience; this process is termed initiation in literature. Essential Questions Why does prejudice exist? What is the relationship between fiction and truth? What truths are revealed in this piece of fiction? What does this story teach about the need to walk in another man s shoes? Essential Knowledge Biographical information on Harper Lee Understanding of the term prejudice and different types of prejudice Facts about the Scottsboro Trial Definitions of vocabulary words used in the text Jim Crow laws Harlem Renaissance writers Skills Learn and use the definitions of vocabulary words used in the text Write an essay on one or more of the themes presented in the play Use primary and secondary sources to research the Scottsboro trial and make comparisons between the novel and the actual characters and events Analyze the way similar themes are presented in prose (this novel) and poetry of the Harlem Renaissance writers Performance Tasks Research the actual Scottsboro trial that influenced Harper Lee to write this novel. Compare fact and fiction. ASSESSMENT EVIDENCE Other Journal students respond to a variety of prompts for the novel Essay Students write an essay on one of

13 the themes of the novel Test or Quizzes students are tested on literary terms, understanding of the novel and poems, and author information LEARNING ACTIVITIES Samples Introduce background information on the author and play Read the novel at home and read parts aloud in class Discuss themes, character, setting, irony, and point of view Journal responses Research the Scottsboro trials

14 UNDERSTANDING BY DESIGN General English 9: Short Story Unit Standards Reading Analysis 9.3 The student will read and analyze a variety of literature. aa) Identify format, text structure, and main idea. bb) Identify the characteristics that distinguish literary forms. cc) Use literary terms in describing and analyzing selections. dd) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. ee) Explain the relationship between the author s style and literary effect. ff) Describe the use of images and sounds to elicit the reader s emotions. gg) Explain the influence of historical context on the form, style, and point of view of a written work. Writing 9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain. oo) Generate, gather, and organize ideas for writing. pp) Plan and organize writing to address a specific audience and purpose. qq) Communicate clearly the purpose of the writing. rr) Write clear, varied sentences. ss) Use specific vocabulary and information. tt) Arrange paragraphs into a logical progression. uu) Revise writing for clarity. vv) Proofread and prepare final product for intended audience and purpose. 9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. u) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective. v) Use parallel structures across sentences and paragraphs. w) Use appositives, main clauses, and subordinate clauses. x) Use commas and semicolons to distinguish and divide main and subordinate clauses. Unit Enduring Understandings A short story differs from a novel in that it generally has one main conflict and a limited number of characters. The majority of short stories contain these four elements: plot, characters, theme, and setting. The plot structure of most short stories contains these elements: exposition, conflict, rising action, climax, and falling action. Literary devices such as irony and figurative language can enhance the meaning of the story. Many stories can be interpreted on more than the literal level.

15 Writers use a variety of stylistic techniques to engage and persuade the reader. Essential Questions What is the relationship between fiction and reality? How has the form of the short story evolved over the past century? How do writers create suspense? Why read or write short stories? Essential Knowledge The definitions of common literary terms essential to one s understanding and discussion of short stories The definitions of vocabulary words essential to understanding The meaning of biographical criticism and how it is just one means of interpreting fiction Skills Identify characteristics of modern and traditional short stories Write a thematic essay on a given topic for one or more of the short stories discussed in class. Discuss a variety of short stories by creating and answering interpretive questions Performance Tasks Students will write the opening to a short story using at least 7 of the literary devices we studied in this unit. Students will practice peer review by reading and giving feedback on the short story project to peers ASSESSMENT EVIDENCE Other Journal students respond to a variety of prompts for the stories we read throughout the unit Test or quizzes students are tested on literary terms and understanding of short stories. LEARNING ACTIVITIES Samples Distribute list of literary terms; review definitions Read a variety of short stories, discuss them, and write in journals Write the opening to a short story and bring it in for peer review

16 UNDERSTANDING BY DESIGN General 9: Twelfth Night Standards Oral Language 9.1 The student will plan, present, and critique dramatic readings of literary selections. a) Choose a literary form for presentation, such as a poem, monologue, scene from a play, or story. b) Adapt presentation techniques to fit literary form. c) Use verbal and nonverbal techniques for presentation. d) Evaluate impact of presentation. 9.2 The student will make planned oral presentations. g) Include definitions to increase clarity. h) Use relevant details to support main ideas. i) Illustrate main ideas through anecdotes and examples. j) Cite information sources. k) Make impromptu responses to questions about presentation. l) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. Reading Analysis 9.3 The student will read and analyze a variety of literature. hh) Identify format, text structure, and main idea. ii) Identify the characteristics that distinguish literary forms. jj) Use literary terms in describing and analyzing selections. kk) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. ll) Explain the relationship between the author s style and literary effect. mm) Describe the use of images and sounds to elicit the reader s emotions. nn) Explain the influence of historical context on the form, style, and point of view of a written work. 9.5 The student will read dramatic selections. a) Identify the two basic parts of drama: staging and scripting. b) Compare and contrast the elements of character, setting, and plot in one-act plays and fulllength plays. c) Describe how stage directions help the reader understand a play s setting, mood, characters, plot, and theme.

17 Writing 9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain. ww) Generate, gather, and organize ideas for writing. xx) Plan and organize writing to address a specific audience and purpose. yy) Communicate clearly the purpose of the writing. zz) Write clear, varied sentences. aaa) Use specific vocabulary and information. bbb) Arrange paragraphs into a logical progression. ccc) Revise writing for clarity. ddd) Proofread and prepare final product for intended audience and purpose. 9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. y) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective. z) Use parallel structures across sentences and paragraphs. aa) Use appositives, main clauses, and subordinate clauses. bb) Use commas and semicolons to distinguish and divide main and subordinate clauses. Unit Enduring Understandings William Shakespeare is widely accepted as one of the greatest English authors of all times because of the complexity of his characters and beauty of his language. This play provides insights into various kinds of love. This play demonstrates comedy through its characters, actions, and language.. Essential Questions What makes Shakespeare one of the greatest English writers of all times? In what way is Viola a hero? What is comedy and how is Shakespearian comedy different from modern comedy? What does this play teach about different kinds of love? When does a practical joke go too far? Essential Knowledge The definitions of common drama terms Biographical information on William Shakespeare and Elizabethan theater Definitions of common words and expressions used by Shakespeare Skills Dramatically read portions of the play Learn and use the definitions of vocabulary words and common expressions used by Shakespeare Write an essay on the different types of fools and fooling in the play

18 Performance Tasks ASSESSMENT EVIDENCE Other. Research one aspect of Elizabethan culture Paraphrase source information Create a poster and present the research to the class in a brief speech Practice dramatic reading after listening to portion of the play on tape Journal students respond to a variety of prompts for the play Test or Quizzes students are tested on literary terms, understanding of poems, and author information Essay - Students write an essay on one of themes of the play. Write a 2 page I-Search paper LEARNING ACTIVITIES Samples Introduce background information on the author and Elizabethan theater Review definitions of drama terms Listen to the play on tape, read parts of it at home, and read parts aloud in class I-Search paper and presentation on an aspect of Elizabeth culture Journal responses Class discussions Essay Watch video of Twelfth Night and discuss director s interpretation of the play

19 UNDERSTANDING BY DESIGN General 9: The Crucible Standards Oral Language 9.1 The student will plan, present, and critique dramatic readings of literary selections. e) Choose a literary form for presentation, such as a poem, monologue, scene from a play, or story. f) Adapt presentation techniques to fit literary form. g) Use verbal and nonverbal techniques for presentation. h) Evaluate impact of presentation. 9.2 The student will make planned oral presentations. m) Include definitions to increase clarity. n) Use relevant details to support main ideas. o) Illustrate main ideas through anecdotes and examples. p) Cite information sources. q) Make impromptu responses to questions about presentation. r) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. Reading Analysis 9.3 The student will read and analyze a variety of literature. oo) Identify format, text structure, and main idea. pp) Identify the characteristics that distinguish literary forms. qq) Use literary terms in describing and analyzing selections. rr) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. ss) Explain the relationship between the author s style and literary effect. tt) Describe the use of images and sounds to elicit the reader s emotions. uu) Explain the influence of historical context on the form, style, and point of view of a written work. 9.4 The student will read and analyze a variety of informational materials (manuals, textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches, biographies, and autobiographies. y) Identify a position/argument to be confirmed, disproved, or modified. z) Evaluate clarity and accuracy of information. aa) Synthesize information from sources and apply it in written and oral presentations. bb) Identify questions not answered by a selected text. cc) Extend general and specialized vocabulary through speaking, reading, and writing. dd) Read and follow instructions to complete an assigned project or task. 9.5 The student will read dramatic selections. d) Identify the two basic parts of drama: staging and scripting. e) Compare and contrast the elements of character, setting, and plot in one-act plays and fulllength plays. f) Describe how stage directions help the reader understand a play s setting, mood, characters, plot, and theme.

20 Writing 9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain. eee) Generate, gather, and organize ideas for writing. fff) Plan and organize writing to address a specific audience and purpose. ggg) Communicate clearly the purpose of the writing. hhh) Write clear, varied sentences. iii) Use specific vocabulary and information. jjj) Arrange paragraphs into a logical progression. kkk) Revise writing for clarity. lll) Proofread and prepare final product for intended audience and purpose. 9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. cc) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective. dd) Use parallel structures across sentences and paragraphs. ee) Use appositives, main clauses, and subordinate clauses. ff) Use commas and semicolons to distinguish and divide main and subordinate clauses. Unit Enduring Understandings The Crucible is an example of historical fiction because the author based his play on his research of the Salem Witch Trials of the 17 th century, but made significant changes with regard to certain characters ages and motivations. McCarthyism in America influenced the author to research and write this play. The social milieu can be a strong influence on the decisions that individuals make; our understanding of this milieu can help us to understand the motivations and actions of others. The author, Arthur Miller, presents important insights about honesty, pride, prejudice, religion, authority, and the role of the individual in a group. Essential Questions Why and how did the author choose to fictionalize the events of the Salem Trials? In what way is John Proctor a hero? How does the setting of each act contribute to the mood? What does this play teach about the individual in conflict with society? Could something similar to this happen in the United States today?

21 Essential Knowledge The definitions of common drama terms Biographical information on Arthur Miller and his times Background information on The Salem Witch Trials and The McCarthy Era Skills Use online primary and secondary source material to learn about the real people and events of the Salem Witch Trials. Dramatically read portions of the play Plan and write an essay with three supporting paragraphs, each one featuring a different character in the play. Performance Tasks Research the primary source documents to learn about the actual Salem Witchcraft Trials. ASSESSMENT EVIDENCE Other Journal students respond to a variety of prompts for the play Test or Quizzes students are tested on literary terms, understanding of poems, and author information Essay - Students write an essay on the theme of truth in the play. LEARNING ACTIVITIES Samples Introduce background information on the play and author Review definitions of drama terms Listen to the play on tape, read the play at home, and read dramatically in class. Journal responses Class discussions Essay Watch video of The Crucible and discuss director s interpretation of the play