American Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible Overall days: 16 (1 day = 50-55 minutes) Overview Purpose This unit will focus on the beliefs of early American Puritans and how these connect to our culture, society, and history. The students will read, discuss, and write about the themes that connect an early American sermon by Jonathan Edwards and a play set during the Salem witch trials by Arthur Miller. They will study the genre of drama and the elements of tragedy in a contemporary text, The Crucible by Arthur Miller. The summative assessment of the learning in this unit is the creation of an argument that supports a claim. Content to be learned Understand the historical, social, and cultural context of Puritan America. Draw conclusions about writers and characters in conflict. Analyze elements of drama and theme. Construct an argument. Processes to be learned and used Read multiple texts and draw connections and comparisons between texts. Cite textual evidence about authors intent and motivation based on word choice and dialogue. Discuss rising action driven by internal/external conflict of characters and the themes that develop. Write a paper in response to literature that discusses character development. Essential questions students should be able to answer by end of unit How does a person determine what he or she values most? Why are some principles worth losing your life over? How much should a character s values and beliefs motivate his or her actions? How does a dramatist develop characterization? Providence Public Schools, in collaboration with the D-11
American Literature, Quarter 1, Unit 2 The Puritan Tradition and The Crucible (16 days) Written Curriculum Common Core State Standards for English Language Arts Reading Reading Standards for Literature Key Ideas and Details RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL.11-12.3 Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Craft and Structure RL.11-12.5 Analyze how an author s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. Integration of Knowledge and Ideas RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. Reading Standards for Informational Text Integration of Knowledge and Ideas RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Writing Text Types and Purposes W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a D-12 Providence Public Schools, in collaboration with the
The Puritan Tradition and The Crucible (16 days) American Literature, Quarter 1, Unit 2 manner that anticipates the audience s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. Production and Distribution of Writing W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Speaking and Listening Comprehension and Collaboration SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11 12 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. Language Vocabulary Acquisition and Use L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Providence Public Schools, in collaboration with the D-13
American Literature, Quarter 1, Unit 2 The Puritan Tradition and The Crucible (16 days) Notes, Clarifications, and Prerequisites As part of the study of characterization in this unit, students should consider the relationships characters have with each other. The following writing standards are to be covered at least once per year and preferably once per quarter as technology access allows. W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Taught Curriculum Learning Objectives Students will be able to: Integrate and evaluate multiple sources of information about the historical, social, and cultural context of Puritan America. Cite textual evidence and draw conclusions about authors and characters motivations and conflicts. Analyze the impact of Miller s choices in the development of internal/external conflict of characters. Analyze the aesthetic impact of the structure and meaning of the play. Determine two or more themes that arise from close character analysis in The Crucible. Write an argument based on character analysis, conflict, and character motivation in The Crucible. Resources American Literature, Glencoe McGraw-Hill, 2009 Early America (pp. 5-7, 10-11) Big Idea 2: Life in the New World (pp. 14-15) View the Art (pp. 5, 55) Before You Read: Sinners in the Hands of an Angry God (pp. 95-96) Sinners in the Hands of an Angry God by Jonathan Edwards (pp. 97-102) The Crucible, by Arthur Miller (pp. 1026-1114) Scoring Guide/Rubric (p. 1115) Instructional Considerations Key Vocabulary conscience drama hysteria McCarthyism mob motivation Puritan stage directions tragedy witch hunt D-14 Providence Public Schools, in collaboration with the
The Puritan Tradition and The Crucible (16 days) American Literature, Quarter 1, Unit 2 Planning and Instructional Delivery Considerations This unit will focus on the beliefs of early American Puritans and how these connect to our culture, society, and history. The students will read, discuss, and write about the themes that connect an early American sermon and a play set during the Salem witch trials. They will study the genre of drama and the elements of tragedy in a contemporary text. The intended outcome is the creation of an argument that supports a claim and is measured with a rubric for argument writing on page 1115 in the Glencoe text. To provide students with necessary background information and model critical thinking opportunities that support direct, explicit instruction, use a variety of graphic organizers, activities, and textual supports from the Glencoe textbook. Use the differentiated instruction ideas to support all learners. These are listed in the Teacher Edition at the bottom of the odd-numbered pages. The following teaching strategies are grouped into a gradual release model that will provide students with a variety of learning experiences that align to and support the learning objectives. BEGINNING of the unit (2 days) Introduce the unit, Learning Objectives, and Essential Questions. Refer to the Early America unit launcher in the Glencoe text to provide an overall introduction to the Puritan era (pp. 4-7, 10-11). Review the timeline with students to establish the overview of the era (Glencoe, pp. 4-5). Use Reading Strategy 1 (Glencoe, p. 6) to help students read the timeline and relate key events to literature. Use Reading Strategy 2 (Glencoe, p. 7) to help students draw conclusions about American literature during the colonial period. Do Bellringer option (Glencoe, p. 4) to determine what students know about early Americans. Look at View the Art (Glencoe, p. 5) and lead a discussion with students in order to help them understand the wilderness and agricultural setting in early America. Refer to the Big Idea 2 section (Glencoe, pp. 14-15) and the View the Art section (Glencoe, pp. 55) to introduce historical content and context of Puritanism and early American literature. MIDDLE of the unit (12 days) Provide support to students as they read and discuss the following selections from the Glencoe textbook. To introduce Jonathan Edwards Sinners in the Hands of an Angry God, review the Before You Read section (Glencoe, pp. 95-96) to set purposes and connections to reading. Read the Meet Jonathan Edwards section and complete the accompanying Bellringer option to help students understand the power of persuasion. When reading Sinners in the Hands of an Angry God (Glencoe, pp. 97-102): Pay close attention to the Literary Element Strand throughout the text. Providence Public Schools, in collaboration with the D-15
American Literature, Quarter 1, Unit 2 The Puritan Tradition and The Crucible (16 days) Have students conduct a think-pair-share to aid in comprehension. Have students identify the images used and the message these would deliver to the audience. Before reading The Crucible, introduce the play and author using the Before Reading section (Glencoe, pp. 1026-1027). When reading The Crucible (Glencoe, pp. 1026-1114): Have students note the Literary Element Strand and Reading Strategy Strand throughout the text. Check for understanding of the terms and questions. Have students maintain a reader response journal during reading, where they write a paragraph on selected characters and cite evidence from notes in graphic organizers. Have students draft ideas about character and cite evidence in writing using MLA parenthetical citation. Have students complete the graphic organizers about character development and character interaction in the Glencoe Reading Strategy section (pp. 1027 and 1051) and the Partnering Activity (p. 1114) after reading the respective acts of the play. Review dramatic conventions and structure of the play. Conduct a close analysis of character dialogue, motivation, and internal and external conflict throughout the play. END of the unit (2 days) Have students use entries from the reader response journal and notes from their graphic organizers to develop a formal written argument based on character analysis. Formative Assessments Assessed Curriculum Provide feedback to students in response to the graphic organizers about character development and character interaction. Check the reader response journals (double-entry dialectical journal) every 1-2 days to monitor comprehension and ensure that students are keeping up with reading. Summative Assessment In response to literature, students will write an argument that supports a claim (thesis) based on the character analysis done during reading The Crucible. Students should use their graphic organizers and reader response journals to support their work. Choose one character. Make a claim. Include details and textual evidence from the play to support the claim, particularly dialogue, motivation, and internal and external conflict. Use the scoring guide/rubric on page 1115 in the Glencoe textbook. D-16 Providence Public Schools, in collaboration with the
The Puritan Tradition and The Crucible (16 days) American Literature, Quarter 1, Unit 2 Notes Providence Public Schools, in collaboration with the D-17
American Literature, Quarter 1, Unit 2 The Puritan Tradition and The Crucible (16 days) D-18 Providence Public Schools, in collaboration with the