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    Gulfport High School Lesson Plans 

    Nicole Vonder Bruegge

    Week’s Focus: Informational Text Analysis, Background on McCarthyism and Salem Witch Trials, Read Acts I and II of The Crucible.

    Unit Focus: Character development and motivation; using story elements to create suspense.

    Subject and Level: Honors English II 

    Time Frame: October 18-22, 2021



    Lesson Essential Questions 

    1. How does fear universally motivate humans? 

    2. What is a person’s responsibility to his/her fellow man? 

    3. What is a person’s responsibility to him/herself? 

    4. What elements can an author use to structure a text in order to create mystery, tension, or suspense? 5. What elements does an author use to refine points he is developing? 

    6. How does an author use rhetoric to advance his point or purpose? 

    7. How is valid reasoning supported and refined? 

    8. How do complex characters develop over the course of a text?

    Standards and Objectives: 

    Benchmark 2 

    RL. 10.5- Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 

    RL. 10.6- Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. 

    RI. 10.5- Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). 

    RI. 10.6- Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. 

    RI. 10.8 -Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 

    L.10.6- 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. 

    Associated Standards: 

    RL. 10.3-Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

    INSTRUCTIONAL PROCEDURES/RESOURCES



    Monday, Oct 18, 2021 

    Bell-ringer: ACT English Passage, 9 minutes- graded. 

    Anticipatory Set: Meet Arthur Miller- Video 

    Interviewhttps://www.youtube.com/watch?v=0PFoZHGhDNI 

    Procedures: 

    ▪ 3:18-5:07 https://www.youtube.com/watch?v=phuRgCHVApQ 

    ▪ TSW read “Why I Wrote The Crucible,” paragraphs 1-4, by Arthur Miller. 

    ▪ TSW answer questions 1-5 about the reading. Turn in packet. 

    ▪ TSW read character descriptions (page 4) and sign up for Act I roles. 

    ▪ Homework- due Wednesday- TED Talk Organizer for “What Can Fear Teach Us” ● TSW watch the TED Talk and complete the graphic organizer. 

    ● TSW watch the McCarthyism videos loaded to Classroom. We will discuss this 

    material in class; students should take notes to use during the discussion. 

    Closure: Exit Parking Lot- What is the tone of paragraphs 1-4 of “Why I Wrote The Crucible”? ● Assessment: Formative- ACT English passage, exit tickets.

    Tuesday, Oct 19, 2021- Vonder Bruegge has sub. for blocks 3 and 4. 

    Bell-ringer: Students who were absent Monday will make up ACT passage. Pick up Crucible packet. 

    Anticipatory Set:TSW read paragraphs 4-5 of “Why I Wrote The Crucible.” Answer questions 6-10 . Turn in packet. 

    Procedures: 

    ▪ TSW complete National Geographic Virtual Witch Hunt 

    ● TSW read Introduction 

    ● TSW read Prologue 

    ● TSW Experience the Trials 

    ● TSW answer reflection on Google Forms. 

    ● TSW watch loaded videos and review TED Talk in preparation for tomorrow’s 

    quiz. 

    Closure: Exit Ticket- Ask any questions you have about today’s assignments. 

    Assessment: Formative- standards-based questions, reflection, and exit tickets.

    Wednesday, Oct 20, 2021 

    Bell-ringer: Pick up Crucible packet. Groups will reach a consensus on answers for Monday’s ACT passage. Turn in Gradecam sheet. 

    Anticipatory Set: TSW read paragraphs 5-7 of “Why I Wrote The Crucible.” Answer questions 11-15. Turn in packet. 

    Procedures: 

    ▪ TSW answer questions for “What Can Fear Teach Us” for a quiz grade. 

    ▪ TCW listen to a recording of the sermon “Sinners in the Hands of An Angry God” by Jonathan Edwards. 

    ▪ With their groups, TSW answer questions about use of rhetoric in the sermon. 

    ▪ TSW choose an image from the sermon to draw and color. 

    Assessment: Formative- standards-based questions, drawings, consensus answers. ● Closure: TSW hang their drawings.



    Thursday, Oct 21, 2021 

    Bell-ringer: TSW read paragraphs 7-9 of “Why I Wrote The Crucible.” Answer questions 16-20. Turn in packet. 

    Anticipatory Set: Groups will choose one precise tone word for the sermon, and write a thematic statement based on the reading. 

    Procedures: 

    ▪ In groups, TSW complete a time line of events from the Salem Witch Trials through the McCarthy trials. The group who finishes correctly first wins a bonus restroom 

    pass. 

    ▪ TTW lead students through guided annotation of Act I of The Crucible as they listen to a recording of the play. 

    ▪ TTW stop recording as necessary to explain Act I. 

    Assessment:Formative- Standards-based questions 

    Closure: Student summary of what they have read.

    Friday, Oct 22, 2021 

    Bell-ringer: TCW review correct answers for ACT English passage. 

    Anticipatory Set: TSW read paragraphs 10-13 of “Why I Wrote The Crucible.” Answer questions 21-25. Turn in packet. 

    Procedures: 

    ▪ TTW lead students through guided annotation of Act I of The Crucible as they listen to a recording of the play. 

    ▪ TTW stop recording as necessary to explain Act I. 

    Assessment: Formative- student questions, standards-based questions. 

    Closure: Positive Post-it Notes- One thing you learned this week.



Google Classroom Codes

  •  

    Block 1- vrvgnq2

    Block 2- 3kcb43g
     
    Block 3- 6b4ewr6
     
    Block 4- 42pi6lg
     
     
     
     
  • 1.5-inch binder for ACT materials and handouts. Students may use a section in a larger binder shared with other classes.

    1 composition notebook (not spiral-bound)

    pens and pencils

    1 pack Post-it Notes

    Loose-leaf paper

    1 box of tissue (bring at any time of the year)

    1 bottle hand sanitizer OR 1 bottle of sanitizing wipes OR 1 roll of paper towels (bring at any time of the year)