Author Archives: Deborah Walker

English III Lesson Plans for January 16 – 20, 2017

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The Crucible

M: School Holiday

T: The students will make predictions about: (a) Will Proctor convince Mary to overcome her fears and testify against Abigail? and (b) If he does convince her, how will the judges receive the testimony? Read pages 1187 – 1194 and discuss (1) what is Giles’s motivation for interrupting the court and (2) what is Parris’s motivation for discrediting Mary Warren?

W: The students will complete a quiz over the Act II vocabulary words.

Th: The students will complete a quiz over Act II.

F: The students will 1194 – 1203 and will evaluate the  argument concerning (a) that Parris claims that  “all innocent and Christian people are happy for the courts” and (b) the ways Danforth’s arguments are based on faulty premises.

A.P. English III Lesson Plans for January 16 – 20, 2017

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The Crucible

M: School Holiday

T: Distribute Act IV Vocabulary Builder; due Thursday, January 19, quiz Friday, January 20.  The students will write a one-page response to the question: Who bears the most guilt for the fate of those hanged in the Salem witch trials–the girls who accused innocent people or the judges who sentenced them to death? Support your answers with evidence from the text.

W: The students will complete a quiz over Act III. Read pages 1217 – 1220 and discuss the description of Salem in chaos could warn against anti-communist fear and suspicion in Arthur Miller’s time.

Th: The students will read pages 1220 – 1226 and discuss (1) how Parris’s description of Proctor suggests the qualities of a tragic hero and (2) Elizabeth’s reluctance to plead with John to confess to witchcraft and save himself.

F: The students will read pages 1227 – 1233 and discuss (1) how  Proctor’s refusal to incriminate others relates to the McCarthy hearings of the 1950s, (2) the ways Proctor’s statements reflect those of a tragic hero, and (3)  the insights expressed by Proctor.

A.P. English III Lesson Plans for January 9 – 13, 2017

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The Crucible

M: The students will select their character roles for Act III and will define the act’s vocabulary words at the bottom of pg. 1186. Vocabulary Builder exercise due Tuesday, Jan. 10. The students will read pages 1187 – 1193 and discuss Danforth’s statement on 1192 as a logical fallacy.

T: The students will read pages 1193 – 1201 identifying and discussing of examples of verbal irony.

W: The students will complete the Act II quiz. The students will read pages 1202 – 1205 and discuss what conflicts, both external and internal, that Danforth experiences in that scene.

Th & F: The students will read and discuss pages 1202 – 1213 and write a one-page response to the question: Imagine that Elizabeth Proctor had told the truth. In what way might the outcome of the trials have been different?

English III Lesson Plans for January 9 – 13, 2017

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The Crucible

M: The students will complete the Act I study guide in class and select their role for Act II.

T: External conflict. The students will read pages 1161 – 1165 and identify details that suggest tension in the relationship of John and Elizabeth Proctor.

W: Rising action. The students will read pages 1166 – 1170 and identify factors in the conflict developing between the Proctors and their community.

Th: The students will complete the Act I Quiz.  The students will complete the vocabulary terms for Act II.

F: Internal conflict The students will read pages 11 71 – 1176 and using the dramatic exposition, determine the internal conflict experienced by Rev. Hale.

A.P. English III Lesson Plans for January 2 – 6, 2017.

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The Crucible

M: Literary analysis (TEK 4) of Biblical allusions (TEK 7) in the play and Act II Vocabulary Builder (TEK 1) assignments, Wednesday. The students will read pages 1161 – 1165 and discuss (a) the details that suggest tension in the Proctors’ relationship and (b) the meaning of Elizabeth’s allusion to the parting of the Red Sea as it relates to Abigail’s new standing in the community.

T: The students will read pages 1165 – 1169 and discuss the conflict developing between the Proctors and their  community.

W: Literary analysis and Vocabulary Builder assignments due. The students will read pages 1169 – 1175 and discuss (a) the internal conflict that the stage directions suggest that Rev. Hale experiences, and (b) the meaning of Hale’s allusion to the Devil in relation to the accusations against Rebecca Nurse.

Th & F: The students will read pages 1175 – 1181 and discuss (a) how Proctor’s allusion to Pontius Pilate is an insult to Hale, and predict (a) how the poppet will affect Elizabeth’s future, (b) what will be the fate of those accused, and (c) how the charge of lechery  will impact Proctor and his family.

English III Lesson Plans for January 2 – 6, 2017

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The Crucible

M: The students will complete the Act 1 vocabulary for a quiz Thursday. Introduce and discuss literary analysis (TEK 4). Discuss making inferences and drawing conclusions while reading pages 1124 – 1134.

T: The students will read pages 1134 – 1140. Discussion of how the plot is propelled forward by the arrival of Goody Putnam and the conflict with the villagers that Parris is trying to avoid.

W: The students will read pages 1140 – 1149. Discuss (a) how combination of stage direction and dialogue reveals Mrs. Putnam’s eagerness to seen signs of witchcraft and (b) how Parris intensifies his conflict with Proctor.

Th: Act I vocabulary quiz( TEK 1). The students will read pages 1149 – 1151. Discuss (a) students’ impression of Rev. Hale based on the dramatic exposition, stage directions, and dialogue, and (b) the details in the dramatic exposition that explain Giles’ Corey’s remarks about his wife, Martha.

F: The students will read pages 1152 – 1157 and discuss how Tituba’s confirmation of Parris’s and Hale’s suspicions adds to the play’s rising action.

 

A.P. English III Lesson Plans for November 14 – 18, 2016

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M: The students will be introduced to the dramatic form, tragedy, and the characteristics of the tragic hero. Notes and discussion.

T: The students will complete the character guide of The Crucible.  Notes and discussion.

W: The students will read the Arthur Miller biographical sketch on pgs.1118 -1119 and Contemporary Commentary on pgs. 1120 – 1121. Assignment: Complete Thinking About the Commentary on pg. 1121. Assign roles for Act I.

Th: The students will complete a quiz over the Witch Hunt! notes. They will complete the Act I vocabulary for The Crucible and read pages 1124 – 1125. Introduce Act I.

F: The students will read pgs. 1126 – 1131.

English III Lesson Plans for November 14 – 18, 2016

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M: The students will complete a review for the A Nation is Born unit test.

T: The students will be introduced to rhetoric and Aristotle’s Rhetorical Triangle. Notes and Discussion.

W: The students will be introduced to the three rhetorical appeals. Notes and discussion.

Th: The students will complete the A Nation is Born test.

F: The students will view Lesson Four of the QUACK! SAT-based vocabulary video and complete its 40-question exercise.

English III Lesson Plans for November 7 – 11, 2016

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The Epistle / Personal Letters

M & T: Letter to Her Daughter from the New White House – The students will write, proofread, and print a letter to a friend describing their rooms.

Aphorisms

W: The students will take notes on and discuss aphorisms.

Th: The students will read Poor Richard’s Almanack. They  will paraphrase selected aphorisms and write an original one.

F: The students will review for a major test over the unit A Nation is Born: American Literature  from 1750 to 1800.

A.P. English III Lesson Plans for November 7 – 11, 2016

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M: The Crucible – To introduce them to the causes and impact of the Salem Witch Trials, the students will view a Biography Channel documentary on the hysteria that swept Salem, Massachusetts the winter of 1692. Announce test for Thursday, Nov. 10 over the factors influencing that hysteria (notes and discussion from Thursday, Nov. 3).

T: Witch Hunt! Notes and discussion of McCarthyism and its influence on Arthur Miller, playwright of The Crucible.

W: The students will view a History Channel documentary and answer questions about Senator Joseph McCarthy and the House UnAmerican Activities Committee.

Th: The students will complete a test over the factors influencing the Salem witch hysteria.

F: Notes, discussion, and research assignment over Native American and Anglo influences in American English.