Category Archives: ELA 11.04

(4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze the themes and characteristics in different periods of modern American drama.

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.

A.P. English III Lesson Plans for September 19 – 23, 2016

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M – Th: To extend a summer reading assignment, the students will view the play, Our Town, in preparation for writing a comparison paper over 20th-century Grover’s Corner, New Hampshire and 21st-century White Oak, Texas.

F: The students will be in the computer lab preparing a draft of their summer reading comparison paper.

A.P. English III Lesson Plans for August 22 – 26, 2016

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All Classes: For the first week of school, classroom procedures will be discussed briefly at the beginning of class. The remainder of the class period will focus on academics.

M: The students will be introduced to the reading survey (due Wednesday), SAT-based vocabulary (due Friday), and the study of analytical literary terms. Distribute English Department policy and A.P. contracts.

T: The students will take the first portion of the summer reading tests.

W: Reading Survey due at the beginning of class. The students will take the second portion of the summer reading tests.

Th: The students will be assigned the Postcard from Summer reading project.

F: SAT-based vocabulary exercise due at beginning of class. The students will be introduced  the study of rhetoric and the three rhetorical appeals.

 

AP English III Lesson Plans for April 11 – 15, 2016

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The Crucible

M: The students will complete the Act 1 Quiz and read pages 62 – 71.

T: The students will read pages 72 – 76 and discuss the irony of John repeating the Ten Commandments and Elizabeth and John’s responses to the existence of witch. Announce Character Test for Thursday.

W: The students will complete the Act II study guide  and the Act III Vocabulary Builder.

Th & F: The students will complete the Character Test. Read pages 77 – 91 and discuss Giles’ motivation for interrupting the court, the characterization of Danforth through the stage directions, and the continuing conflict between Putnam and Paris.

A.P. English III Lesson Plans for April 4 – 8, 2016

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The Crucible

M: The students will read pages 44 – 46. The students will complete the Act I study guide.

T: Notes and discussion on internal and external conflict.

W: The students will complete a test on the factors contributing to the Salem witch hysteria.

Th: Notes and discussion on the tragic hero and the existing conflicts in 1692 Salem. The students will read pages 47 – 59, focusing on the conflict within the Proctor’s marriage.

F: The students will read pages 60 – 76.