Wednesday, November 26, 2008

MORE Companion Texts for A Streetcar Named Desire

Hello, Again-- 
Here are more suggestions for companion texts, based on books students read last year in my class.  I cannot vouch for these books, because I have not read all of them.  However, they may provide a starting point for you if you are kind of "lost". 
:)

The First Part Last (Angela Johnson)
Cut (Patricia McCormick)
Shattering Glass (Gail Giles)
Tears of a Tiger (Sharon M. Draper)
You Don't Know Me (David Klass)
The Rules of Survival (Nancy Werlin)
Thirteen Reasons Why (Jay Asher)
Dicey's Song (Cynthia Voigt)
The Color Purple (Alice Walker)

Good luck!
Ms. Smith

Companion Texts for A Streetcar Named Desire

For those students who are having trouble finding a companion text for A Streetcar Named Desire, here are a few more suggestions for you:
1) Try the New York Public Library website.  www.nypl.org
2) Look up the suggested books on Amazon.com.  When you look up a book, Amazon's marketing gnomes will direct you to books with similar themes or intended audience.  You can make a list of these books, then go to your local library and check them out.  Remember: you DO NOT have to buy the book. Save your money and buy your mother a nice holiday gift! :)
3) There are a limited number of copies of the book Speak, by Laurie Halse Anderson, that I *may* be able to borrow from the English book room on your behalf.  This is a first-come, first-served offer.  Email me at jsmith36@schools.nyc.gov and I will give them out until we exhaust our supply of copies. 
4) Go ask Ms. O'Hara, the HSES Librarian, for help. Librarians, like, LIVE for this kind of thing. They LOVE books. They love helping teenagers find books.  She knows about this project and will help you out!
REMEMBER! 
***If you forgot your companion text on Wed. Nov. 26th, you can still bring it to class on Monday, Dec. 1st and receive 75 points! This is waaaaay better than getting a zero, yeah?! 
Now, go read already!
Happy Thanksgiving!
Ms. Smith

Tuesday, November 25, 2008

Regents Prep #5B (Period 7 *ONLY*)

Hello,
This assignment only pertains to my 7th period class:
If you are going to be absent on Nov. 26th (the day before Thanksgiving) here is a link to the Regents Prep Assignment. It is page 5-12 of the pdf. Make sure you complete it (essay AND multiple choice) and bring it to class on Monday, Dec. 1st. After that it will be considered late.
Happy Thanksgiving!
Ms. Smith

LINK: http://www.nysedregents.org/testing/engre/eng-808/re-eng-1-808.pdf


Happy Thanksgiving!

REVISED HW Email- Nov. 24-26th

Dear Students,
Due to my absence on Thursday Nov. 20 and Friday, Nov. 21 there are a few changes to class instruction; however, all homework from Nov. 20-25th remains the same. Refer to your HW calendar to stay on top of your assignments. However, you *now* have a Regents Prep Assignment over Thanksgiving Break! :)

Lesson Plan, Monday, Nov. 24th
AIM: Why is it important to understand how the regents exams are grades?

Do Now: Review the rubric for Regents Task 3.

Class Activities: Trade-n-grade

Step 1: Read your partner’s essay
Step 2: Score the essay according to the rubric. Circle the score in each category on the rubric page.
Step 3: Use the Regents Prep Peer Edit sheet to write a brief, 1-2 sentence explanation for why you gave the partner that score. You must write complete sentences.
Step 4: Make sure your name is on the peer edit sheet. Staple it to the essay and rubric, and turn it in.

HW: Read scene 4 from Streetcar, and complete Vocabulary #2.

Class Lesson Plan: Tuesday, Nov. 24 (Combined with Friday, Nov. 21st)
Note: we will cover discussion topics for both Nov. 21 and Nov. 24th in class on Nov. 25th.

PART 1
AIMHow can we compare and contrast Stanley and Blanche?

Do Now1) Homework on desk for notebook check.
2) Choose either Stanley or Blanche, and find at least two statements they make in the text that kind of “sum up” their personalities. (Note: you can use information from the stage directions, too!)

Share out “Do Now”

Class Work & Discussion
Ask a student to summarize last night’s reading.
Review questions 7-10 as a class.
Read aloud the description of Stanley on p. 29. What does this tell us about him?
Read aloud pages 37-44; ask students to take notes on the dynamics, conflict, and similarities between Blanche and Stanley.

Group WorkBreak students in to groups to answer the AIM.

PART 2:
AIM: To whom do you owe the most loyalty: your friends, your family, or your spouse?
Do Now Turn to scene three in your book. We need actors!
Class Work & Discussion1) Read aloud/view on DVD scene three from Streetcar.
2) Ask students to read aloud/view the scene.
3) Shared inquiry discussion—review rules of “Shared Inquiry”.
4) Students quickwrite an answer for the AIM.
5) Give students 5 minutes to find an example from the text that proves their response to the AIM.
6) Shared inquiry discussion in class. Prompt students with additional questions-- Did Stella do the right thing by returning to Stanley? Was Stanley’s outburst justified? Is Blanche overstepping bounds as a guest in the house? What would you do if you were Blanche? What do you think of this Mitch guy?

HomeworkRead scene 4. Vocabulary #2. As a reminder—the marking period ends Wednesday, Nov. 26. If you owe me work from this marking period or the last one, turn it in. I will not be giving extra credit—just do the work. Remember! Choose a Companion text for Streetcar by Wed, Nov. 26th and bring it to class for 50 points.

************************

Lesson Plan: Wednesday, Nov. 26th

AIM How can we describe the relationship between Stella and Stanley?

Do Now 1) Homework on desk for notebook check.

Do Next: 1) Turn to scene four in your book. We need actors!
Class Work & Discussion1) Read aloud/view DVD scene four from Streetcar.
2) Ask students to read aloud/view the scene (p. 62-73).
3) Briefly review questions 15-17 in class.
3) Students quickwrite an answer for the AIM.
5) Give students 5 minutes to find an example from the text that proves their response to the AIM.
6) Shared inquiry discussion in class—10-15 minutes to debate.

Reflection: Review Regents Prep #6 (LaCrosse)
HW:
1) Regents Prep #6, Task 2, Reading and Writing for Understanding. Due Monday, 12/1/ 08.
2) Begin reading your companion text over break!
3) Have a great Thanksgiving!

Monday, November 17, 2008

HW Nov 18-21

Lesson Plan—Tuesday, Nov. 18th

AIM: What is A Streetcar Named Desire and where am I taking it?

Do Now:
1) Homework in the basket on my desk.
2) Pick up a copy of the “Study Packet” for Streetcar.
3) Class meeting re: A Streetcar Named Desire.
In order to make connections between the play and their own lives, students will analyze additional texts.
Completing many small assignments will help students contextualize the material.

Share Out: Ask students to write down any questions they have about the unit, collect them and review them. Answer questions at the end of class.

Class Discussion and Activities:
1) Break students into groups and give them 10 minutes to discuss the “Anticipation Guide”. They must come to consensus on their question and report back to class.
2) In groups, students read and analyze Elizabeth Barret Browning’s poem “How do I Love Thee? Let me count the ways…” and assign the other half of students to read “Behind the Wall” by Tracy Chapman.
3) As a class, regroup to discuss the poems.

IF TIME ALLOWS:
Have students brainstorm the concept of social realism. Ask the students the following questions:
a) What is ‘social realism’? Break down the two words. What does each word mean separately and then together?
b) Ask the students how Chapman’s song is a form of social realism.
c) Ask students what issues face teenagers today? What are teenager’s problems? Brainstorm issues on the blackboard. Ask them where they have seen these issues in literature.

Reflection: Answer the AIM

HW: Vocab 1, Read Scene 1 from Streetcar. Complete questions 1-6. Remember! Choose a Companion text for Streetcar by Friday, Nov. 26th and bring it to class for 50 points.
Lesson Plan: Wednesday, Nov. 19th

AIMWho are these people and what are they doing in New Orleans in a run-down flat?
Do Now1) Homework on desk for notebook check.
2) Make a list of all the characters in Scene 1.

Class Work & Discussion
Discuss last night’s reading.
Watch the video of Streetcar.
Ask if students had trouble understanding what was going on in the scene. If so, review questions 1-6 in class after read-aloud.
Ask students to list the characters in the scene.
Read aloud pages 18-27; ask students to describe the relationship between Stella and Blanche.

Group WorkBreak students in to groups to explain who each character is/what their motivation is. Ask them to make predictions about possible conflicts between these characters based on what they have read so far.
Share Out Students share out group work.

HomeworkRead Scene 2 of Streetcar and complete reading comprehension questions 7-10. Please return your copy of The Crucible if you have not done so already. Remember! Choose a Companion text for Streetcar by Friday, Nov. 26th and bring it to class for 50 points.




Lesson Plan: Thursday, Nov. 20th
MIDTERM EXAM

SWBAT:
By taking a regents’ exam, SWBAT demonstrate level of proficiency for regents task.

AIMWhy is it important to assess our knowledge?
Do NowClear your desk except for a pen and 1 page paper.
Class Work & DiscussionPass out exams, review directions.

HW: Read Scene 3 from A Streetcar Named DesireLesson Plan: Friday, Nov. 21st.

AIMHow can we compare and contrast Stanley and Blanche?

Do Now1) Homework on desk for notebook check.
2) Choose either Stanley or Blanche, and find at least two statements they make in the text that kind of “sum up” their personalities. (Note: you can use information from the stage directions, too!)

Share out “Do Now”

Class Work & Discussion
Ask a student to summarize last night’s reading.
Review questions 7-10 as a class.
Read aloud the description of Stanley on p. 29. What does this tell us about him?
Read aloud pages 37-44; ask students to take notes on the dynamics, conflict, and similarities between Blanche and Stanley.

Group WorkBreak students in to groups to answer the AIM.
Share Out Students share out group work.
HomeworkNone! Enjoy your weekend. Remember to pick out your companion text for A Streetcar Named Desire. Bring it to class by Nov. 26 for 50 points extra credit!

Purchase a copy of A STREETCAR NAMED DESIRE (by Tennessee Williams)

If you need EXTRA CREDIT here's a great way to help yourself and help HSES as well.
We are running just a little short of copies of the next class text, a play by Tennessee Williams called A STREETCAR NAMED DESIRE.
If you buy a copy of it, I will give you 100 points extra credit!
You need to bring it to class by Nov. 18th -- we start reading the play tomorrow! :)
I want to emphasize this is OPTIONAL extra credit-- not mandatory.
Thanks!
Ms. Smith

Homework Nov. 5-17

Lesson Plan: Monday, Nov. 3rd

AIMHow do I determine the relevance of evidence from THE CRUCIBLE to prove my thesis?
Do Now1) Sign up to see me today if you are struggling with your interpretation of the critical lens.
2) See me if you were absent Friday!
3) Brainstorm a list of three to five examples from the texts that you could use to prove your interpretation and stance of the critical lens is correct.
Class Discussion
1) Briefly review the rubric for this assignment.

2) Discuss how to weigh and choose text evidence, share strategies with the class.
The first example is not necessarily the best example.
Avoid self-contradiction.
Avoiding redundancy.
Address all aspects of the interpretation.
Validating your stance.
Testing your evidence for weakness (i.e.—think like the prosecutor, not the defendant).
Counterargument

Group Work Instructions:1) Get in groups according to your paper topic.
2) Share the ideas you brainstormed during the “Do Now”.
3) Use the criteria we discussed in class to weigh your evidence, and discuss what you plan to write with your group.
4) By the end of class, you must have two examples from each text that you can explain and which your group members agree support both your interpretation and your stance.
Student-Teacher Conferences:
During group work I will meet with you individually.
*Remember, if you need extra help I am in the writing center period 5.

Notebook Check:
Five minutes before the end of class I will check your notebooks for group work item #4.
Share Out Quickwrite: Answer the aim.

HomeworkTonight at home, use the examples you found to draft two MORE “body” or “evidence” paragraphs. Bring them to class Monday as your preliminary rough draft.

NOTE: Essay “Early Submission” Deadline is Nov. 14th. If you turn your essay in early, you get 10 points added to your final grade. ALL essays due in class on Tuesday, Nov. 18th.


Tuesday, Nov. 5th; Wednesday, Nov. 6th, Thursday, Nov. 7th: Periodic Assessment

Lesson Plan: Monday, November 10.

AIM: How do I determine if I have the right evidence from “Half-Hanged Mary” to prove my thesis?
Do NowClass meeting:
1) Sign up students for 1:1 conferences with teacher
2) See me if you were absent last week.
3) General questions about the paper. (Survey students about where they are in the writing process).
4) Review class reminders.

Class Discussion
1) Ask a student to review how to weigh and choose text evidence, share strategies with the class.
2) Add these components to discussion:
The first example is not necessarily the best example.
Avoid self-contradiction.
Avoiding redundancy.
Address all aspects of the interpretation.
Validating your stance.
Testing your evidence for weakness (i.e.—think like the prosecutor, not the defendant).
Counterargument
The quagmire of “sort of”,“kind of”, “could be”, “maybe” and “both”

Independent Writing Instructions:1) Do not interrupt student conferences for *ANY* reason.
2) Work independently to write your body paragraphs.
3) Use this time well! If you have a question, ask me between conferences or sign up for a conference time today.
Reflection: Swap papers with a partner and do a 5 minute peer edit/conference.

Homework: Finish your draft of at least three “evidence” paragraphs. Bring them to class tomorrow as your preliminary rough draft along with your completely rewritten introduction paragraph. This is a QUIZ GRADE NOTEBOOK CHECK WORTH 40 POINTS.
Helpful hint: Begin typing now! It makes revisions easier, and you will not be “burning the midnight oil” when your essay is due next week.
NOTE: Essay “Early Submission” Deadline is Nov. 14th. If you turn your essay in early, you get 10 points added to your final grade. ALL essays due in class on Tuesday, Nov. 18th.

Lesson Plan: Wednesday, Nov. 12th

AIMWhat are my strengths as a writer, and in what areas do I need improvement?
Do Now1) Homework on desk for notebook check. I am checking for an introduction and three evidence paragraphs. This is a 40 point quiz grade!!!!!

During Notebook Check:
Review the work you have done so far on your essay. Brainstorm a list of questions you have about the essay, and prepare to share with the class.
Do Next:
Class meeting—discuss students’ questions.
Class Work & DiscussionAfter class meeting, students have several options:
1) Work independently on their papers.
2) Conference with a partner about a specific writing problem
3) Meet with the teacher about their papers. ReflectionAnswer the aim.
HomeworkTonight at home, continue working on your papers. We will work on your conclusion paragraphs tomorrow, but you may begin writing it if you wish.





LESSON PLAN: Thursday, Nov. 13
AIM
What are the steps I need to take to write a strong conclusion paragraph?
Do Now
· If you were absent yesterday, see me during Independent Writing time You missed a QUIZ GRADE!!!!
· Ask if anyone in class has not yet had a student-teacher conference.
· Class Meeting — Review the “Writing a Conclusion” Checklist
· Ask students to share tips for writing a great conclusion paragraph.
Class Work & Discussion:
Model steps for writing an “Conclusion” using overhead projector.
Writer’s Workshop
§ 15 minutes to draft your conclusion paragraph. (Complete Notebook check for absent students during independent writing time)
Peer Edit/ Student-Teacher Conferences
§ Students work in pairs to complete conclusion checklist.
§ Conference with students who need help.
SHARE & REFLECTION
If time allows, ask students to share 1-2 conclusion paragraphs for the class.
HOMEWORK
Complete a full second draft of your paper at home. If you write it by hand, skip a line and leave a 1-inch margin around the paper for tomorrow’s peer edit. If you typed your paper, double space. Hang in there—you’re almost finished! J




LESSON PLAN: Friday, Nov. 14
AIM
How does my work measure up to the Regents’ rubric for this essay?
Do Now
§ Class meeting—sign up for teacher conference, deadlines, make-up work, etc.
§ Discuss 100 point grading system with students: 40 points base grade for turning in complete paper; additional 60 points based on rubric scale times ten. Papers below 80 will be required to complete a rewrite. If you score over 100, additional points will be scored as extra credit.

Class Work: Using the Rubric/Student-Teacher Conferences
§ Take out your first draft and sit with a partner you have not worked with yet.
§ Trade papers and give your partner a grade based on the Regents’ rubric.
§ Keep your voices low.
§ Sign up to see me if we have not yet had a conference.

REFLECTION
What do you need to do to earn a “6” according to the rubric?

HOMEWORK
Keep working on your papers. If you are turning your paper in tomorrow, remember to bring your independent reading book tomorrow.



LESSON PLAN: Monday, Nov. 17
AIM
How can I use today’s class time productively?
Do Now
§ Class meeting: Today you have five options:
1. Peer tutoring (*Only* if you turned paper in today).
2. Independent Writing – Continue working on essay.
3. Independent Reading – Read silently and complete a journal entry of your choice.
4. Teacher conference
5. Peer edit – Continue working with your partner on your paper.


HOMEWORK
Ok, folks. The big day is Monday—all essays due in class.
Good luck tonight!

Friday, November 7, 2008

Helpful Links

Links

The Literature Networkhttp://www.online-literature.com/


New York Public Libraryhttp://www.nypl.org/


HSES Websitehttp://envirostudies.org/index2.html


UFT Homework Helphttp://www.uft.org/parent/dial-a-teacher/homework_help/


HOMEWORK HELPhomeworkspot.com


Homework Help!chatterbeeshomework.com

Class Supplies for 11th Grade ELA

Supply List
UPDATED 9/03/2008
Dear Students, Parents, and Families:
We will begin reading THE CRUCIBLE by Arthur Miller, within the next
week. I strongly recommend that you purchase a copy of this book,
and if you do, I will give you 100 extra credit points. This play
is an American Classic, and this copy of the text will come in handy
when you (or your child) prepares for the Regents' Examination; it
is also routinely taught in many Literature Courses in colleges.
When you buy your book, keep a few things in mind:
- Used copies are acceptable! This book is used so often, I have
even seen it at the Salvation Army. You can easily get used copies at
Amazon.com, Barnes & Noble, etc. It's a form of recycling, and I'm
all for it!
- The edition you purchase does not matter.
-New copies range in price from $4.95 - $14.95. Buy whatever you
like.
NOTE: If you borrow this book from the library, you will not receive
extra credit. You need the book for about four weeks; the point in
buying your own book is so you can take notes in the text.
Obviously,you cannot do this to a library book!
Ms. Smith
1

3 Ring Binder, at least 1.5"
3-5

200-count loose leaf paper. (You will use a lot of this! Stock up while it is on sale.
12

Blue or black ink pens
1-2

200-pk. 3"x5" index cards (lined or blank, your choice)
3-4

*Highlighters
1

*Flashdrive (USB port)


*These items are "wish list". Helpful but not required.

Class Mission Statement: 11th Grade English

Mission For The ClassMs. Smith’s 11th Grade English Class
“The American Experience”
Understanding by Design: Curriculum Plan for 2008-2009
Students will explore these essential Questions….
• What is an American?
• What is “The American Dream” and how does American literature reflect our
society’s quest for that dream?
• How does literature reflect American society’s ongoing struggle to live up
to the ideals of democracy?
• What are the advantages and disadvantages of living in a “melting pot”
society?
• How is American Literature both unique and diverse?
•What is my role as an individual in a literate democracy?
Course Goals
Students will be able to…
• Identify the genres of writing: drama, novel, short story, poem, non-
fiction.
• Analyze literature in terms of plot, setting, theme, characterization,
protagonist, and antagonist.
• Critically analyze literature using interpretive/essential questions within
the Junior Great Books framework.
• Understand the ideas and process of writing expository, analytical, and
argumentative essays.
• Proofread, evaluate, and revise their own writing with improved skills in
the areas of content and form.
• Identify and practice academically appropriate sentence construction,
subject and predicate, phrases and clauses, mechanics and usage.
•Demonstrate an understanding of the conventions of citing primary and
secondary sources.
•Pursue an ongoing Independent Reading project in American Literature.
• Successfully demonstrate mastery of all four components of writing for the
New York State Regents Examination.

Homework Sept. 5-Oct. 27, 2008

Homework
Updated Oct. 27, 2008
Monday, Oct. 27th
AIM: How does Atwood use literary devices in “Half-Hanged Mary”
Do Now: Reread “HHM” and identify as many examples of literary devices as
you can.
Share out “Do Now”
Class Work and Discussion:
Quick review of literary terms.
Break students into pairs.
Group Work directions
Construct well-written paragraph by taking the following steps:
1. Pick your favorite line/s from the poem (4-line maximum). Copy it down
in your notebook.
2. Describe what you like about your passage. (1-2 sentences)
3. Identify the literary device Atwood uses in your passage. (1 sentence)
4. Explain in a paragraph why this technique is effective. (3-4 sentences)
5. Describe how you might use this technique in your own writing.
HW: Rewrite your poem at home tonight, integrating a literary device of
your own creation to enhance the meaning of your poem. Due tomorrow!

Tuesday, Oct. 28th
AIM
What themes do The Crucible and “Half-Hanged Mary” have in common?
Do Now
HW on desk for notebook check.
Class Work & Discussion
• Read aloud “Half-Hanged Mary”.
• Discuss allegory with students—A form of art which sustains both
simultaneously both literal and abstract levels of meaning. Remind
students that The Crucible is an allegory for the HUAC Communist Scare in
the 1950’s; what might “Half-Hanged Mary” be an allegory for?
• As a class, create a Venn Diagram comparing and contrasting “Half-
Hanged Mary” and The Crucible.
Student Instructions
Assign a literary term to each group and have each group look for examples
of the following: imagery, foreshadowing, irony, tone.
Share
Groups share out with class.
Homework
Select a theme from the two texts, and answer the AIM in a well-written
paragraph. Be prepared to share out in class tomorrow.
LESSON PLAN: Wed. Oct. 29
AIM
What do I need to do to begin writing my essay on The Crucible and “Half
Hanged Mary”?
Do Now
Silently review page 5 of your assignment packet for The Crucible and “Half
Hanged Mary. Make a list of at least three questions you have about the
upcoming assignment.
Class Meeting
 Review the guidelines for the essay.
 Answer students’ questions from “Do Now”
 Review the “critical lens” options.
Group Work
Break students into small groups to discuss and select critical lens
quotation to use for essay. (See directions on worksheet).
Share & Reflection
Answer the AIM
Homework
Tonight at home, write a paragraph interpreting your critical lens. Prepare
to share with your group tomorrow.
Remember:
• Provide a valid interpretation of the quote that clearly establishes how
you analyzed it.
• Indicate whether you agree or disagree with the quote as you interpret
it.
NOTE: Essay “Early Submission” Deadline is Nov. 14th. If you turn your
essay in early, you get 10 points added to your final grade. ALL essays due
in class on Tuesday, Nov. 18th.

LESSON PLAN: Thursday, Oct. 30th
AIM
How do I determine if my interpretation of the quotation is valid and
connect it to the texts?
Do Now
1) Homework on desk for notebook check.
2) If you were absent yesterday, see me.
3) Brainstorm a list of questions you have about your upcoming essay.
Class Meeting
 Review student questions from “Do Now”
 Ask students to brainstorm ways to test validity of interpretation
of quote.
 Instruct students to get into groups based on the quotation they
chose.
 I will conference with each group during group work.
Group Work
1) Trade papers in “round robin” and read each other’s interpretation of the
quotation.
2) Check interpretations for validity – help each other find a valid
interpretation of the quotation—remember, not all your interpretations may
be the same, but they must be accurate.
3) As a group, spend the last five minutes of group time brainstorming
connections between your INDIVIDUAL interpretation and the texts.
Share / Reflection
What was the most helpful part of today’s lesson? What did not work? How
well is your group functioning? What do you need individual help with over
the next few days?
Homework
Tonight at home, rewrite your interpretation of the quotation as the
introduction to your paper. Bring your rewritten paragraph to class
tomorrow.
Helpful hint: Begin typing now! It makes revisions easier, and you will not
be “burning the midnight oil” when your essay is due next week.
Another Helpful Hint: I am in the writing center 5th period. Come and see
me for extra help!!!
NOTE: Essay “Early Submission” Deadline is Nov. 14th. If you turn your
essay in early, you get 10 points added to your final grade. ALL essays due
in class on Tuesday, Nov. 18th.

Lesson Plan: Friday, Oct. 31st.
AIM
How do I determine the relevance of evidence from THE CRUCIBLE to prove my
thesis?
Do Now
1) Sign up to see me today if you are struggling with your interpretation of
the critical lens.
2) See me if you were absent Friday!
3) Brainstorm a list of three to five examples from the texts that you could
use to prove your interpretation and stance of the critical lens is correct.
Class Discussion
1) Briefly review the rubric for this assignment.
2) Discuss how to weigh and choose text evidence, share strategies with the
class.
• The first example is not necessarily the best example.
• Avoid self-contradiction.
• Avoiding redundancy.
• Address all aspects of the interpretation.
• Validating your stance.
• Testing your evidence for weakness (i.e.—think like the prosecutor,
not the defendant).
• Counterargument
Group Work Instructions:
1) Get in groups according to your paper topic.
2) Share the ideas you brainstormed during the “Do Now”.
3) Use the criteria we discussed in class to weigh your evidence, and
discuss what you plan to write with your group.
4) By the end of class, you must have two examples from each text that you
can explain and which your group members agree support both your
interpretation and your stance.
Student-Teacher Conferences:
During group work I will meet with you individually.
*Remember, if you need extra help I am in the writing center period 5.
Notebook Check:
Five minutes before the end of class I will check your notebooks for group
work item #4.
Share Out
Quickwrite: Answer the aim.
Homework
Tonight at home, use the examples you found to draft two “body”
or “evidence” paragraphs. Bring them to class Monday as your preliminary
rough draft.
NOTE: Essay “Early Submission” Deadline is Nov. 14th. If you turn your
essay in early, you get 10 points added to your final grade. ALL essays due
in class on Tuesday, Nov. 18th.
Updated Oct. 23, 2008
REVISED HW FOR OCT. 20-24th!
AIM: What goals can I set for my writing by reviewing model texts for
Regents task 2?
Do now: Class meeting
Class Activities:
Class breaks into groups to review the rubric for Regents Prep #3 (Teen
Curfew essay). In groups,
then review the model essays for Task 2, Reading and Writing for Information
and Understanding.
Next, trade papers with someone in your group and fill out the Peer Edit
worksheet. Return to me by
the end of class: Peer Edit Worksheet, Regents Prep #3 Outline, Essay, and
Multiple Choice.
Alternative Assignment: Students who did not complete this assignment were
provided with
independent work time during the entire period to get caught up.
HW: Reading # 10 and Vocab #4.
SUBSTITUTE LESSON PLAN: Tuesday, Oct. 21:
AIM : What is irony and where does Miller use it in The Crucible?
1. Do Now
Describe a time you thought you were making the right decision, but it
resulted in tragic (or
unintended consequences).
2. Pair and Share Students should turn to someone sitting near them, and
trade papers.
3. Homework Review: Ask a student to lead the review the homework, Reading
Questions 33-37.
(Note: My students are familiar with this process. Remind them to provide
text evidence to prove
their answer is correct and to ask if anyone has anything to add, or has
another answer that provides
additional perspective on the text).
4. Copy the definition of IRONY.
IRONY :
(1) incongruity between the actual result of a sequence of events and the
normal or expected result
(2) : an event or result marked by such incongruity
b : incongruity between a situation developed in a drama and the
accompanying words or actions that is understood by the audience but not by
the characters in the play -- called also dramatic irony, tragic irony
4. Reflection: Explain in a well-written paragraph why Elizabeth Proctor’s
lie at the end of Act 3 is
IRONIC.
*** IF TIME ALLOWS***
If the class is well behaved and respectful and on-task and all the work is
completed, students can
watch more of the film THE CRUCIBLE. The VCR will need to be queued up for
each class, but kids
know where the movie “left off” for their class section.
5. FIVE MINUTES BEFORE CLASS ENDS:
Collect the “Do Now” and the “Reflection” activities from students. Put
them in the blue box on my
desk and I will grade them when I return.
Homework
Reading #11. Reading Comprehension questions 38-41.
SUBSTITUTE LESSON PLAN
LESSON PLAN: Wed. Oct. 22
AIM: What are examples of honor, courage, goodness, and justice in The
Crucible?
1. Do Now: HW on desk for notebook check*.
(NOTE: Ask a student who has done notebook check before to
complete “notebook check” using a
sheet of looseleaf paper. Have the student write each class member’s name
on the paper and give
them a grade of check plus, check, check minus, or zero).
2. During Notebook Check: Write a paragraph responding to Act IV, Journal
2,3, or 4. Your choice!
3. Homework Review: Ask a student to lead the review the homework, Reading
Questions 38-41.
(Note: My students are familiar with this process. Remind them to provide
text evidence to prove
their answer is correct and to ask if anyone has anything to add, or has
another answer that provides
additional perspective on the text).
4. Class Activities:
A) In groups of three, debate the Aim for 5 minutes. Decide who best
embodies the characteristics
described in the Aim, and why.
B) In a well-written paragraph, answer to the AIM, choosing a character
from The Crucible to use
as an example to prove your point.
5. FIVE MINUTES BEFORE CLASS ENDS:
Collect the “Do Now” and the “Class Activity B” from students. Put them in
the blue box on my desk
and I will grade them when I return.
*** IF TIME ALLOWS***
If the class is well behaved and respectful and on-task and all the work is
completed, students can
watch more of the film THE CRUCIBLE. The VCR will need to be queued up for
each class, but kids
know where the movie “left off” for their class section. Students should be
able to finish the movie
today.
Homework
Reading #12, and “Half-Hanged Mary” Journal #1.
SUBSTITUTE LESSON PLAN
Lesson Plan: Thursday, Oct. 23rd
AIM: Who is responsible for the tragedy in THE CRUCIBLE, and why?
Do Now: Answer the Aim and explain why you chose that person.
Pair and Share: Turn to a partner sitting near you and compare your answers.
Class Activities:
1) Elect a MODERATOR to read the discussion questions during the
debate.
2) Place desks in a circle.
3) Moderator leads the debate using the script below.
4) AFTER the debate, give students five minutes to write their
conclusive, final response to the AIM.
Reflection/ HW: Using what you learned from the AIM, write a 1-page mini-
essay answering the
AIM. Fill both the front and back of one sheet of looseleaf paper, double-
spacing your writing. In
your mini-essay, provide at least two specific examples from the text that
prove your thesis. Ms.
Smith will collect your class notes and this mini essay (worth 100 point
quiz grade!) in class
tomorrow.
INSTRUCTIONS FOR MODERATOR
Read the highlighted instructions out loud.
Instructions: Take out a blank sheet of looseleaf paper and keep THE
CRUCIBLE on your desk for easy
reference.
A) The rules of debate: You must provide a specific example from the
text to prove your point; one
person speaks at a time; and all class notes will be collected for a quiz
grade tomorrow. The
moderator will occasionally posit new questions to keep the debate lively.
However, no matter how
lively the debate becomes, you MUST use academic, respectful English and
absolutely NO name-
calling. If you cuss, you sit out the rest of the debate and take notes
instead of talking. ☺
B) Suspects: Make a list of ALL potential characters who could be
blamed for this mess: Abigail,
John, Elizabeth, Hale, Tituba, Mary Warren, Betty, Reverend Parris, Mr. and
Mrs. Putnam. Rate each
person’s responsibility on a scale of 1 to 10; 1 is totally innocent, 10 is
completely guilty.
C) How you will be graded: the Moderator will give each student a score
for participation. Ms.
Smith will collect your notes from class along with your 1-page response
paper when she returns
Friday. The 1-page essay is worth a quiz grade of 100 points.
D) Now, ask who wants to start the debate. If no one volunteers, call
on someone to read. During
the debate, make sure you throw in the following discussion topics.
E) During the debate, remind students to take notes and give text
evidence.
DISCUSSION TOPICS- Do you agree or disagree with the following controversial
perspectives...and
why? Remember to use text evidence to prove your point!
• Remember, it is easy to say that Abigail is to blame, but she is a
young, impressionable girl who
was seduced then dumped by an older married man. She was desperate to win
him back—is she to
blame for fearing that accusations of witchcraft would lead to her demise?
Why or why not?
• Elizabeth had the chance to tell the truth; but she lied. She could
have saved everyone by
sticking to her principles instead of trying to protect her husband. Do you
agree or disagree, and
why?
• John Proctor got himself into his own mess, right? He didn’t HAVE
to have an affair with Abigail,
nor did he have to be such a grump about going to church when he didn’t like
the preacher, and he
sure didn’t help anything by throwing a hissy fit when Elizabeth was
arrested, then later in court. Is
he simply paying the price for betraying his wife and family?
• What about Ann Putnam? Is she mentally ill? The woman seems to
have post-partum
depression (the depression that naturally occurs after the birth of a baby)
and is understandably
unable to control her feelings of helplessness after losing so many babies.
• Reverend Hale’s arrogance and eagerness to indict people on charges
of witchcraft is
reprehensible. He enriches himself and builds his reputation on
superstition and fear. He is
detestable!
• Mary Warren knew she was lying and should not have allowed herself
to be blackmailed by
Abigail. Did she have any choice but to save herself? Is she the smartest
person in the play? While
everyone else goes around trying to stand up to authority and prove their
innocence, she does the
smart thing and keeps her mouth shut.
SUBSTITUTE LESSON PLAN: Friday, Oct 24th
MATERIALS NEEDED
“Half-Hanged Mary”
AIM
How does point of view change EVERYTHING?
Do Now
HW on desk for notebook check.
Trade journals with a partner.
Class Work & Discussion
Discuss the aim, based on yesterday's class debate. What would THE CRUCIBLE
be like if told from a
specific character's point of view?
Homework
Pick a character from The Crucible, and draft your own response poem from
one character’s point of view. Give an account of the events in Salem
according to your character’s subjective experience, and entirely from their
point of view. Due Tuesday, Oct. 28th in class.
*****
HOMEWORK: OCT 13-17
MONDAY OCT 13: Schools closed for Columbus Day
Lesson Plan: PSAT Prep Day 3- Tuesday, Oct. 14
SWBAT:
By reviewing the PSAT practice test and the preparation handbook SWBAT
identify areas for improvement and specific test-taking strategies to master
the PSAT test on Oct. 18.
AIM
What strategies do I need to use to succeed on the PSAT?
Do Now
1) Pick up a copy of the “Student Guide” to the PSAT.
Class Activities & Discussion:
 Discuss with students how to read the PSAT guide—areas that are
shaded, look for “Tips” in square boxes, boldfaced headings, etc. give you
clues about details that are important and need your attention.
 Review test instructions. (p. 8-9), “Critical Reading” and (p.
29), “Writing Skills Section”. Review practice questions, tips,
strategies.
Reflection
Ask students to brainstorm a list of practical test-taking strategies
(process of elimination when completing multiple choice, checking your work,
pacing yourself, etc.)
Share Out
 Students share their lists and discuss fallacies (when in doubt,
pick “B”), and so forth.
 Take any last minute questions the students have about the test.
Homework
TBD
*****October 15 *****
ALL 10th and 11th Grade students take the PSAT Exam

LESSON PLAN: Thursday, Oct. 16
AIM
Did John and Elizabeth Proctor do the right thing in Act III of The
Crucible, and why?
Do Now
• HW on desk for notebook check.
• Vocab Quiz #2
Class Work & Discussion
• Ask student to summarize last night’s reading.
• Discuss HW questions—27 and 28.
27. Danforth gives the premise for judging a witch. Summarize his
guidelines.
28. How would you describe the encounter between Danforth and Abigail?
Who “wins” this confrontation, and why?
Student Instructions
In groups, find text evidence to answer the AIM.
Share & Reflection
Answer the AIM and explain WHY you believe your answer is correct, using at
least one example from the text.
Homework
Reading #9, questions 29-32.
FRIDAY, OCT. 17th
AIM: Who is being courageous in this scene?
Do Now: Class meeting.
• Read aloud Reading #9.
• Discussion questions:
29. Mary Warren's testimony is destroyed in the end because she cannot
do something. What? How does she explain the problem?
30. Finally, Proctor admits that he and Abigail have been lovers. This
truth could be the end of Abigail’s control. Why isn’t it?
31. What is the importance of John Proctor’s last speech (in Act III)?
32. What is Hale’s point of view on John Proctor at the end of Act III?
Reflection: Debate the AIM as a class
HW: None! Enjoy your weekend (for once!)
**********
HOMEWORK: OCT 6-10, 2008
LESSON PLAN: Monday, Oct. 6
MATERIALS NEEDED
Rules of “Shared Inquiry” Discussion
AIM
How much influence should religion exert in a just society?
Do Now
Make a t-chart that says “positive” and “negative”.
Brainstorm at least three positive and three negative ways that religion
might influence the government, society, and the law.
NOTE: Remember that this room is big enough for *all* our opinions; please
state your opinions in a manner that reflects your maturity, as well as your
respect for the opinions of those who hold different beliefs. 
Class Work & Discussion
• Put chairs in a circle.
• Ask a student to summarize the previous night’s reading and review
questions 25 and 26.
• How are the characters’ religious beliefs affecting justice in the
courts in Salem?
• Ask students to share “Do Now” and break into teams based on basic
beliefs.
• Give students 5 minutes to find evidence for ‘their’ side of the
debate. As a class, debate the AIM, using examples from the text. Can ONLY
argue with examples from the text. No personal stories, no ‘real life’
examples, etc.
Share & Reflection
What did you learn from today’s debate?
Homework
Reading #8, Questions 27-28 (hint: reread 100) , Vocabulary #3.

Lesson Plan: PSAT Prep Day – Tuesday, Oct. 7.
SWBAT:
By completing the PSAT practice test, SWBAT identify areas for improvement
and specific test-taking strategies to master the PSAT test on Oct. 18.
AIM
How can taking a “practice test” help me prepare for the “real deal”?
Do Now
1) Copy tonight’s homework assignment into your binder.
2) Clear everything from your desk except a sheet of blank notebook paper.
3) Put a heading on the paper (Full name, date, class period).
4) Take two pencils out of your bag.
Class Meeting:
Review test instructions.
Class Activities:
Take PSAT test.
Reflection
On an index card, answer the AIM.
Homework
TBD

Lesson Plan: PSAT Prep Day 2—Wed, Oct. 8
SWBAT:
By completing the PSAT practice test, SWBAT identify areas for improvement
and specific test-taking strategies to master the PSAT test on Oct. 18.
AIM
How can taking a “practice test” help me prepare for the “real deal”?
Do Now
1) Copy tonight’s homework assignment into your binder.
2) Clear everything from your desk except a sheet of blank notebook paper.
3) Put a heading on the paper (Full name, date, class period).
4) Take two pencils out of your bag.
Class Meeting:
Review test instructions.
Class Activities:
Take PSAT test.
Reflection
On an index card, answer the AIM.
Homework
Make an outline for Regents Prep #3 (Task 2)
THURSDAY: SCHOOLS CLOSED FOR YOM KIPPUR
FRIDAY OCT. 10th
Friday Oct. 10th
AIM
Why is it important to demonstrate our knowledge?
Class Work & Discussion: Clear your desks of everything except two sheets of
loose leaf paper and a #2 pencil. You will have all period to work on the
multiple choice and essay. You must work silently and independently. If
you are off task, and your name is written down by the substitute teacher,
you will receive a ZERO on the multiple choice portion of the exam.
HOMEWORK
Your essay will be collected in class on Tuesday, Oct. 14th for a test grade
of 250 points. If you do not complete this essay, your parents will be
called *and* a late penalty of 30 points per day will be assessed.
HOMEWORK WEEK 5: Sept. 29, Oct. 2-3
(Scroll down for previous week's homework)
Monday, Sept. 29
AIM
Why is it important to demonstrate our knowledge?
Do Now
-Notebook check HW.
-Review directions for Regents Prep #3.
Class Work & Discussion: Instruct students to work independently—no talking,
if you have a question, come to my desk. Remember- 10 points extra if you
finish your essay in class today.
HOMEWORK
Your essay will be collected in class on Thursday for a test grade of 250
points. If you do not complete this essay, your parents will be called
*and* a late penalty of 30 points per day will be assessed.
LESSON PLAN: Thursday, October 2
AIM
How can we describe the relationship between John and Elizabeth Proctor?
Do Now
1) Homework on desk for notebook check.
2) Vocabulary Quiz #1—6 minutes to complete!
Class Work & Discussion
• Ask a student to summarize last night’s reading.
• Read aloud p. 49-55.
• Ask students what “symptoms” and “evidence” can be added to the Act
I list of “evidence” that the Devil has invaded Salem?

Group Work:
• Break students into small groups.
• Assign a question to each group:
16. What do you know about the relationship between John and Elizabeth
Proctor from the stage action and opening dialogue of Act II?
18. What’s going on between the Proctors in this scene?
19. Though Mary Warren cannot say who accused Elizabeth Proctor, who do you
believe accused her and why?
• Remind students to look in text for “clues” in the text about the
Proctors’ relationship. (Repeated words, images, silence, inference, body
language/stage directions.)
Share & Reflection
Answer the AIM, using at least one quotation from the text.
***Remember to put “quotations” in quotation marks; to cite the full title
of the text, the page number, and the character speaking. For example: “I
am bound by law, I cannot tell it” (The Crucible, p. 60, Mary Warren)****

Homework
Reading #6, Reading Comprehension Questions 20-23.
Remember to begin a new I.R. Book—next book report due Monday, Oct. 15!

LESSON PLAN: Friday, Oct. 3
AIM
How does Miller create the dramatic climax of events in Act 2 of The
Crucible?
Do Now
Homework on desk for notebook check.
• Describe a time when you were unjustly accused. How did you resolve
the situation?
OR
• Describe a time when you blamed someone else to avoid punishment for
your own foul deeds.

Pair & Share
Class Work & Discussion
• Ask student to summarize last night’s reading
• Review elements of plot
• Read Aloud: Pages 72-81
• During read aloud, ask students to fill in “elements of plot” on the
worksheet, or, if they prefer, take notes on the events that lead up to
Elizabeth’s arrest and Proctor convincing Mary to testify on Elizabeth’s
behalf.
• Remind them that this means they must determine the most salient
(important) events – the turning point is the point in a dramatic work from
which there is “no going back”, no return. Things change inexorably after
that.
Student Instructions
In groups, identify at least three salient points that lead up to the
climax of the scene.
Share & Reflection
Groups share out the events they identified on their worksheet.
Homework
Reading #7, Reading Comprehension Questions 25 and 26.

HOMEWORK WEEK 4- Sept. 22-26
LESSON PLAN: Monday, Sept. 22
AIM
What is the connection between superstition and fear?
Do Now
1) Notebook check—Homework on desk!
2) Analyze the following quotation in your own words:
“Superstition is to religion what astrology is to astronomy: the mad
daughter of a wise mother” (Voltaire)
Pair and share.
Class Work & Discussion
1. Students read aloud Reading #1 (Act I, part 1), playing roles.
2. Discuss questions 1-4 in class; students break into groups, write
answers and share with class.
3. Discuss the AIM—students agree or disagree with it?
4. What about Voltaire’s quotation—is he correct or incorrect?
Share & Reflection
Answer the AIM.
Homework
Reading #2, Questions 3-4.
LESSON PLAN: Tuesday, Sept. 23
AIM
How do guilt and hysteria affect characters in The Crucible?
Do Now
1) HW on desk for notebook check.
2) Choose a prompt and describe a time that ….
• Your emotions prevented you from making a wise choice.
OR
• You found yourself "in over your head" because of a poor choice you
made.
Pair and Share “Do Now”
Class Work & Discussion
1. Ask a student to summarize last night’s reading.
2. Students read aloud Reading #2, playing parts.
3. Discuss “hysteria” and “guilt”
4. Ask students to describe the girls’ behavior.
5. Review students’ responses to homework questions.
Share & Reflection
In a well-written paragraph, answer the AIM using at least one quotation
from the text. Explain how the quotation proves your answer to the Aim is
correct.
Homework
Reading #3

LESSON PLAN: Wed. Sept 24
AIM
How can we determine a character’s motivation?
Do Now
• Pick up a copy of the Revised work calendar for THE CRUCIBLE.
Class Work
1. Work quietly in pairs to complete questions 5,6, and 7 in your
Crucible Assignment Packet.
Guidelines
• Each person completes work on a separate piece of paper.
• Use complete sentences
• Include quotes to support your opinion.
• MUST use proper heading and blue or black ink.
• Turn in your work at the end of the period for a 90 point test
grade.
REMINDER:
Work quietly or you will be assigned to work independently.

Homework
Reading #4. Be prepared for a quiz tomorrow!

Lesson Plan: Thursday, Sept. 25
AIM
How do language and behavior provide clues about a character’s true
motivation?
Do Now
• Homework on desk for notebook check!
Do Next:
• “Behavior is a mirror in which everyone displays his true image
(Johan Van Goethe). Remember to interpret the quotation, agree or disagree
with it.
• Pair and share “Do Now”.
Class Work & Discussion
• Ask student to summarize reading.
Verbally Review HW Questions: 13-19
Character Motivation:
• Review terms on “Drama Terms” WS
Should we use a character’s actions or words to determine motivation? Both?
• Can you judge human motivation by behavior?
• How does Miller use language to “tip us off” to character
motivation?
• How do envy, greed, passion, and jealousy turn the tide of events in
this scene?
Group Work:
Students break into groups to find character motivation based on specific
selections from the reading.
A-- Pg. 21-24: Proctor, Abigail, Mary, Betty
B -- Pg. 26-28: Proctor, Putnam, Rebecca, Paris, Mrs. Putnam
C -- Pg. 29-32: Giles, Rebecca, Paris, Putnam, Proctor
D -- Pg. 36-40: Hale, Giles, Rebecca, Putnam, Mrs. Putnam, Parris
E -- Pg. 40-45: Abigail, Hale, Tituba, Mrs. Putnam, Parris, Betty
F -- Pg. 45-48: Abigail, Tituba, Hale, Parris, Mrs. Putnam
Share Out
Reflection
In a well-written paragraph, answer the AIM using at least one quotation
from the text that proves. Explain how the quotation proves your answer to
the Aim is correct.
Homework
Reading #5, Vocab #2, Act II Journal #2.
Quiz on Vocab #1 tomorrow!
Lesson Plan : Friday, Sept. 26
AIM
What can I do to prepare for Regents Task 3?
Do Now
Review directions for task 3.
Class Work & Discussion
-Explain purpose of assessment to students.
-Use rubric to review task.
-Discuss test-taking strategies
-Discuss analyzing poetry and prose, as well as identifying literary terms.
-Review basic outline (intro, body 1, body 2, compare/contrast literary
elements, conclusion)
SHARE & REFLECTION
Answer the AIM.
HOMEWORK
Outline your essay tonight at home, making sure you have a thesis. This
outline is worth a 50 point test grade and will be “notebook checked” at the
beginning of class Monday. You will have all day Monday in class to write.

Monday, Sept. 29
AIM
Why is it important to demonstrate our knowledge?
Do Now
-Notebook check HW.
-Review directions for Regents Prep #3.
Class Work & Discussion: Instruct students to work independently—no talking,
if you have a question, come to my desk. Remember- 10 points extra if you
finish your essay in class today.
HOMEWORK
Your essay will be collected in class on for a test grade of 250 points.
If you do not complete this essay, your parents will be called *and* a late
penalty of 30 points per day will be assessed.
HOMEWORK WEEK 3- SEPT. 15-19 ********************
LESSON PLAN: Monday, Sept. 15
AIM
Why is it important for students to understand educational objectives?
Do Now
Analyze the following quotation in your own words:
“I cannot change the direction of the wind, but I can always adjust my
sails to reach my destination” (Jimmy Dean).
During DO NOW, I will do notebook check for CRUCIBLE book for extra credit
points.
Pair & Share
Class Work & Discussion
1. Discuss unit plan & calendar.
2. Why is it important to begin with the end in mind?
3. Students complete “Anticipation Guide” and break into small groups
for debate.
Share & Reflection
Answer the AIM.
Homework
Directions: For all vocabulary assignments you must copy down the word,
underline it, and write out the definition of the word. Vocabulary
assignments may not be typed.
Vocab #1: savor, dogmatically, indigenous[ly], orthodox, heretic, inert,
sect, innate, parochial, predilection, ingratiating, junta, autocratic,
paradox, dissembling, conjure, vindictive, propriety, diametrically.

LESSON PLAN: Tuesday, Sept. 16,
AIM
What is the background of Arthur Miller’s The Crucible?
Do Now
Class meeting; Discuss research project
Research Guide: Research Project (SEE HANDOUT FOR DETAILS)
Research and give a class presentation on one of the following themes:
1. The actual Salem Witchcraft Trials, drawing from such sources as Cotton
Mather’s summary of events and testimonies of the trials in his 1692
account, The Wonders of the Invisible World, (“The Trial of Bridget Bishop”
is a good excerpt to use from this source) and other available accounts of
court proceedings.
2. If time permits, include some background on the 15th, 16th and 17th
witchcraft hysteria in Europe of which the New England hysteria was an
extension; also, the “witch manuals” that were published in the 16h century)
The following is an excellent Web site for general background on witchcraft
and include comments on The Crucible.
Medieval Sourcebook: Witchcraft Documents (15th Century)
http://www.fordham.edu/halsall/source/witches1.html
2. The nature of the Puritan theocracy in Massachusetts, with attention to
defining how the court system worked in this type of government.
3. The McCarthy Senate hearings in America in the 1950’s, including Miller’s
involvement in these hearings
Class Work & Discussion
Break students into small groups and assign topics. Give them time to
conduct research during class.
Homework
Continue your research at home. Bring in evidence of your research tomorrow
(notes, articles, summary of findings, photos, etc) and prepare to present
your findings to the class on Friday.
Research Guide: Research Project
Research and give a class presentation on one of the following themes:
1. The actual Salem Witchcraft Trials, drawing from such sources as Cotton
Mather’s summary of events and testimonies of the trials in his 1692
account, The Wonders of the Invisible World, (“The Trial of Bridget Bishop”
is a good excerpt to use from this source) and other available accounts of
court proceedings.
2. 15th, 16th and 17th witchcraft hysteria in Europe of which the New
England hysteria was an extension; also, the “witch manuals” that were
published in the 16h century) The following is an excellent Web site for
general background on witchcraft and include comments on The Crucible. A
good resource will be Medieval Sourcebook: Witchcraft Documents (15th
Century) http://www.fordham.edu/halsall/source/witches1.html
2. The Puritan theocracy in Massachusetts, with attention to defining how
the court system worked in this type of government.
3. The McCarthy Senate hearings in America in the 1950’s, including Miller’s
involvement in these hearings.
Guidelines:
• You will work in groups of 4-6 people. Each person in the group
must have a clear role and be able to explain the work they contributed to
the project in a well-written paragraph.
• Your group must have some kind of visual presentation: you can make
a poster, learning guide (chart paper), 1-page handout (must turn in 1 day
in advance for me to make copies), present a PowerPoint presentation to the
class, act out a scene that your group wrote to enhance your audience’s
understanding of your group’s research, or make a timeline.
• Pictures, graphics, charts help your grade. Be creative, but make
sure your presentation has substance and not just glamour and glitter.
Your presentation is due IN CLASS on Friday, Sept. 19th. If you miss this
presentation, you get a “0” for the project. This is worth a 100-point test
grade, plus daily participation in class at a value of 20-30 points per day.
Wednesday Sept. 17th & Thurs. Sept. 18th
AIM: How can I use today’s class time to prepare for Friday’s presentation?
Do Now: Class meeting
*Check for extra credit, kids who purchased THE CRUCIBLE
*Collect “American Dream” essays
Class Work Options:
1. Conduct research
2. write draft of presentation
3. Work on poster/chart paper
4. go to library (no more than two at a time)
5. Rehearse presentation
6. Plan presentation , assign roles, etc.
Reflection: Describe how you used your work time today and what you need to
do to before you are ready to present.
HW: Continue your research at home. Bring in evidence of your research
tomorrow (notes, articles, summary of findings, photos, etc) and prepare to
present your findings to the class on Thursday.
Lesson Plan: Friday, Sept. 19
AIM: What is the historical background of THE CRUCIBLE and how does it
relate to HUAC?
Do Now: 5 minutes to meet with group and presentations.
Class Activities: Student Presentations. I will collect your notes at the
end of class!
Reflection: Answer the AIM.
HW: Reading #1, and student choice: Journal #1 OR Journal #2.

*********** HOMEWORK WEEK 2- Sept. 8-12***********
Monday, Sept. 8
AIM
Why is it important to listen critically and take notes?
Do Now
Turn in your Regents Prep Essay #1- Critical Lens. If you are new to this
class, see me.
If your essay is incomplete, take out a piece of paper and write your name
and a phone number where I can reach your parent/guardian today before 4
pm.
Do Next:
Take out two sheets of blank paper and clear your desk.
Class Work & Discussion:
-Explain purpose of assessment to students.
-Remind them that we will use this assignment all week.
-- Explain that today students will take multiple choice part of test, after
hearing listening section one more time.
-Remind students that always, always—the listening section has the author
name and source text for the listening section. They can avoid losing
points by finding that info and using it in their essay.
-Read directions to students
-Review directions- what does the task require? How can I organize myself
before I begin writing?
-Briefly discuss test-taking strategies.
-Pass out multiple choice questions to students, administer listening
section.
-Remind students that multiple choice section will be collected at the end
of class. They have the rest of the period to write the essay.
END OF CLASS
Collect Multiple Choice
HOMEWORK
Write a brief, 4-5 paragraph essay as outlined in the regents instructions.
This is Regents Prep #2. Guess what? It is worth 250 points and is due in
class Wednesday. You have two nights to complete this work.
EXTRA CREDIT:
Find an article on the internet about the business practices of Wal-Mart,
and bring it to class for 30 points extra credit. Tomorrow you will hear
the listening section one more time. Reminder: If you did not turn in
Regents Prep #1, you are losing 30 points a day!!!!
September 9, Tuesday
AIM
Why is it important to demonstrate our knowledge?
Do Now
1. If you are new to this class, see me.
2. Take out two sheets of blank paper, your notes from yesterday, and clear
your desk.
Class Work & Discussion:
-Quick review of previous day’s test prep.
-Independent Writing, Regents Prep #2
Homework
Finish writing your brief, 4-5 paragraph essay as outlined in the regents
instructions. This is Regents Prep #2. Guess what? It is worth 250 points
and is due in class Wednesday. You have two nights to complete this work.
EXTRA CREDIT:
Find an article on the internet about the business practices of Wal-Mart,
and bring it to class for 30 points extra credit. Tomorrow you will hear
the listening section one more time. Reminder: If you did not turn in
Regents Prep #1, you are losing 30 points a day!!!!
LESSON PLAN: Sept 10, Wednesday
AIM
How can I use my writing assessment to set goals for myself as a writer?
Do Now
1) See me if you were absent Monday or Tuesday; or if you are new to this
class.
2) Notebook Check Regents Prep #2. If your essay is incomplete, take out a
piece of paper and write your name and a phone number where I can reach your
parent/guardian today before 4 pm.
3) Explain in your own words what the following quotation means, AND either
agree or disagree with your interpretation of the quotation. (HINT:
Remember to use the analysis strategies we discussed for the critical lens
assignment!)
“Everyone who is successful must have dreamed of something.” -American
Indian Proverb
Class Work & Discussion
1) Pair & share “Do Now”.
2) Discuss regents’ rubric with students.
3) Use overhead projector to read aloud/critique one “6” and a “3” essay.
Ask students to identify which characteristics result in the grade.
4) Put students in pairs to review own work. (See “Student Instructions”)
Student Instructions
1) In your groups, review your assessment and identify at least three areas
for improvement.
Share & Reflection
- Write down three goals you have as a writer.
-Answer the AIM.
Homework
• None! You worked very hard the last few days. Enjoy a rare night
of freedom!
LESSON PLAN: Sept. 11- Thursday
AIM
What is the American Dream and what does Wal-Mart have to do with it?
Do Now
1) Explain in your own words what the following quotation means:
Most people are looking for security, a nice, safe, prosperous future. And
there's nothing wrong with that. It's called the American Dream.
-Lee Iacocca, 1986
Class Work & Discussion
1) Pair & share “Do Now”
2) Split into groups and read pro/con Wal-Mart Articles. (see “Student
Instructions”)
3) Share out ideas
4) Compare/contrast with class ideas about American Dream
Student Instructions
In your groups, read your article and extract at least three main ideas
about how the authors claim Wal-Mart is/is not a good example of “The
American Dream”. Prepare to share with class.
Share & Reflection
Are Wal-Mart, and Sam Walton’s theories about business practices a good
example of a realization of the American Dream? Why or why not?
Homework
Using your notes from class, expand on your writing from today’s reflection
and write a 1-page essay on this topic.
Rules for “1-Pager”:
• Completely fill one page notebook paper, no more & no less.
• Please do not write like the jolly green giant OR the keebler elf. 
• Remember, blue or black ink only.

LESSON PLAN: Sept. 12, Friday
AIM
Why is it important to revise my writing?
Do Now
1) See me if you were absent yesterday or if you are new to this class.
2) Notebook check—homework on desk
3) Explain in your own words what the following quotation means, AND either
agree or disagree with your interpretation of the quotation:
There are those who will say that the liberation of humanity, the freedom of
man and mind is nothing but a dream. They are right. It is the American
Dream.
-Archibald MacLeish
Class Work & Discussion
1) Pair & share “Do Now”.
2) How does this quote relate to your essay from last night’s HW?
2) Survey class—who feels they are a good writer? Good at grammar?
Excellent organizer? Have style but need help with organization? Great
vocabulary but have trouble getting started? Excellent at giving feedback?
3) Put students in groups of three for peer edit. (See “Student
Instructions”)
Student Instructions
1) In your groups, do a “round robin” reading and provide at least three
suggestions for improvement of your partner’s writing. Write your last name
in parentheses after each of your three comments.
2) After you finish your reading, discuss your comments with each other and
answer the AIM on the back of your paper.
Share & Reflection
Ask if students wish to read aloud any really great 1-pagers. If not, call
on “volunteers”. Discuss with class what made the essay great.
Homework
• None! Enjoy your weekend and see you Monday when we begin reading
Arthur Miller’s classic play, THE CRUCIBLE. 

*********** HOMEWORK WEEK 1- Sept. 2-5***********
Updated Sept. 3, 2008
Lesson Plan Sept. 2
I. AIM: Why is it important to set clear expectations for class?
Do Now
Have a seat, copy the AIM and the HOMEWORK from the board.
II. Making Connections: Class Welcome
A. Welcome Speech (2-3 minutes)
B. Attendance
C. Review policies if time allows¡Xlate, rules, etc.
III. Model and Active Engagement/ Guided Practice Time
Explain purpose of 3-2-1. Teach 3-2-1 Signal; Model and Practice. (5
minutes)
Ask students to quickwrite answer to AIM and share out if time allows.
IV. Share & Reflection
Today, we went through a mini-session of things you will need to know how to
do to succeed in my class: copying the agenda, completing the ¡§Do Now¡¨,
reviewing class rules and learning the quiet signal. Tomorrow we will spend
more time on the class agreement, and discuss the way class will work this
year.
V. Homework:
Put the finishing touches on your summer reading assignment. This is worth a
test grade of 100 points.
CHOOSE ONE PROJECT:
1. Create a comic strip, using dialogue and images, to illustrate a
major theme or main idea of your book. Make sure to include at least six
frames (boxes with images).
2. Create a poster illustrating an important quotation or scene from
your book. Your poster should include the quotation or text it illustrates,
either as a caption or as a part of the artwork. Include a half page
explanation of the quotation or scene and its importance to the book as a
whole.
3. Pretend you are one of the major characters (or people, if you have
read non-fiction) in your book and write a series of four diary entries that
cover the time span of the book. Be sure to refer to characters and events
in the book and explain your character¡¦s feelings and thoughts based on
what
the book tells you about him or her. Each entry should be 150 words long.
4. Find and clip a newspaper article related to the topics or issues
addressed in your book. Write a 200-word summary of the newspaper article.
Then write a 500-word personal response to the topic or issue of the
newspaper article, comparing the issue(s) in the book to the issue(s) found
in the article.


Lesson Plan Sept. 3
VI. AIM:
What are my responsibilities in this class?
VII. Do Now
- Turn in homework (Summer reading project).
- Pick up a Class Agreement and read it silently at your desk.
-If you would like to be the class monitor for the day, see me.
VIII. Class Meeting
1. Read through the syllabus with students, Ask if students have
questions.
IX. Class procedures review
1. Practice group work drills with students¡Xgetting in and out of
groups quickly.
2. Practice procedures:
3. 3-2-1
4. Making a heading
5. Blue/black ink
6. Notebook set up
7. Class Library
8. Entering and leaving room
9. Fire drill
10. Asking questions
X. Workshop & Guided Practice Time
Circulate the room and take notes.
XI. Share & Reflection
A. Answer the AIM.
HOMEWORK:
1. Get guardian to sign class agreement.
2. We have a test tomorrow. Bring notebook and pens to take notes.


Lesson Plan Sept. 4
AIM
What can I do to prepare for Regents Task 4?
Do Now
Make a list of at least 6 books you have been assigned to read in school
that you remember. Include author name, main characters, and themes.
Class Work & Discussion
-Explain purpose of assessment to students.
-Use rubric to review task.
-Discuss test-taking strategies
-Model ¡§quote analysis¡¨ for students (breakdown words, write 5-7 sentence
interpretation of quote, agree/disagree thesis stance)
-Choosing a quotation.
-Choose the appropriate texts to write about (Pair & Share ¡§Do Now¡¨)
-Review basic outline (intro, body 1, body 2, compare/contrast literary
elements, conclusion)
SHARE & REFLECTION
Answer the AIM.
HOMEWORK
Choose a quotation and outline your essay tonight at home, making sure you
have a thesis. This outline is worth a 50 point test grade and will
be ¡§notebook checked¡¨ at the beginning of class tomorrow¡¨. Tomorrow, you
will have all day in class to write. Your essay will be collected in class
on Monday for a test grade of 250 points¡Xbut I¡¦ll add 10 points to your
grade if you finish it in class tomorrow! ļ
Sept. 5
AIM
Why is it important to demonstrate our knowledge?
Do Now
-Review from yesterday.
-Notebook check- Outline
Class Work & Discussion:Instruct students to work independently¡Xno talking,
if you have a question, come to my desk. Remember- 10 points extra if you
finish your essay in class today.
HOMEWORK
Your essay will be collected in class on Monday for a test grade of 250
points. If you do not complete this essay, your parents will be called
*and* a late penalty of 30 points per day will be assessed.

Ms. Smith's *NEW* Homework Blog!!!!!

Dear Parents, Students, and Families:
Effective Nov. 10, 2008 I will use this blog as my homework site. Please check for updates and documents you need for my class. My old website will no longer be available.
Thanks,
Ms. Smith