KEERAN SCHOOL OF EDUCATION LESSON PLAN

Teacher: Jessie Marshall School: Subject area: Ages of students: English

ID: Date of Observation: District: Type of classroom For each period if any changes e.g. collaborative, accelerated, etc. For each period For each period For each period For each period

Grade level: Total number of students: Title of Lesson Plan: Title of Unit:

11 For each period

# of IEP # of 504 # of GSSP # of ELL

The Crucible Web Quest The Crucible

ACTIONS
Connections A. Kentucky Lesson Standards: Kentucky Learner Goals & Academic Expectations (Social Studies/Science/Music): 2.26 Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes 2.14 Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations
2.20 Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective

Program of Studies: AH-HS-HA-U-1Students will understand that the arts are powerful tools for understanding human experiences both past and present.
SS-H-GC-U-1

Students will understand that people form governments to establish order, provide security and accomplish common goals. Governments in the world vary in terms of their sources of power, purposes and effectiveness.
SS-H-HP-S-3 Students will research issues or interpret accounts of historical events in U.S. history using primary and secondary sources

Analyze economic growth in America after WWII, struggles for racial and gender equality, the extension of civil liberties, and conflicts over political issues (McCarthyism)

Core Content for Assessment:

Students will analyze or evaluate how factors such as time, place and ideas are reflected in drama. DOK 3 American Culture: American playwrights role with realism in theatre (Arthur Miller)

SS-HS-1.1.2 Students will explain and give examples of how democratic governments preserve and protect the rights and liberties of their constituents through different sources (Bill of Rights). DOK 2

SS-HS-5.2.6 Students will explain and give examples of how after WWII, America experienced economic growth, struggles for racial and gender equality, the extension of civil liberties (e.g., desegregation, Civil Rights Acts) and conflict over political issues (e.g., McCarthyism, U.S. involvement in Vietnam). DOK 3

Kentucky Core Academic Standards (Math/Language Arts):

W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grades 1112 Reading standards to literature (Demonstrate knowledge of -twentieth-century foundational works of American literature)

B. Statement Connecting the Standards to Your Objectives: The standards are connected to the objectives because: Students will write a newspaper article. Students will analyze the elements of a play, and the playwrights intention. Students will explain how the Bill of Rights protects Americans from events like The Salem Witch Trials.

Students will explore how McCarthyism connects to The Salem Witch Trials.

Goals, Objectives, & Essential Questions A. Broad Goal: Students will be able to research and present knowledge.

Objectives: 1) Given informational websites students will be able to draw evidence from literary or informational texts to support analysis, reflection, and research by writing a newspaper article using knowledge from 20th century American literature with 15/20 accuracy based on a rubric. 2) Given the book The Crucible by Arthur Miller students will be able to evaluate how factors such as time, place and ideas are reflected in drama with 15/20 accuracy based on a rubric. Given informational websites along with the book The Crucible students will be able to explain and give examples of how democratic governments preserve and protect the rights and liberties of their constituents through different sources (Bill of Rights) With 15/20 accuracy based on a rubric. 3) Given Informational websites students will be able to answer ideas about McCarthyism/Communism and how it relates to the Salem Witch Trials with 15/20 accuracy based on a rubric. 4) Given informational websites students will look to historical events and answer questions, putting themselves in the time period with 15/20 accuracy based on a rubric 5) Students will be able to complete The Crucible and demonstrate understanding with 10/10 accuracy by a rubric.

B.

C. I Can statements a. I can complete a newspaper article demonstrating being able to draw evidence from literary texts. b. I can complete my Journal report for the given day. c. I can evaluate how factors such as time, place and ideas are reflected in drama d. I can explain and give examples of how democratic governments preserve and protect the rights and liberties of their constituents through different sources (Bill of Rights) e. I can relate Communism to The Salem Witch Trials I can demonstrate understanding of The Crucible by putting myself into the time period.

Student Assessment: Procedure Number 3,4 1 7,8,9 3 12 2 Summative Summative Objective Number Type of Assessment Summative Description of Assessment Newspaper Article Bill of Rights Connection Elements of Drama Adaptations and/or Accommodations Extended time as needed Extended Time as Needed Extended time as needed

4 15 18 19 5 6

Summative Summative Formative

Politics Accusations Reading

Extended time as needed Extended time as needed Extended time as needed

Context

Differentiation: A. Accommodations:

Student Identifier

Plan/Need

Describe the type of plan for this student and the specific needs that they need. particular student.

Accommodation Describe exactly how you are going to meet the needs of this Plan/Need Accommodation Plan/Need Accommodation Plan/Need Accommodation

B. Individual Learning Styles: Variations for: Description of Variation based on students Visual Learners Students will see the websites, see the book, and write in their journal. Auditory Learners Kinesthetic Learners Students will hear the video and hear instructions

Students will navigate through web quest.

C. Multiple Learning Levels: Procedure Step 3,4 7,8,9 12 15 18 Blooms Taxonomy

Cr Ap, Ev Un, Ap Un, Ap, An, Ev Ap,

Depth of Knowledge
3 3 2,3 2,3 3

D. Differentiation for students not identified.(Gifted and/or Remediation)

Real-Life Connections: The students can connect to this lesson because it makes them aware of how their rights are exercised and how they can be free from episodes like The Salem Witch trials reoccurring.

Resources Journal The Crucible

Technology Computers Power Point Internet

Procedures (45 minutes per day total) Day 1 1. (__3__ min.) Students will go to the computers and turn them on

2. (_2___ min.) Students will go to their web quest and read the procedure for day 1 3. (__10__ min.) Students will read an article about the history of The Salem Witch Trials. 4. (__30__ min.)Students will write a short newspaper article for The Salem Times. Day 2 5. (__3__ min.) Students will go to the computers and turn them on 6. (___2_ min.) Students will consult their web quest for the process of day 2 7. (__10__ min.) Students will complete a walkthrough online. 8. (__5__ min.) Student will comment on their experience in their journal 9. (__25__ min.) Students will consult the Bill of Rights to choose two rights and tell how they could have prevented the Salem witch trials if they had been in effect then. Day 3 10. (__3__ min.),Students will go to computers and turn them on 11. (2 min) Students will consult their web quest for instruction 12. (40 min) Students will consult a power point and fill out a chart of dramatic elements. Day 4 13. (3 min) Students will go to computers and turn them on 14. (2 min) Students will consult web quest 15. (40) Students will answer questions about the politics of the Salem Witch Trials and give their opinion Day 5 16. (3 min) Students will go to computers and turn them on

17. (2 min) Students will consult the web quest 18. ( 40 min) Students will make their accusation, tell how they protected themselves and how it would solve the problem by consulting websites to formulate their answers 19. Students will Read their books after each session if they have time.

IMPACT Prepared after the lesson is taught. Reflection/Analysis of Teaching and Learning REFINEMENT - Prepared after the lesson is taught. Lesson Extension/Follow-up