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Crucible

Page history last edited by Russell 10 years, 9 months ago
Wed and Thu, Oct 8 and 9
 
Students present their projects and are questioned! 
 
Mon and Tue, Oct 6 and 7
 
Students present their projects and are questioned!
 
Thu and Fri, Oct 2 and 3 
 
In-class work time on projects
 
Students need to have at least one "touch base" with the teacher to report which project option they will complete.
 
HOMEWORK: Finish your project and prepare answers to the questions (see project description below)
 
Tue and Wed, Sept 30 and Oct 1
 
A bit of reading out loud to polish off the text.
 
Write your initial responses to the play, including comments and questions, in the class notes section of your notebook.
Take three minutes, and don't stop writing - anything is fine, there are no dumb thoughts or stupid questions!
 
Discussion about thoughts and questions regarding the play
 
Big questions for us:
 
What does the play seem to suggest about human behavior and values?
What does the play suggest about what motivates us?
 
“The Crucible” Wrap-Up
 
Select one of the following prompts below, whichever seems to meet your learning style best, and complete the project described. You will present your project two class meetings from now, and it will be considered your final exam. The options are:
 
  1. Imagine that John and Elizabeth Proctor are in jail but have not yet met face-to-face as they do in Act 4. In your best handwriting, write a letter from Elizabeth to her husband John. Elizabeth knows they are both headed for the gallows (hanging). In the letter, detail any grievances (complaints) she has with John and their life together, any regrets she has, any blame, and any beliefs she might have. In the same way, imagine John reads the letter and responds. Write a letter from John to Elizabeth in response to hers; it should express how he feels now, and any beliefs/regrets he may have.
  2. There are multiple cases of irony in the play. Select three such cases, and draw a small sketch or cartoon that depicts the events at the “moment of surprise” the audience experiences in each case. Three cases, three pieces of art. On the back of each drawing/sketch, explain in a few sentences how that particular situation is ironic.
  3. Imagine you are a lawyer sent to defend the accused of Salem. You understand the Puritan culture and their strong religious beliefs, and although you know it will be difficult, you must still present a defense to the court. Write the dialog (in play-like format) of the courtroom scene in which you present your defense. In this scene, your dialog should also include interaction with the judges and perhaps a few characters.
  4. Abigail refuses to admit any wrongdoing in the play, and keeps lying to the end, yet we discover in Act Four that she has left town. Why did she leave? Imagine that Abby writes two “Goodbye” letters: one to Proctor, the other to her uncle Reverend Parris. Using your best handwriting, write these two letters from Abby. In each, detail why she is leaving, any regrets she has, any blame, and any beliefs.
  5. John Proctor, despite his best efforts, fails to overthrow Abby and the girls. Despite the fact that he cheated on his wife, we still consider him a kind of hero, so write a song that commemorates him as a hero. His story is tragic, just like the story of the witchcraft hysteria overall, so write a song that will recall the major events in the play, build up Proctor, and make us see him as a hero who fell. Who is the “villain?”
  6. Make a comparison between the hysteria of the Salem Witch Trials and at least TWO of the following: Americans’ view toward Japanese after the bombing of Pearl Harbor; Americans’ view toward people of Middle-Eastern descent after the attacks of September 11; Americans’ view toward Native Americans during Westward Expansion across the North American Continent; Americans’ view toward Communists and Communism during the Cold War, especially in the time of Senator Joe McCarthy. You can create art, a poster, write a speech, write a paper. Just let me know.
 
Each person will present his/her wrap-up activity to the class informally two class meetings from today. First, you will show us or read to us what you created; RELAX! It’s not a formal speech – just tell us about it and how it reveals your knowledge. The class will then have an opportunity to ask you any questions about what you made. Finally, I will ask you the questions below, plus one surprise question on your project. Prepare a good answer to each of these questions before coming to class:
 
1.        Why was this project choice the best one for you?
2.        How does your work show your knowledge of “The Crucible”?
3.        How do you feel about the overall quality of your work on this?
4.        Who was the most memorable character in the play for you, and why?
 
For an “A”:
  • The project itself shows exceptional quality and care in preparation
  • The student’s replies to questions are thorough and deliberate; care was obviously taken in preparation to answer
  • The project itself and the student’s replies show a knowledge that consistently goes deeper than the surface of the play
For a “B”:
  • The project shows good quality and care in preparation
  • The student’s replies to questions are mostly thorough and deliberate; some care was taken
  • The project itself and the student’s replies show a knowledge that at times goes deeper than the surface of the play
For a “C”:
  • The project shows quality and care in preparation, but not consistently
  • The student’s replies to questions are not developed, nevertheless, the student answers the questions
  • The project itself and the student’s replies show good understanding of the play, yet no deeper insights are given
For a “D”:
  • The project meets the requirements, yet quality and care are not evident
  • The student’s replies to questions are minimal, yet reveal a passable level of knowledge and understanding
  • The project itself and the student’s replies show passable understanding of the play; no deeper insights are given
An “F” unfortunately fails to meet minimum criteria.
 
HOMEWORK: Select a project option. 
 
Fri and Mon, Sept 26 and Sept 29
 
DUE: Two explanations of IRONY in Acts II and III, and you should have read to the END!
 
Some discussion of irony
 
Discussion of the play's outcome
 
 
MOTIVATION
 
The characters in the play make decisions based on their own desires. Evaluate two decisions characters make in Act Three, and pose what motivates each to make the decision. Some examples from Acts One and Two follow:
 
·         Mary Warren: Mary becomes belligerent and haughty when she comes home to the Proctors after a day at court. She wants to seem important, and she demands respect because she is doing “God’s work” at the courthouse. She uses her experience in the courthouse to justify why she should be given respect in the house, and appears to want to rise above the position of household servant.
 
·         Reverend Hale: Hale brings to Salem a number of large books, claiming that hey are “weighted with authority.” He wants people to think he is an important man – an expert. The books give him something physical to point to when people want to know about his authority in witchcraft.
 
·         Tituba: As Parris, Hale, and Putnam interrogate Tituba, she is terrified, knowing that trouble and possibly death face her. She needs a way out of the situation, and the men give her a way out when they suggest that she might have seen women in the town “with the devil.” She takes their cue when they promise to “bless her” if she gives the names of the witches in town, so she is motivated to give them names in order to save her own skin.
 
One that many people easily overlook:
 
·         Tituba: In a wave of emotional confession, Tituba reveals that the devil had told her on many occasions that she must kill Reverend Parris. Of all the lies she could come up with, why this one? One need only look to Parris’s controlling, domineering personality. Tituba in fact partially tells the truth – she has wanted to kill Parris, and she places the blame squarely on the devil for giving her this idea many times. Tituba takes this opportunity to unload from her soul the burden that comes with knowing you have desired the death of another person. The interrogators give her the opportunity for confession. Furthermore, the devil’s promise to Tituba that he would speed her back to Barbados reveals Tituba’s discontent in the Salem community; she wants to go home.
 
HOMEWORK: Finish your "motivation" assessments AND read ACT FOUR
 
Wed and Thu, Sept 24 and 25
 
DUE: Have you read Act Three? There is a brief reading-check quiz today. ALSO: Four questions (of eleven options)
 
Reading check quiz
 
 IRONY
 
As stated in the introduction to the play, irony is present at many places in the text. Recall that irony involves a difference between appearance and reality, or what is expected under natural circumstances vs. what actually happens. Given this definition, explain how irony works in two of the following cases:
 
  1. It is revealed in Act II that those charged with witchcraft and deny it face hanging. However, those who confess to their sin face only a few days in jail. If this is in fact ironic, then identify how – what is unnatural about the situation, and what would one suspect under normal circumstances?
     
  2. John Proctor is asked to recite his commandments, yet he forgets one. When Elizabeth reminds him which one is missing, the audience finds it an ironic twist. What is it about this small episode that makes it ironic? Once again, try to fit your explanation into the definition.
     
  3. When Hale interrogates the Proctors in Act II he encourages John to show “charity.” Audience members, upon hearing Hale utter this to Proctor, tend to laugh, claiming that this is ironic coming from Hale. Given Hale’s position as Reverend and his behavior in the play so far, how is his encouragement to Proctor in fact ironic? Once again, identify what the audiences sees vs. what we would expect from the situation.
  4. John Proctor assures the judges that his wife Elizabeth has never been known to lie – she is a perfectly honest woman. Yet when she is brought before the judges to report why she fired Abigail from the house, she does something very surprising that shocks all of the characters AND the audience. How is her behavior at that moment ironic, considering what we expect, and what John Proctor knows about his wife?
     
 
Here’s how to answer:
 The key to this assignment is organization of your answer.
  1. First, you must explain what is logically to be expected. An example if we’re writing about #1 might be: “Under normal circumstances, when someone is accused of a crime and they plead guilty, there is severe punishment, especially if the crime is violent. However, if someone pleads not guilty and is also found not guilty by a court of law, then they are allowed to go free of any punishment at all.”
  2. Second, describe how it “plays out” in the text. An example if we’re continuing #1 might be: “In the play, those who plead guilty are given a light punishment by a few days in jail. So even if they are guilty of witchcraft, they are free within a matter of days, accepted once again by society. However, if the accused pleads that they are not guilty, then they are not believed, and they are likely to be given the penalty of death – the harshest penalty.”
  3. And lastly, explain how the text puts a “twist” on our expectation through irony. More for #1 could sound like: “The play presents a situation that is opposite what we expect. Instead of the guilty being punished, they practically go free immediately, and get a light sentence. In addition, those who are not guilty are put to death. It is ironic that the opposite of expectation is presented.”
 
 
You may use the notes here for #1 if you like. You are responsible for explaining TWO of the four above! DUE NEXT CLASS 
 
Class work time on the irony prompts above
 
HOMEWORK: Complete your assessment of two cases of irony as described above.
 
 
Mon and Tue, Sept 22 and 23
 
DUE: 1/2 page of thoughts from a character in Act Two
 
Today's schedule was interrupted by MAP testing. The original lesson appears below the blue description of the modified activity.
Answer these six questions briefly in the "Class Notes" section of your notebook, and raise your hand to show me your responses when finished.
  1. What is the setting of Act Two?
  2. When John Proctor enters, why is he tired from the day?
  3. How is he received by Elizabeth Proctor?
  4. What stands between the Proctors?
  5. Based on their interaction, how is their relationship at present? (Details for support?)
  6. Do they have any affection for one another? (Details for support?)
For homework, respond more formally and completely to four of the eleven questions below:
  1. Why does John pause to think when Elizabeth urges him to go tell the court Abigail is lying?
  2. Why does Elizabeth think John pauses?
  3. What is the attitude of Mary Warren when she returns from the courthouse, and why does she have this attitude?
  4. What shocking news does Mary Warren bring the Proctors?
  5. What gift does she give Elizabeth Proctor, and how does it become relevant later in the Act?
  6. What is Hale's purpose when he comes to the Proctor home?
  7. Do the Proctors give Hale any information he can use? If so, what is it?
  8. Hale seemed sure of finding witchcraft in Act One - an expert with heavy books. How sure is he now? (Details for support?)
  9. On what grounds is Elizabeth Proctor arrested? How did she foresee this coming?
  10. How are Giles Corey, Francis Nurse, and John Proctor bound together at the end of Act Two?
  11. What feelings toward his wife do you feel John Proctor has based on Act Two overall?
 
Original lesson: 
Opening discussion: What are the characters thinking as Act Two progresses and concludes?
 
A series of questions to explore independently, then together, that will lead us to:
•    Make inferences based on implicit and explicit information drawn from prior knowledge and text; provide justification for inferences
 
Answer these questions briefly in your "Class Notes" section - no need to write the question as long as you answer in full sentences.
  1. What is the setting of Act Two?
  2. When John Proctor enters, why is he tired from the day?
  3. How is he received by Elizabeth Proctor?
  4. What stands between the Proctors?
  5. Based on their interaction, how is their relationship at present? (Details for support?)
  6. Do they have any affection for one another? (Details for support?)
 
Now that we've established a knowledge of the Proctor household, try this question:
On page 54 John Proctor states "It's winter in here yet." At the time he is in his own house. We get no reports of literal snow inside the house, so what does he mean by this statement?
 
When we say someone has a "sunny personality," what do we mean? This is figurative language, where we do not speak literally, but we imply what we mean through metaphor, simile, and symbol.
 
Arthur Miller shows us what John Proctor feels about the conditions in his own house through the use of figurative language.
 
Comprehension questions:
Why does John pause to think when Elizabeth urges him to go tell the court Abigail is lying?
Why does Elizabeth think John pauses?
 
 
 
What is the attitude of Mary Warren when she returns from the courthouse?
What shocking news does she bring the Proctors?
What gift does she give Elizabeth Proctor?
 
What is Hale's purpose when he comes to the Proctor home?
Do the Proctors give Hale any information he can use?
Hale seemed sure of finding witchcraft in Act One - an expert with heavy books. How sure is he now? (Details for support?)
 
On what grounds is Elizabeth Proctor arrested?
What "evidence" is found in the Proctor home?
 
How are Giles Corey, Francis Nurse, and John Proctor bound together at the end of Act Two?
 
Does the class have a good understanding of Act Two? Then begin reading Act Three.
 
HOMEWORK: Read Act Three. Be ready for a simple reading-check quiz next class
 
Thu and Fri, Sept 18 and 19
 
Today we have a QUIZ on Act One
 
After the quiz, we begin Act Two. Warmup questions for discussion:
  • In the beginning of Act Two we meet a new character: Elizabeth Proctor. What kind of woman is she?
  • What problems are now faced by John and Elizabeth Proctor?
  • Is there anything they can do?
 
HOMEWORK:
  • Complete reading Act Two.
  • Get inside the head of a main character in Act Two. What is he/she thinking as these events unfold? How do they feel about what they see, and what motivates them to behave the way they do? Write about 1/2 page of thoughts you think one of the characters has. This homework will be collected and graded on the ten-point scale.
 
Tue and Wed, Sept 16 and 17
 
DUE: Chart tracking the residences and friendships in Salem
 
Warm up: Review of subject-verb agreement, articles, and quotation marks
 
Exercises:
  1. If any of you (want, wants) to help, please come after school.
  2. Neither the players nor the coach (feel, feels) the game went well.
  3. While out running late at night, I saw (a, an) UFO.
  4. Peter's kindness showed everyone he is (a, an) honorable man.
  5. Correct or incorrect: "Paula!" shouted her father, "Get your dog out of my garden!"
  6. Correct or incorrect: It may surprise you, but I enjoy movies with Jim Carrey, especially "The Mask."
 
INDEPENDENTLY (students are assigned a specific section)
Pgs 13 to top of 21
  • What connection is made between Betty's "illness" and the Putnam's own history? Why are they quick to jump to witchcraft?
  • What do the stage directions in italics say about Mercy Lewis? Who is she? What does she do in this part?
  • What differences do you see between Mary Warren and Mercy Lewis? Who is more powerful?
Pgs bottom of 21 to top of 25
  • How is Proctor connected to Mary Warren? How is he connected to Abigail?
  • What comments by Proctor seem to offend Abigail? How does Abby WANT to be seen?
Pgs middle of 25 to top of 30
  • What "power" does Rebecca Nurse seem to have over Betty?
  • What is Rebecca's answer for Betty's "sickness?"
  • Mrs. Putnam has a problem with Rebecca - what is it?
Pgs top of 30 to top of 34
  • What conflict does Parris have with Proctor and others in town?
  • What is Putnam's problem with Giles Corey? With John Proctor?
  • Based on how these men interact, what would you say is a major problem in the town?
Middle of 38 to bottom of 43
  • Based on these pages, what kind of man is Hale? Trustworthy?
  • What shocking fact does Mrs. Putnam reveal about her past?
  • What is Giles Corey curious about with regard to his wife?
 
Share responses to questions above
 
Class input: Based on the homework findings, who stands alone in the town? Who has friends?
 
Review:
 
  • Characterization - Objective: Objective characterization is how society or other characters view one specific character.
  • Characterization - Subjective: Subjective characterization is how a specific character views him or herself.
 
Let's take a look at Abigail. Think-Pair-Share
  • Who are her friends? What seems to tie her and the girls together?
  • What is Abigail's role in the group of girls?
 
Now in pairs or small groups: Add the responses to these questions in your "CLASS NOTES" section
  • How does she see herself? (Subjective characterization) -- give a summary of the events or dialog that reveals this information to you (better yet - a page #)
  • How do others see her? (Objective characterization) -- give a summary of the events or dialog that reveals this information to you (better yet - a page #)
  • Helpful questions:
  • What does Proctor think of Abigail? How does he view their past relationship and their relationship now?
  • What does Abigail think of Elizabeth Proctor?
  • What does Parris tell Abigail about rumors concerning her?
 
HOMEWORK:
  • There will be a brief QUIZ next class on Act One - know your character relationships AND how to support your opinion of a character
  • Begin reading Act Two - read from the beginning to the middle of page 64 where Elizabeth tells John Proctor, "Go to Abigail" QUESTION: Why would she tell him to go to Abigail? What could the girl do for Elizabeth and John at this point?
 
Once again, for questions about homework grading, see the "Homework Grading Scale"
 
Fri and Mon, Sept 12 and 15
 
DUE: Revised journal entry from Tituba, two character analyses (Abigail, Parris, Hale, Mr. Putnam, Mrs. Putnam)
 
Warm up: Quotation marks. Find the rules here.
 
Exercises: Determine what quotation marks, if any, are needed, and write the corrected sentence on your exercise sheet.
 
  1. A frustrated coach yelled at his player, How can you expect to win when you play like that!?
  2. The song Elevation by the group U2 is one of my favorites.
  3. I prefer Tolkein's novel The Lord of the Rings to the film series of the same name.
  4. Justin explained to me, When I interviewed Suzanne for the yearbook, she said, I love running cross country for the exercise and the friendship with others.
  5. My daughter can't say the word dog, so she says oof oof instead.
 
Review of the journal entry from Tituba and the Homework Grading Scale
  • Does the Tituba journal entry assignment demonstrate you know what happened in Act One?
  • Does the journal entry address what happened in the woods prior to Act One?
  • Does the journal entry reveal how Tituba feels in response to the day's events?
Self-assessment
 
In groups students will work on the following assignment:
 
Act One can be confusing for some people because so many characters are introduced. Get out your "CLASS NOTES" and copy the following list, leaving two or three lines after each name:
  • Reverend Sam Parris
  • Betty Parris
  • Abigail
  • Tituba
  • Thomas Putnam
  • Ann Putnam
  • Ruth Putnam
  • Mary Warren
  • Mercy Lewis
  • John Proctor
  • Elizabeth Proctor
  • Giles Corey
  • Rebecca Nurse
  • Reverend Hale
Now add a second column to the right of the list titled "Lives With" and a third column titled "Friends With":
 
With your group, determine what names belong in each column for each character. For example:
 
Thomas Putnam lives with Ann and Ruth, and his servant is Mercy Lewis; he is friends with no one, or seems not to be; he especially hates Giles Corey
 
HOMEWORK: Finish your three-column table so you understand the relationships among the people in the community. This homework will not be collected, but it will be checked visually and entered in the grade book. The exercise forces you to search for the alliances in the town; this knowledge will help you understand the motivation of characters.
 
Wed and Thu, Sept 10 and 11

DUE: Journal entry from Tituba (I will be collecting the journal entry at the end of class. You will see why as we move through the lesson.)

NO WARMUP TODAY

First order of business: Class seemed a little “flat” last time, so I want to try a new approach today. I believe I assigned a little TOO much reading as homework, and it’s unlikely most folks have a full picture of Tituba. If my hunch is true, then we will follow this course:

Step One: You should know that one of the expectations for grade ten students is as follows:
Analyze story elements -- Interpret the interdependence and interaction of characters, theme, setting, conflict, and resolution

In order to interpret a character’s actions and behavior you must learn to identify and analyze that behavior. Today you will receive a helpful strategy for analyzing character, and this skill will help complete a BETTER version of the Tituba homework.

Read from the top of page 44 where Hale asks, “Abigail, what sort of dancing were you doing with her in the forest?” to the end of Act One on page 51. Pay CLOSE attention to how Tituba interacts with the others. Some questions to think about:
  • What is the accusation against her?
  • How does she handle the accusation?
  • Do you think her handling of this situation is wise or not?

Use the Character Analysis Worksheet.doc to help you develop a fuller picture of Tituba, complete with references to the text.

We will discuss what we read and what we wrote on the handout before moving on.

Now we return to the text and split the first act into groups:
  • Group one members: Read silently from Putnam’s lines at the bottom of 15 to page 22 where Mercy Lewis exits the stage.
  • Group two members: Read silently from where Mercy Lewis exits the stage to the top of 25 where Abigail says, “John, pity me, pity me!”
  • Group three members: Read silently the DIALOG ONLY from the top of 26 to the bottom of 32 where Parris says, “Why, thank you, Giles!”
  • Group four members: Read silently from the middle of 38 where Hale enters to the top of 44 where we began our investigation of Tituba above.

DIRECTIONS FOR EACH GROUP:
  • After reading, make a list of the characters in your assigned section.
  • Decide on two words that best describe each character based on what you read in this section.
  • For each word you use to describe the character, point to evidence that backs your opinion. Ask yourself, “Why is this a good word to describe this person?”

We will then mix groups so that everyone will hear about ALL the characters who appear in Act One. As you listen, take notes so you get a master list of all characters and their personalities.

At the end of class, your notes should be filled with information about each character in Act One!

HOMEWORK: UPDATED!
 
  • Part One: Finish reading Act One on your own if you haven't done so.
  • Revise and improve your journal entry for Tituba now that you know more about her.
  • Part Two: Complete a character analysis worksheet (you can just create your own based on our handout) for TWO more characters: Abigail, Parris, Hale, Mr. Putnam, Mrs. Putnam. Base your assessments of these two people on their behavior in ACT ONE ONLY.
     
 
Mon and Tue, Sept 8 and 9
 
DUE: No new work is due. Some people need to give me their "I am NOT" paragraph
 
Warm up: "A or An"? Find the rules here.
 
Exercises:
 
  1. My brother saw (a, an) mouse run away when he turned on the light.
  2. Have you ever had (a, an) dream with (a, an) unicorn?
  3. You will find the hammer (a, an) useless tool when you really need pliers.
  4. I heard you saw (a, an) awesome game this weekend. Where was it played?
     
  5. I will meet you and your brother (a, an) hour after school.
  6. I had (a, an) business meeting with (a, an) Russian last week, and I found him (a, an) honest man.
  7. REVIEW: Either my brother or my sisters (is, are) expected to drive you to your appointment.
  8. REVIEW: Each of the people (was, were) amazed by the gymnast's floor routine.
 
 
Diving in to our first piece of literature: Arthur Miller's "The Crucible"
 
There are numerous web sites dedicated to Miller, his play, and the connections between the Salem Witch Trials and the McCarthy hearings. For those interested in further study, I am willing to suggest enrichment activities for you that may result in credit toward your class grade.
 
For those with difficulty reading in English, try these sites for helpful summaries of the plot:
 
 
 Based on our reading of Miller's introduction to the play (Verbal responses):
  1. What is revealed about the community of Salem? What do the people in this community seem to value?
  2. What does Miller reveal about any characters?
  3. Does the author claim to make an accurate representation of the events surrounding the witch trials?
 
 More verbal questions:
  1. What do we know so far about the community from Miller's comments?
  2. What do we know about Miller's interpretation of the events? Does he sound reliable?
 
 
Moving on into the dialog - now it's time to write answers. Take out your "CLASS NOTES" section and respond to the following in writing:
  1. How wise is Tituba? Just a stupid slave woman, or something more?
  2. Would you want Reverend Parris to be your father? Forget the fact he's a Reverend - base your reply simply on what you learn about his personality from the way he acts and what he says.
  3. What possibilities exist for why Betty won't speak?
 
 
HOMEWORK: DUE NEXT CLASS (either typed or neatly hand-written). Imagine that Tituba keeps a detailed journal, and she writes in it at least once a day. WRITE TITUBA'S JOURNAL ENTRY FOR TODAY'S EVENTS. Don't try to mimic her style of speaking - concentrate on the following:
  • What does she think about her employer Mr. Parris?
  • What does she think about the day's events?
  • What are her thoughts about the girls in town and her involvement with them?
  • WHat does she want to do now?
 
Thu and Fri, Sept 4 and 5
 
DUE: Personal dictionary entry and the "I am NOT!" write-up (See Sept 2-3 activities and homework)
 
Introduction to Arthur Miller's "The Crucible"
Note-taking practice and follow-up quiz
 
First: A little data-gathering. What do you know about the Puritans or the Salem Witch Trials?
 
A Powerpoint presentation will be given providing background information on Miller's play "The Crucible" and the Salem Witch Trials
Take notes! You will be able to use your notes on a simple quiz later today or next class. Powerpoint is here: CrucibleIntro.ppt
 
If there is time, a quick quiz on the Powerpoint content
 
HOMEWORK: None
 
Tue and Wed, Sept 2 and 3
 
DUE: Parent signature and email/phone # on the rules/policies handout (See Aug 28-29 activities and homework)
 
Icebreaker and get-to-know-you activities
 
Creating Groups
  • Students will receive a card or slip of paper with an example of a literary device at work. Devices such as simile, alliteration, onomotopaea, metaphor, rhyming couplet, organization (intro, body, conclusion), hyperbole/exaggeration, and understatement will be used.
  • Students must read their cards aloud to locate other group members.
 
Once in Groups
  • Students introduce one another by first name within the group.
  • The group attempts to identify what kind of literary device was used on their slip of paper.
  • The group tries to think of a kind of food that begins with the same letter as each person's first name. Examples: Russell > ravioli -- Barbara > blueberries -- Tyler > turnips
  • Once groups link first names to a food, groups will take turns standing and introducing one another like so: "This is Russell and he likes ravioli." Groups also read their slip of paper and share what literary device they think is being used.
  • Each new group to introduce itself must repeat the names and "likes" of each previous group!
  • Finally, the teacher tries to identify each person's first name and his/her food connection.
 
In-class creative writing: A personal introduction
 
STEP ONE: Personal Dictionary Entry
We've all seen what dictionary entries look like. This activity requires students create one for themselves. Questions they need to answer:
  • Name, first and last
  • City and state or country where you were born
  • Number and names of brothers and sisters
  • List of major interests (minimum one, maximum three)
 
Example of dictionary entry:
Rice, Russell. Proper noun. 1. Born Bellevue, Washington. 2. Two younger brothers Dieter and Byron. One younger sister Lacy. 3. Interested in travel, hiking, and being a good father.
 
STEP TWO:  "I am NOT!"
  • For this activity, students must think of how they are NOT like some common object.
  • Think of something or find something that is completely opposite of yourself. Select something that has characteristics different from you.
  • Describe in detail how the object you have chosen is NOT like you (or how you are not like it). Write at least five sentences, and no more than one full page of text.
 
Example: My name is Russell Rice, and I am NOT at all like a smooth, round, gray stone, like you would use as a skipping rock. First of all, the stone is smooth and almost a perfect oval. On the other hand, even though I teach English, I can be unclear and get words mixed up easily, so I'm rough around the edges and far from perfect. My personality can be sharp as well. Generally I'm patient, which would be smooth like this rock, but sometimes I am quickly frustrated and annoyed, so you might say at times I've got sharp edges. This rock's color is gray, which is generally associated with a lack of personality. In contrast, my personality and the way I live are very colorful. I'm outgoing, friendly, and enjoy many different hobbies such as skiing, hiking, travel, and music. All that makes me a colorful person who can talk to pretty much anyone. By now I hope it is clear that I'm nothing like this smooth, gray stone.
 
HOMEWORK: Type or neatly hand-write your dictionary entry and "I am NOT!" write-up. DUE: Thu and Fri, Sept 4 and 5. You will NOT be required to read them out loud in class. If you engage in the assignment as it is described, you will receive full credit. I'm simply looking at a sample of your writing while being entertained by your creativity.
 
Mon, Sept 1
 
Labor Day - NO SCHOOL
 
Thu and Fri, Aug 28 and 29
 
Student contact information is gathered
Teacher introduction (see "About Mr. Rice" on the Sidebar)
"Nuts and Bolts" about class rules and Steilacoom HS policies
 
HOMEWORK: Get your parent/guardian to sign the class rules sheet. DUE Tue/Wed
 
 
 
HOMEWORK: Imagine Tituba kept a detailed journal. She wrote in it at least once every day. What would her journal say for this day? Write Tituba's journal entry on a new piece of paper. Write or print legibly, please. Include her comments about the events leading up to today, the events of today, and her views of Reverend Parris. This assignment will show how you understand a character based on careful reading.
 
How will you be graded? Check the Homework Grading Scale link
 
 
Reading a bit into the dialog:
 
 
All-class  contributions:
 
 
Reading of Miller's introduction to the play, in which he discusses the setting and some of the history that a precedes the opening of the action.
 
Questions during reading (write responses to these questions in your "CLASS NOTES" section):

 

 

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