Blackfoot High School Curriculum Map with Core and Content Standards for English / 11Th Grade

Blackfoot High School Curriculum Map with Core and Content Standards for English / 11th Grade

Page 1 Summary Curriculum Map Grade 11 Curriculum Map st rd 1 Trimester (60 days) 2 Trimester (60 days)

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 (20 days) days) (20 days) (20 days) (20 days) (20 days) What is The Individual and The Individual and Assimilation and Assimiilation and The Future of the Happiness/Succes Society (1) Society (2) Cultural Identity Cultural Identity (2) American Dream s/Freedom? (1) Focus Focus Focus Focus Focus Focus Standards Standards Standards Standards Standards Standards

Reading Lit: Reading Lit: CCSS.ELA-Literacy. CCSS.ELA-Literacy. RL.11-12.1 RL.11-12.1 CCSS.ELA-Literacy. CCSS.ELA-Literacy. RL.11-12.2. RL.11-12.2 CCSS.ELA-Literac CCSS.ELA-Litera y.RL.11-12.6 cy.RL.11-12.3 CCSS.ELA-Literac Reading y.RL.11-12.7 Informational Texts: CCSS.ELA-Literacy .RI.11-12.1 CCSS.ELA-Literacy .RI.11-12.2 CCSS.ELA-Litera

cy.RI.11-12.7 Writing: CCSS.ELA-Liter acy.W.11-12.2 CCSS.ELA-Liter acy.W.11-12.4

CCSS.ELA-Liter acy.W.11-12.5 CCSS.ELA-Liter acy.W.11-12.7 CCSS.ELA-Liter acy.W.11-12.9

These units were written to build upon concepts from prior units, so later units contain tasks that depend upon the concepts addressed in earlier units.

NOTE:

Detailed Curriculum Map st Subject /Grade – 1 Trimester Standards

Content/Skills

Unit 1 Unit 2 Unit 3 I can: I can: I can:

- Define happiness. - Determine when the need for social - Determine to what extent - Identify how happiness and fun are order transcend the need for individual external forces, such as similar and different freedoms corporations, government, - Analyze the extent to which one’s - Analyze the limits of personal freedoms education and media, and happiness is dependent on outside - Analyze to what you owe our allegiance: natural forces, such as the forces your conscience, the law, or something environment and science, affect - Analyze the extent to which else? the American Dream society’s drive for material and - Infer about how are Americans are - Determine to what extent should economic success interfere with or perceived by other cultures the United States of America enhance happiness - Infer as to why some countries view export its values across the - Define freedom Americans negatively globe - Analyze the role freedom plays in - Determine whether or not America is a - Determine to what extent is a order to achieve happiness or melting pot or a salad bowl. Explain global community influencing the success - Analyze whether or not America is still American Dream - Determine whether the pursuit of the ‘City on a Hill" (Winthrop, Reagan) - Argue whether or not the happiness is an inalienable right. If - Infer as to America still wants “your American Dream is sustainable. so, why? If not, why not? tired, your poor, your huddled masses Explain. - Analyze how simply you live. How yearning to breathe free” (Statue of - Argue whether or not the much stuff do you need Liberty) American Dream is still worth - Determine the relationship between pursuing. Explain. personal freedom and social - What are acceptable limits on responsibility speech and expression? - What is more dangerous to society—government censorship, or self-censorship? (F451)

CCSS.ELA-Literacy.RL.11-12.1 CCSS.ELA-Literacy.RL.11-12.6 CCSS.ELA-Literacy.RL.11-12.7 CCSS.ELA-Literacy.RL.11-12.2. CCSS.ELA-Literacy.RL.11-12.7 CCSS.ELA-Literacy.RL.11-12.9 CCSS.ELA-Literacy.RI.11-12.5 CCSS.ELA-Literacy.RI.11-12.8 CCSS.ELA-Literacy.RI.11-12.9 CCSS.ELA-Literacy.RL.11-12.1 CCSS.ELA-Literacy.RI.11-12.9 CCSS.ELA-Literacy.W.11-12.3.a, b, c, CCSS.ELA-Literacy.RL.11-12.3 CCSS.ELA-Literacy.RL.11-12.4 d, e CCSS.ELA-Literacy.RI.11-12.2 CCSS.ELA-Literacy.RL.11-12.5 CCSS.ELA-Literacy.SL.11-12.1.b CCSS.ELA-Literacy.RI.11-12.4 CCSS.ELA-Literacy.RI.11-12.5 CCSS.ELA-Literacy.RL.11-12.9 CCSS.ELA-Literacy.W.11-12.2 CCSS.ELA-Literacy.W.11-12.5 CCSS.ELA-Literacy.RI.11-12.7 CCSS.ELA-Literacy.W.11-12.2a, b, CCSS.ELA-Literacy.W.11-12.6 CCSS.ELA-Literacy.W.11-12.6 c, d, e, f CCSS.ELA-Literacy.W.11-12.9 CCSS.ELA-Literacy.W.11-12.4 CCSS.ELA-Literacy.W.11-12.9a CCSS.ELA-Literacy.SL.11-12.1 CCSS.ELA-Literacy.L.11-12.1

Academic Vocabulary Reading Vocabulary Writing Vocabulary emotional appeal* aphorism alliteration* logical appeal* egalitarian allusion* metaphor* Federalism anaphora parallelism* hierarchy assonance rhetoric* natural law claim* rhetorical question evidence* Resources Western Expansion Stories: New Perspectives on the West: http://www.pbs.org/weta/thewest/lesson_plans/ Novels My Antonia by Willa Cather (Lexile Level 1010) In Our Time Selections from by Ernest Hemingway The Grapes of Wrath by John Steinbeck (Lexile Level 680) Poems "anyone live in a pretty how town" by e. e. cummings (PH, p. 694) Black Cat Poems: Poems by T. S. Eliot: http://www.blackcatpoems.com/e/t_s_eliot.html Hello Poetry: e.e. cummings: http://hellopoetry.com/-e-e-cummings/ "I, Too" by Langston Hughes (PH, p. 419) "The Red Wheelbarrow" by William Carlos Williams (PH, p. 662 "Refuge in America" by Langston Hughes (PH, p. 662) "Richard Cory" by E.A. Robinson (P.H., p. 607) Spoon River Anthology : http://spoonriveranthology.net/spoon/river/ "Upon the Burning of Our House" by Anne Bradstreet: http://classiclit.about.com/library/bl-etexts/abradstreet/bl-abradstreet-upontheburning.htm Plays The Glass Menagerie by Tennessee Williams Our Town by Thornton Wilder Nonfiction Democracy in America by de Tocqueville: http://www.gutenberg.org/files/815/815-h/815-h.htm from "The Autobiography" by Benjamin Franklin (PH, p. 131) from "The Crisis, Number 1" by Thomas Paine (PH, p. 144) "Letters from an American Farmer" by Jean Crevecoeur (PH, p. 197) Outliers by Malcolm Gladwell (excerpts only) Poor Richard’s Almanac by Benjamin Franklin (PH, p. 188) Outliers Quotes from by Malcolm Gladwell: http://www.goodreads.com/work/quotes/3364437-outliers "Speech in the Virginia Convention" by Patrick Henry (PH, p. 169) "The Constitution": Document Library: Founding Era: http://teachingamericanhistory.org/library/index.asp?category=1 (Many documents are at this site, such as the Constitution, the Declaration of Independence, The Federalist Papers, and the writings of several prominent citizens, including George Washington, Thomas Jefferson, John Adams and Benjamin Franklin.) Declaration of Independence The " (PH, p. 140) "The Gettysburg Address" (PH, p. 480) "The Harvest Gypsies": http://ebookbrowse.com/the-harvest-gypsies-doc-d50572686 (can be downloaded from this site) "The Magna Carta": http://www.teachingamericanhistory.org/library/index.asp?document=142 "The Mayflower Compact": http://teachingamericanhistory.org/library/index.asp?document=143 The Things They Carried by Tim O’Brien (excerpts only) DIGITAL CONTENT Media/Films: Any film clips must be building approved; films with an R rating are not permitted based on District Policy 602.10. Film clips accessed through Discovery Education are approved. The Pursuit of Happyness Scenes from (2006, PG-13) Music "Richard Cory" by Simon and Garfunkel: http://youtu.be/euuCiSY0qYs Websites Online Writing Lab at Purdue: "Rhetorical Situations" http://owl.english.purdue.edu/owl/resource/625/01/ "Great Books: The Great Gatsby": http://app.discoveryeducation.com/player/view/assetGuid/1477F863-60DC-4467-8EC3-EAEA057F4775 "The Great Gatsby": (Themes listed at this website) (Log on to discovery Ed and search for this title.) "Making Myths: The West in Public and Private Writings": http://www.pbs.org/weta/thewest/lesson_plans/lesson06.htm (Very thorough lesson plans which focus on authors such as Zane Grey and Willa Cather, etc.) "Mark Twain and the American West": http://www.pbs.org/weta/thewest/lesson_plans/lesson02.htm The Grapes of Wrath The Story Behind : (Log on to discovery Ed and search for this title.)

Assessments INTRODUCTORY ACTIVITY The Bill of 1. Class Bill of Rights (W.11-12.1.d, RL.11-12.9, SL.11-12.1.b): After reading and analyzing Rights, students apply the ideas Bill of Rights, behind the have the class come up with a list of rights that every student should have within the classroom. These rights should promote freedom (collective and individual), responsibility, and opportunities to pursue happiness/ success. READING STRATEGY FOCUS Literature ", 1. Themes/Central Ideas (RL.11-12.1, RL.11-12.2, RI.11-12.1,): Read from Steinbeck’s "The Harvest Gypsies citing strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. How are these central ideas Of Mice and Men related to George and Lennie’s pursuit of happiness/success in . Compare and contrast what Steinbeck says about happiness and success to Crevecoeur’s "Letters from an American Farmer." What conclusions can you draw from the text about happiness, success and the American Dream? 2. My American Dream (RL.11-12.9, RI.11-12.7, W.11-12.3, SL.11-12.5): After reading several texts for the unit, students determine the role that happiness, success, and freedom play in the American Dream and provide a reflection of what their American Dream consists of. Using Tagul.com, a web service that enables one to create word clouds, students insert their text and create a visual representation of their vision. The Great Gatsby 3. Themes in Great Gatsby (RL.11-12.2, RL.11-12.10): Determine two or more themes or central ideas of , and analyze their development over the course of the novel, including how they interact and build on one another to produce a complex account. Scaffold students’ abilities to find textual evidence to support central ideas and themes by writing 1-2 themes on the top of a large piece of paper. Post the papers throughout the room. As students read the novel, have them write quotes or paraphrases from the novel that support the theme on the large paper. Students can then finish the work on their own, and use their evidence to write an analysis of how two of the themes develop The Great Gatsby Great Books The Great Gatsby throughout the text and how they interact and build on one another. Suggested Resources: ; (video): (Log on to discovery Ed and search for this title.) 4. Inference (RL.11-12.1): Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inference drawn from the text, including determine where the text leaves matters uncertain. Using textual evidence collected and inferences drawn, students create a foldable showing explicit and inferred information. On the cover of the foldable, write what the text says explicitly. In the hidden area, write what is inferred and or left uncertain. Many possible foldable book options are on the Internet. See http://www.youtube.com/watch?feature=player_embedded&v=X6vvv_HhYfs for an example of a "Secret Door Foldable." Suggested Works: The Great Gatsby "The End of Something", "Bernice Bobs Her Hair", or . 5. Decisions (RL.11-12.5, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c, SL.11-12.1.d): In a small group, discuss the choices an author makes in such areas as where to begin or end a story and to provide a comedic or tragic resolution. How do these contribute to the overall structure, meaning and aesthetic impact? Alternative Individual Assignment: Create a flow chart showing how the author’s choices contribute to the overall structure, meaning and aesthetic impact. Suggested Works: "Bernice Bobs Her Hair", "Short Happy Life of Francis Macomber" Of Mice and Men 6. Compare and Contrast (RL.11-12.7): Read and watch a movie version. In an expository essay, compare and contrast the novel to the movie version and then evaluate how each interprets the text. 7. Point of View: What I Meant vs. What I Said (RL.11-12.6): In order to analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant in a text, students use a two column chart to track explicit and inferential information. Title one column "What is Directly Stated" and the other column "What is Really Meant." Read a section of a selected text and when what is directly stated differs from what is really meant, fill in the chart by writing exactly what was stated in the first column, and what was really meant in the second column. Then write a short paragraph analyzing the role point of view plays in understanding what is Of Mice and Men, The Great Gatsby, directly stated and what is really meant. Suggested Works: "Winter Dreams." Informational 1. Persuasive Letter (RI.11-12.3, RI.11-12.4, RI.11-12.5, RI.11-12.8, RI.11-12.9, W.11-12.1, W.11-12.9, W.11-12.10, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3): Read several important speeches and texts from the American Revolution, and analyze the rhetoric and rhetorical devices used in each. Imagine that you are an early American colonist. Write a letter to a family member or friend persuading him or her to join your fight for American independence. Use at least three rhetorical devices in your letter. Suggested Works: Purdue’s OWL "Rhetorician Situations" (http://owl.english.purdue.edu/owl/resource/625/01/), "The Crisis, Number 1", The Declaration of "Speech in the Virginia Convention", "Letters from an American Farmer"; Mandatory Works to meet RI.11-12.9: Independence, and The Constitution. Relate the main ideas of the text back to the other works read for this unit. To what extent does each text support the Enduring Understandings for the unit? The Declaration of Independence 2. The Declaration of Independence (RI.11-12.5, RI.11-12.9): Analyze for its theme and purpose in written form, including the use of parallel structure. Relate the main ideas of the text back to the other works read for this unit. To what extent does each text support the Enduring Understandings for the unit? Support ideas with evidence from the text. WRITING STRATEGY FOCUS 1. Short Story (W.11-12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d, W.11-12.3.e, W.11-12.10, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3): Write a narrative in the style of Tim O’Brien’s short story "Ambush." Use narrative techniques to develop experiences, events, and/or characters. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of experiences, events, and setting. Support ideas with evidence from the text. 2. Building a Better Me (W.11-12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d, W.11-12.3.e, W.11-12.4, W.11-12.5, W.11-12.6, W.11-12.10, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3): Write a narrative chronicling a self-improvement project in the style of Benjamin Franklin, developing real experiences and events using effective techniques, well-chosen details, and well-structured events. Use narrative techniques, such as dialogue, pacing, description, and reflection to develop experiences, events, and characters. Create a blog on blogspot.com to publish individual narratives. 3. Fact-Based Narrative (W.11-12.3, W.11-12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d, W.11-12.3.e, W.11-12.4, W.11-12.5, W.11-12.6, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.5, L.11-12.5.a): After reading Steinbeck’s "The Harvest Gypsies," write a narrative text from the point of view of one of the residents of the camp. This narrative needs to establish a problem, introduce the narrator and/or characters, and establish a smooth progression of events. Use narrative techniques, such as dialog, pacing and description. Sequence events so that they build towards a particular tone or outcome. Use precise language, and include a conclusion. SPEAKING AND LISTENING ACTIVITIES 1. The Pursuit of Happiness: (SL.11-12.4, SL.11-12.6): After reading several texts for the class, students answer the essential question "What is happiness" in a multi-media research project presentation. Present information, findings, and supporting evidence, conveying a clear and distinct perspective such that listeners can follow the line of reasoning, making strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 2. Alternatives (RL.11-12.2, SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c, SL.11-12.1.d): In small groups discuss how the story in one of the selected novels develops in relationship to where it is set, how the action is ordered, how the characters are introduced and developed, etc. Also discuss how the author might have done this differently, and how the story might have developed based on alternative The Great Gatsby, Of Mice and Men choices for these actions. Present the group’s ideas to the class. Suggested Works: The Great Gatsby Of Mice and Men 3. Guilty or Not Guilty: (SL.11-12.4): Conduct a mock trial in which Tom Buchanan ( ) or George Milton ( ) is each put on trial for murder. Use ample textual evidence. SBAC PERFORMANCE ASSESSMENT PREP 1. Freedom, Happiness, Success (RL.11-12.1, RL.11-12.10, RI.11-12.1, RI.11-12.10, W.11-12.2, W.11-12.2.a, W.11-12.2.b, W.11-12.2.c, W.11-12.2.d, W.11-12.2.e, W.11-12.2.f, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.3.a): Read several selections with similar topics, and synthesize information from at least three of them into an essay exploring how the author/speaker of each addresses the role that success, freedom and happiness play in attaining the American Dream. Use ample textual evidence. Suggested The Declaration of Independence, The Constitution Works: "The Harvest Gypsies", , "Speech in the Virginia Convention", "Richard Cory", "I, Too", "The Crisis, Number 1"

Detailed Curriculum Map nd Subject / Grade – 2 Trimester Standards for Mathematical Practice 1 Make sense of problems and persevere in solving them. 5 Use appropriate tools strategically. 2 Reason abstractly and quantitatively. 6 Attend to precision. 3 Construct viable arguments and critique the reasoning of others. 7 Look for and make use of structure. 4 Model with mathematics. 8 Look for and express regularity in repeated reasoning. Content/Skills

Unit 1 Unit Topic I can statement

Focus Standard #’s with full written explanation of each standard from the Core Standards

Incorporated Standards

Standards utilized but not expressly taught. Academic Vocabulary Reading Vocabulary Global economy hegemony illiteracy v. a-literacy meritocracy oligarchy plutocracy secular Resources ADOPTED RESOURCES Timeless Voices, Timeless Themes: The American Experience (2000-2002), Prentice Hall (11th Grade) Write Source (2007), Great Source Anchor texts ANCHOR TEXTS are dedicated specifically to this unit. Teachers do not need to use all of them in this unit. These texts, however, should not be used in any other unit. "Civil Disobedience" by Thoreau (PH, p. 380, Lexile 1340) "Nature" by Emerson (PH, p. 364, Lexile 1140) "Self Reliance" by Emerson (PH, p. 366, Lexile 1140) The Crucible by Arthur Miller (Lexile Level 990) Walden by Henry David Thoreau (PH, p. 374, Lexile 1200) SUPPORTING TEXTS Novels Billy Budd by Herman Melville (Lexile Level 1450) The Adventures of Huckleberry Finn by Mark Twain (Lexile Level 990) The Awakening by Kate Chopin (Lexile Level 911) The Scarlett Letter by Nathaniel Hawthorne (Lexile Level 1420) Drama Our Town by Thornton Wilder Short Stories "A Wagner Matinee" by Willa Cather: http://cather.unl.edu/ss011.html "Story of an Hour" by Kate Chopin (PH, p. 593) "The Fall of the House of Usher" by Edgar Allen Poe (PH, p. 297) Historical Fiction "Coup de Grace" by Ambrose Bierce: http://www.classicreader.com/book/1168/1/ ADOPTED RESOURCES Timeless Voices, Timeless Themes: The American Experience (2000-2002), Prentice Hall (11th Grade) Write Source (2007), Great Source Anchor texts ANCHOR TEXTS are dedicated specifically to this unit. Teachers do not need to use all of them in this unit. These texts, however, should not be used in any other unit. "Civil Disobedience" by Thoreau (PH, p. 380, Lexile 1340) "Nature" by Emerson (PH, p. 364, Lexile 1140) "Self Reliance" by Emerson (PH, p. 366, Lexile 1140) The Crucible by Arthur Miller (Lexile Level 990) Walden by Henry David Thoreau (PH, p. 374, Lexile 1200) SUPPORTING TEXTS Novels Billy Budd by Herman Melville (Lexile Level 1450) The Adventures of Huckleberry Finn by Mark Twain (Lexile Level 990) The Awakening by Kate Chopin (Lexile Level 911) The Scarlett Letter by Nathaniel Hawthorne (Lexile Level 1420) Drama Our Town by Thornton Wilder Short Stories "A Wagner Matinee" by Willa Cather: http://cather.unl.edu/ss011.html "Story of an Hour" by Kate Chopin (PH, p. 593) "The Fall of the House of Usher" by Edgar Allen Poe (PH, p. 297) Historical Fiction "Coup de Grace" by Ambrose Bierce: http://www.classicreader.com/book/1168/1/ Poems Emily Dickinson Selections: (PH, "I heard a Fly buzz—when I died—" p. 396, "Because I could not stop for Death," p. 397, "My life closed twice before its close—" p.398, The Soul selects her own Society—" p. 398, "There’s a certain Slant of light," p. 399, "There is a solitude of space" p. 400, "The Brain—is wider than the Sky—" p. 400, "Water, is taught by thirst." p. 401) "Howl" by A. Ginsberg: http://www.poets.org/viewmedia.php/prmMID/15308 "Leaves of Grass," by Walt Whitman (PH, p. 406) "PoemHunter.com: Ralph Waldo Emerson": http://www.poemhunter.com/ralph-waldo-emerson/ "PoemHunter.com: Walt Whitman": http://www.poemhunter.com/walt-whitman/ Robert Frost Selections: (PH, "Birches," p. 804, "Mending Wall," p. 806, "Out, Out," p. 808, "Stopping by Woods on a Snowy Evening," p. 810, "Acquainted With the Night, p. 811, "The Gift Outright," p. 812) "Half-Hanged Mary": http://www.huffenglish.com/handouts/halfhangedmary.pdf "The Raven" by Edgar Allen Poe (PH, p. 309) "The Rose That Grew from Concrete" by Tupac Shakur: http://www.sing365.com/music/lyric.nsf/The-Rose-that-Grew-from-Concrete-lyrics-2Pac/805AB5EE1B84DB5D48257042002E8568 (also available in song format) "We Wear the Mask" by Paul Dunbar (PH, p. 601) Nonfiction "Letter from Birmingham City Jail" (PH, p. 157) Novel Units The Scarlett Letter: Discovery Education: http://www.discoveryeducation.com/teachers/free-lesson-plans/the-scarlet-letter.cfm Picture Books Henry Climbs a Mountain, Henry Hikes to Fitchburg, Henry Builds a Cabin by D. B. Johnson Hooray for Diffendoofer Day! by Dr. Seuss Where the Wild Things Are by Maurice Sendak DIGITAL CONTENT Art/Photos "American Gothic": http://www.artic.edu/aic/collections/artwork/6565 "The Raft of the Medusa" by Theodore Gericault: http://www.louvre.fr/en/oeuvre-notices/raft-medusa "The Scream" by Edvard Munch: http://en.wikipedia.org/wiki/The_Scream "The Wanderer Above the Sea of Fog" by Caspar David Friedrich: http://en.wikipedia.org/wiki/File:Caspar_David_Friedrich_032_(The_wanderer_above_the_sea_of_fog).jpg Media/Films: Any film clips must be building approved; films with an R rating are not permitted based on District Policy 602.10. Film clips accessed through Discovery Education are approved. Steve Jobs introduces "Think Different"—Apple Special Event excerpts: http://youtu.be/YcneYcl23MU o http://youtu.be/SswMzUWOiJg : o http://youtu.be/l3jjKuTAPHA "American History: Colonial America: Salem Witch Trials" (32 min 21 sec): (Log on to Discovery Ed and search for this title.) Quotes about Individuality: http://www.goodreads.com/quotes/tag/individuality The Crucible "Salem Witch Trials" (26 min) (includes a teacher’s guide and how to use with this video): (Log on to Discovery Ed and search for this title.) Websites "Arthur Miller: Are You Now or Were You Ever?": http://www.writing.upenn.edu/~afilreis/50s/miller-mccarthyism.html "Arthur Miller’s The Crucible: Fact and Fiction": http://www.17thc.us/docs/fact-fiction.shtml "Case 39: Rebecca Nurse" (several other cases are available at this site): http://etext.virginia.edu/salem/witchcraft/texts/BoySal2.html "Chart: The Second Red Scare, 1939-1954": http://faculty.polytechnic.org/gfeldmeth/chart.mccarthyism.pdf "Conformity and Obedience" (only first section on conformity): http://webspace.ship.edu/cgboer/conformity.html "Death Warrant for Sarah Good, Rebecca Nurse, Susannah Martin, Elizabeth How, and Sarah Wilds": http://etext.virginia.edu/etcbin/toccer-new2?id=BoySal2.sgm&images=images/modeng&data=/texts/english/modeng/oldsalem&tag=public&part=4 9&division=div2 "Individuality and Social Conformity" by Ashol Natarajan: http://www.worldacademy.org/forum/individuality-and-social-conformity "Salem Witch Trials: Documentary Archive and Transcription Project" (contains original historical documents of the Salem Witch Trials and additional cases): http://teachinghistory.org/history-content/website-reviews/14606 "Teaching the Crucible with the New York Times" (Many resources are included): http://learning.blogs.nytimes.com/2011/05/12/teaching-the-crucible-with-the-new-york-times/ "The Crucible Anticipation and Reaction Guide": http://www.webenglishteacher.com/crucible.html "The Crucible: Lesson Plans and Teaching Resources" (multiple links, including Character Recipe): http://www.webenglishteacher.com/crucible.html "The Salem Witchcraft Papers, Volume 2" (contains transcripts relating to Sarah Good and Rebecca Nurse): http://etext.virginia.edu/salem/witchcraft/texts/BoySal2.html "What is Your Conformity Level?": New York Times War of article, "Radio Listeners in Panic Taking War Drama as Fact" reporting the hysteria caused by Orson Welles' radio show, " the Worlds" at www.war-of-the-worlds.org/Radio/Newspapers/Oct31/NYT.html Political Cartoons "Herblock’s History: Political Cartoons from the Crash to the Millennium": www.loc.gov/rr/print/swann/herblock/fire.html Movies Dead Poet’s Society (excerpts) Ferris Bueller’s Day Off (excerpts)

Assesment Edify Interventions and Extensions INTRODUCTORY ACTIVITY "I think the reward for conformity is that 1. To Conform or not to Conform (SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c, SL.11-12.1.d): everyone likes you except yourself."— Rita Mae Brown. Students will read two articles about conformity and look at a series of quotes about individuality, conformity, and non-conformity. Students take notes as they are reading indicating to what extent they agree or disagree with the selections. Students select their favorite quote(s) on individuality or they can create their own individuality quotes. Students will participate in a group discussion about their responses to the reading selections and their selected quotes. Students can take the optional quiz. Suggested Works: Individuality and Social Conformity (essay), Conformity and Obedience (article: only first section on conformity), Quotes about Individuality, What is Your Conformity Level ? (Quiz) READING STRATEGY FOCUS Literature 1. Literary Terminology (RL.11-12.1, RL.11-12.3, RL.11-12.4, RL.11-12.5, RL.11-12.9): Create a two column chart. Label one column Definition of Literary Terms and the other column Examples of Literary Terms. While reading a selection, fill in the chart with specific examples of literary terms. Suggested Works: "The Raven" or any other poem from one of the authors listed above. 2. Figuratively and Poetically Speaking ( RL.11-12.4): Using one of the poems listed above, highlight the figurative language, words with multiple meanings, and word choices that have a high impact on the meaning and tone of the poem. Replace those words and phrases with other words and phrases. Analyze the two forms of the poem to determine how the change in wording changes the meaning and tone of the poem. The Scarlet Letter 3. Character Development: Bio Poem (RL.11-12.3, RL.11-12.4, RL.11-12.5, RL.11-12.6): Following the format at the The Scarlet Letter Biopoems website, students will write a character poem about one or more of the main characters in (or any other major work read for class). Ferris Bueller’s Day Off Dead Poets Society 4. Venn diagram (RL.11-12.2, RL.11-12.3): View excerpts from or . Choose two characters and complete a Venn diagram focusing on the question "Should being an individual outweigh the need to conform to societal expectations?" Show where characters act as an individual and where they conform to societal expectations (shared portion of the diagram). 5. Textual Evidences and Inferences in "Half-Hanged Mary" (RL.11-12.1): Create a table with three columns. Label them: Explicit, Inferences, and Matters Uncertain. In the Explicit column write textual evidence showing what the text says explicitly. In the Inference column write what is inferred and include the text these inferences are based on. In the Matters Uncertain column, list what matters the author leaves uncertain and speculate as to why they are left uncertain. Suggested Works: "The Daily Poetry Movement: Half-Hanged Mary" The Crucible The Crucible 6. Cooking up Characters in (RL.11-12.3): Students will select a character from and create a character recipe for that individual. Follow this link to the Character Recipe at this website: http://prezi.com/qvaasrkyqnfx/the-crucible-projects/. crucible 7. Defining Crucible (RL.11-12.4, RL.11-12.10): Look up several definitions of the word . Discuss the figurative and connotative meanings The Crucible of the word. What impact does using for the title have on the meaning and tone of the play? The Crucible 8. Structure of (RL.11-12.5, RL.11-12.10): Discuss how the following contribute to the play’s overall structure, meaning and aesthetic The Crucible impact. Suggested Works: , "Arthur Miller’s The Crucible: Fact and Fiction" o releasing the exposition of the play in bits and pieces o putting questions in the readers’/viewers’ minds about loyalty and relationships as the action moves forward o using repetition at the ends of Acts I and III o building a crescendo at the end of each act o changing historical facts (See "Arthur Miller’s The Crucible: Fact and Fiction") o Students note any additional author’s choices concerning the specific parts of a text Informational 1. Think Different (RI.11-12.4, RI.11-12.5, RI.11-12.6, RI.11-12.7, RI.11-12.10, SL.11-12.2, SL.11-12.5, L.11-12.1): View Apple Computer Think Different commercials (available on YouTube) and/or view print ads in a gallery walk. Each student should pick one individual from the Think Different commercials and complete a web quest to determine how the person impacted society. Students link this person to Emerson’s quote, "To Be Great is to Be Misunderstood." Present conclusions to class. 2. Individual vs. Society (RI.11-12.1, RI.11-12.2, RI.11-12.3): Assign students to read and analyze two of the following selections. They will then create a Venn diagram showing how conformity to society’s values is represented similarly and differently in each of the selections. Students who read the same selections will be put in groups to discuss their findings. Each group will share their ideas with the entire class. Suggested Works: Walden "Civil Disobedience," "Letter from Birmingham City Jail," "Nature," "Self Reliance," and selections from . Declaration of Independence 3. A Close Rereading (RI.11-12.4, RI.11-12.5, L.11-12.3, L.11-12.3.a): Reread the to examine its tie to the enduring understandings for the unit as well as to evaluate how syntax and text structure impact the text’s meaning. 4. Present Day Witch Hunts (RI.11-12.7): Use the resources in the suggested works to answer one or more of the following questions. Suggested The Crucible; Works: Chart: "The Second Red Scare, 1939-1954"; "Herblock’s History: Political Cartoons from the Crash to the Millennium"; "Teaching the Crucible with the New York Times" (This site links to several articles.); "Arthur Miller: Are You Now or Were You Ever?"; "The Crucible Anticipation and Reaction Guide": a. What groups of people might be targets of a modern day witch hunt and what might that witch hunt look like today? The Crucible b. How might Arthur Miller’s play, have been seen as a metaphor of a modern day witch hunt during the McCarthy period? c. Why did Miller write the play and what consequences resulted from the play being written and performed? d. Do fear and mass hysteria happen in some societies today? If so, what causes this and what is the best way to deal with it? e. Is it better to die for what you believe in than to lie to save your life? Explain your position. f. Should beliefs in opposition to common values be illegal? WRITING STRATEGY FOCUS 1. On-line Message Board (RI.11-12.2, RI.11-12.7, RI.11-12.10, W.11-12.1, W.11-12.4, W.11-12.6, W.11-12.7, W.11-12.8, W.11-12.10, SL.11-12.2, SL.11-12.4, SL.11-12.5, L.11-12.1, L.11-12.2, L.11-12.3): Post six quotes, ideas, pictures, articles, etc… related to the guiding questions. Students must respond to three, comparing or contrasting points of their own. Do not simply repeat or paraphrase what other students are doing. 2. Salem Witch Trials (W.11-12.2, W.11-12.2.a, W.11-12.2.b, W.11-12.2.c, W.11-12.2.d, W.11-12.2.e, W.11-12.2.f, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.3.a): During the 17th century in America, witchcraft was on the minds of many colonists; anyone, at anytime, could be accused of witchery. The most well-known of such events are the Salem witch trials of 1692. During this period of hysteria and mayhem, 19 colonists were hanged, one pressed to death, and at least four died in prison. All were later The Crucible The Scarlet Letter), " exonerated. After reading (or watching American History: Colonial America: Salem Witch Trials," and examining other instances in history where hysteria created undesirable action (examples: War of the Worlds radio broadcast, the Red Scare, effects of idea that vaccinations can cause autism, etc.), write an expository essay in which you explore how hysteria can develop into catastrophic actions and behaviors. (copied from The Crucible Discovery Ed). Suggested Works: The Crucible 3. , McCarthyism and Modern Day Witch Hunts (W.11-12.2, W.11-12.2.a, W.11-12.2.b, W.11-12.2.c, W.11-12.2.d, W.11-12.2.e, W.11-12.2.f, W.11-12.4, W.11-12.5, W.11-12.6, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, The Crucible L.11-12.6): Write an informative paper showing the relationship between , McCarthyism and Modern Day Witch Hunts. Suggested The Crucible Works: , "Teaching the Crucible with the New York Times," "The Crucible: Lesson Plans and Teaching Resources," "Arthur Miller: Are You Now or Were You Ever?" 4. (W.11-12.2, W.11-12.2.a, W.11-12.2.b, W.11-12.2.c, W.11-12.2.d, W.11-12.2.e, W.11-12.2.f, W.11-12.4, W.11-12.5, W.11-12.6, W.11-12.9, W.11-12.9.a, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.6): Write a paper showing how two or more eighteenth-, nineteenth-, and early twentieth-century foundational works treat similar themes or topics. Suggested Works: "Civil Walden Disobedience," and "Self Reliance;" "Nature," and and "Stopping by Woods on a Snowy Evening" SPEAKING AND LISTENING ACTIVITIES 1. Survival (RL.11-12.4, RL.11-12.9, SL.11-12.1, SL.11-12.2): Make a list of 10 items you would want to have with you if you were in a cabin for a year. Compare and contrast those lists to Thoreau’s lists in Walden. Each student should analyze his/her own list and comment on what it says Walden about the student. Suggested Works: 2. Personal and Political Actions (SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c, SL.11-12.1.d): Throughout America's history, there have always been laws that regulated citizens' personal behavior. Among the Puritans of the 18th century, for example, adultery was a serious crime, as The Scarlet Letter makes clear. Today we have laws forcing motorcycle riders to wear helmets, laws that make suicide illegal, and laws against speeding on an empty highway, among many others. In a small group, discuss the following questions: Where should society draw the line between personal and political actions? Should society have the right to tell you how to behave on your own time? Why or why not? (copied and adapted from Discovery Ed: http://www.discoveryeducation.com/teachers/free-lesson-plans/the-scarlet-letter.cfm) SBAC PERFORMANCE ASSESSMENT PREP 1. Individual vs. Society (RL.11-12.9, RL.11-12.10, RI.11-12.7, RI.11-12.10, SL.11-12.2, SL.11-12.4, SL.11-12.5): The values of some individuals may conflict with the values of society. After reading and viewing at least one of the suggested works from each of the categories listed below, prepare a power point presentation