UNDERSTANDING BY DESIGN
General 9: Of Mice and Men
Standards
Oral
9.2
The student will make planned oral presentations.
a) Include definitions to increase clarity.
b) Use relevant details to support main ideas.
c) Illustrate main ideas through anecdotes and examples.
d) Cite information sources.
e) Make impromptu responses to questions about presentation.
f) Use grammatically correct language, including vocabulary appropriate to the topic, audience,
and purpose.
Reading
9.3
The student will read and analyze a variety of literature.
a) Identify format, text structure, and main idea.
b) Identify the characteristics that distinguish literary forms.
c) Use literary terms in describing and analyzing selections.
d) Explain the relationships between and among elements of literature: characters, plot, setting,
tone, point of view, and theme.
e) Explain the relationship between the author’s style and literary effect.
f) Describe the use of images and sounds to elicit the reader’s emotions.
g) Explain the influence of historical context on the form, style, and point of view of a written
work.
Writing
9.6
The student will develop narrative, expository, and informational writings to inform, explain, analyze, or
entertain.
a) Generate, gather, and organize ideas for writing.
b) Plan and organize writing to address a specific audience and purpose.
c) Communicate clearly the purpose of the writing.
d) Write clear, varied sentences.
e) Use specific vocabulary and information.
f) Arrange paragraphs into a logical progression.
g) Revise writing for clarity.
h) Proofread and prepare final product for intended audience and purpose.
9.7
The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure,
and paragraphing.
a) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object,
and predicate nominative/predicate adjective.
b) Use parallel structures across sentences and paragraphs.
c) Use appositives, main clauses, and subordinate clauses.
d) Use commas and semicolons to distinguish and divide main and subordinate clauses.
6/23/08
Unit
Enduring Understandings
•
•
Novelists often provide insights about human experience through fictional means.
This novel conveys John Steinbeck’s compassion for the poor and oppressed.
Essential Questions
•
•
•
Is euthanasia ever justified?
What truths about friendship are revealed in this novel?
What does this novel teach about the need for compassion and understanding of those who are
different from us?
Essential Knowledge
•
•
•
•
Skills
The plot and characters of the novel
Steinbeck’s use of foreshadowing and irony
Biographical information on the author
Understanding of the difference between
active and passive euthanasia
•
•
•
Independently read and begin to interpret
the novel.
Respond in discussion, writing, and small
informal group presentation to several
prompts about character, plot, theme, irony,
and setting
Students notice different methods of
characterization.
ASSESSMENT EVIDENCE
Performance Tasks
•
•
Write a short character sketch of one
character in the novel.
Students discuss the end of the novel and
write a paragraph on whether or not they
agree with George’s decision.
Other
•
•
Journal – students respond to a variety of
prompts on the novel
Test and Quizzes – students are tested on
literary terms, understanding of the novel,
and author information
6/23/08
LEARNING ACTIVITIES
Samples
•
•
•
•
•
Tests and quizzes
Review literary terms for prose
journal entries on prompts relating to the novel
Provide background on author
Watch the movie featuring John Malkovich as Lennie and discuss how the director chose to
interpret the novel as a film
6/23/08
UNDERSTANDING BY DESIGN
General 9: Animal Farm
Standards
Reading
9.3
The student will read and analyze a variety of literature.
h) Identify format, text structure, and main idea.
i) Identify the characteristics that distinguish literary forms.
j) Use literary terms in describing and analyzing selections.
k) Explain the relationships between and among elements of literature: characters, plot, setting,
tone, point of view, and theme.
l) Explain the relationship between the author’s style and literary effect.
m) Describe the use of images and sounds to elicit the reader’s emotions.
9.4
The student will read and analyze a variety of informational materials (manuals, textbooks, business letters,
newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches,
biographies, and autobiographies.
a) Identify a position/argument to be confirmed, disproved, or modified.
b) Evaluate clarity and accuracy of information.
c) Synthesize information from sources and apply it in written and oral presentations.
d) Identify questions not answered by a selected text.
e) Extend general and specialized vocabulary through speaking, reading, and writing.
f) Read and follow instructions to complete an assigned project or task.
Writing
9.6
The student will develop narrative, expository, and informational writings to inform, explain, analyze, or
entertain.
i) Generate, gather, and organize ideas for writing.
j) Plan and organize writing to address a specific audience and purpose.
k) Communicate clearly the purpose of the writing.
l) Write clear, varied sentences.
m) Use specific vocabulary and information.
n) Arrange paragraphs into a logical progression.
o) Revise writing for clarity.
p) Proofread and prepare final product for intended audience and purpose.
9.7
The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure,
and paragraphing.
e) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object,
and predicate nominative/predicate adjective.
f) Use parallel structures across sentences and paragraphs.
g) Use appositives, main clauses, and subordinate clauses.
h) Use commas and semicolons to distinguish and divide main and subordinate clauses.
6/23/08
Unit
Enduring Understandings
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•
•
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•
Novelists often provide insights about human experience through fictional means.
Novelists often use fiction to express political opinions.
George Orwell expresses his disillusionment with the ideals of communism through his portrayal
of “animalism” in this political satire.
This novel is an allegory of the 1917 Russian Revolution and its aftermath.
Language can be used to control thought and behavior.
Essential Questions
•
•
•
What are the ideals of communism and why are they so difficult to put into practice?
What is propaganda and what are some of the common propaganda devices demonstrated in this
novel?
Why does Orwell use animals to convey a serious message about politics?
Essential Knowledge
•
•
•
•
•
Skills
The plot and characters of the novel
General background information on the
1917 Russian Revolution
Biographical information on the author
The meanings of most vocabulary words
used in the novel
The names and definitions of several
different propaganda devices
•
•
•
•
Independently read and begin to interpret
the novel.
Respond in discussion, writing, and small
informal group presentation to several
prompts about character, plot, theme, irony,
and setting
Independently write a well developed essay
on a topic discussed in the unit
Create a chart which compares the
characters and events in Animal Farm to the
characters and events in early 20th century
Russia
ASSESSMENT EVIDENCE
Performance Tasks
Students will work in groups to create
propaganda posters and songs.
Students will practice public speaking by
presenting an original campaign speech.
Other
•
•
•
Journal – students respond to a variety of
prompts on the novel
Test and Quizzes – students are tested on
literary terms, understanding of the novel,
and author information
Essay – students will write a literary essay
on a given thematic topic
6/23/08
LEARNING ACTIVITIES
Samples
•
•
•
•
•
•
•
Introduce Essential Questions
Write daily journal entries on prompts relating to the novel
Discuss the novel
Provide background on author and setting of the novel
Make allegorical chart showing how this novel parallels actual events and characters in history
Create political cartoons and songs which demonstrate their understanding of the propaganda
devices
Write and present a campaign speech from the role of one character in the novel.
6/23/08
Understanding by Design
General 9: Seedfolks
Standards
Reading Analysis
9.3
The student will read and analyze a variety of literature.
n) Identify format, text structure, and main idea.
o) Identify the characteristics that distinguish literary forms.
p) Use literary terms in describing and analyzing selections.
q) Explain the relationships between and among elements of literature: characters, plot, setting,
tone, point of view, and theme.
r) Explain the relationship between the author’s style and literary effect.
s) Describe the use of images and sounds to elicit the reader’s emotions.
t) Explain the influence of historical context on the form, style, and point of view of a written
work.
9.4
The student will read and analyze a variety of informational materials (manuals, textbooks, business letters,
newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches,
biographies, and autobiographies.
g) Identify a position/argument to be confirmed, disproved, or modified.
h) Evaluate clarity and accuracy of information.
i) Synthesize information from sources and apply it in written and oral presentations.
j) Identify questions not answered by a selected text.
k) Extend general and specialized vocabulary through speaking, reading, and writing.
l) Read and follow instructions to complete an assigned project or task.
Writing
9.6
The student will develop narrative, expository, and informational writings to inform, explain, analyze, or
entertain.
q) Generate, gather, and organize ideas for writing.
r) Plan and organize writing to address a specific audience and purpose.
s) Communicate clearly the purpose of the writing.
t) Write clear, varied sentences.
u) Use specific vocabulary and information.
v) Arrange paragraphs into a logical progression.
w) Revise writing for clarity.
x) Proofread and prepare final product for intended audience and purpose.
9.7
The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure,
and paragraphing.
i) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object,
and predicate nominative/predicate adjective.
j) Use parallel structures across sentences and paragraphs.
k) Use appositives, main clauses, and subordinate clauses.
l) Use commas and semicolons to distinguish and divide main and subordinate clauses.
6/23/08
Unit
Enduring Understandings
•
•
•
•
•
•
There are three components to a community: the people, the environment, and the economy
Novelists often use their own personal experiences to create fiction.
The novel Seedfolks portrays the struggle of a male Hispanic teenager to find his identity, is based
on the author’s life.
Style, structure and content are related.
A community is created when people work together
Stereotypes are broken when people take time to get to know each other as individuals.
Essential Questions
•
•
•
•
•
Why do stereotypes exist?
How does the garden work as a symbol?
What factors help individuals form a community?
What does this story teach about life in a large American city?
How does the structure of this book help create the concept of individuality within community?
Essential Knowledge
•
•
•
•
Skills
Biographical information on the author
Understanding of the term point of view
Understanding of the term figure of speech
Definitions of vocabulary words used in the
text
•
•
•
•
Learn and use the definitions of vocabulary
words used in our translation
Explain how the garden works as a symbol
Identify first person point of view as a form
of characterization
Explain the importance of dialect, setting,
conflict, point of view
ASSESSMENT EVIDENCE
Performance Tasks
• Write a new chapter for the novel. Create
your own character and make reference to
two other characters in the novel.
•
•
•
Other
Journal – students respond to a variety of
prompts for the novel
Essay – Students write an essay on one of
the themes of the novel
Test or Quizzes – students are tested on
literary terms, understanding of poems, and
author information
.
•
•
•
•
LEARNING ACTIVITIES
Samples
Introduce background information on the author and play
Read the novel at home and read parts aloud in class
Discuss themes, character, setting, irony, and point of view
Journal responses
6/23/08
UNDERSTANDING BY DESIGN
General 9: Nonfiction
Standards
9.4
The student will read and analyze a variety of informational materials (manuals, textbooks, business letters,
newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches,
biographies, and autobiographies.
m) Identify a position/argument to be confirmed, disproved, or modified.
n) Evaluate clarity and accuracy of information.
o) Synthesize information from sources and apply it in written and oral presentations.
p) Identify questions not answered by a selected text.
q) Extend general and specialized vocabulary through speaking, reading, and writing.
r) Read and follow instructions to complete an assigned project or task.
9.6
The student will develop narrative, expository, and informational writings to inform, explain, analyze, or
entertain.
y) Generate, gather, and organize ideas for writing.
z) Plan and organize writing to address a specific audience and purpose.
aa) Communicate clearly the purpose of the writing.
bb) Write clear, varied sentences.
cc) Use specific vocabulary and information.
dd) Arrange paragraphs into a logical progression.
ee) Revise writing for clarity.
ff) Proofread and prepare final product for intended audience and purpose.
9.7
The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure,
and paragraphing.
m) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object,
and predicate nominative/predicate adjective.
n) Use parallel structures across sentences and paragraphs.
o) Use appositives, main clauses, and subordinate clauses.
p) Use commas and semicolons to distinguish and divide main and subordinate clauses.
Unit
Enduring Understandings
•
•
•
•
There are various rhetorical patterns used for writing essays.
Writers vary their style depending on purpose and audience.
Writers use a variety of stylistic techniques to engage and persuade the reader
Nonfiction as a genre is different from the short story genre in several ways
6/23/08
Essential Questions
•
•
•
What are the different purposes for writing?
How does audience determine an author’s tone?
What are the different means of persuasion?
Essential Knowledge
•
Skills
The definitions of common rhetorical
patterns for essays
•
•
•
•
Identify characteristics of a persuasive
essay.
Write a personal essay.
Write a personal narrative.
Discuss a variety of short essays to
determine the authors’ main point and the
techniques used.
ASSESSMENT EVIDENCE
Performance Tasks
•
•
Other
Students write a personal narrative and a
personal essay.
Students listen to Martin Luther King’s “I
Have a Dream Speech” and locate rhetorical
devices in the speech.
Other Evidence:
• Journal – students respond to a variety of
prompts for the essays we read throughout
the unit
• Test or quizzes – students are tested on
literary terms and understanding of essays
LEARNING ACTIVITIES
Samples
•
•
Distribute list of literary terms for nonfiction; review definitions
Read a variety of essays, and write in journals
6/23/08
English 9
To Kill a Mockingbird
Standards
9.3
The student will read and analyze a variety of literature.
u) Identify format, text structure, and main idea.
v) Identify the characteristics that distinguish literary forms.
w) Use literary terms in describing and analyzing selections.
x) Explain the relationships between and among elements of literature: characters, plot, setting,
tone, point of view, and theme.
y) Explain the relationship between the author’s style and literary effect.
z) Describe the use of images and sounds to elicit the reader’s emotions.
9.4
The student will read and analyze a variety of informational materials (manuals, textbooks, business letters,
newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches,
biographies, and autobiographies.
s) Identify a position/argument to be confirmed, disproved, or modified.
t) Evaluate clarity and accuracy of information.
u) Synthesize information from sources and apply it in written and oral presentations.
v) Identify questions not answered by a selected text.
w) Extend general and specialized vocabulary through speaking, reading, and writing.
x) Read and follow instructions to complete an assigned project or task.
Writing
9.6
The student will develop narrative, expository, and informational writings to inform, explain, analyze, or
entertain.
gg) Generate, gather, and organize ideas for writing.
hh) Plan and organize writing to address a specific audience and purpose.
ii) Communicate clearly the purpose of the writing.
jj) Write clear, varied sentences.
kk) Use specific vocabulary and information.
ll) Arrange paragraphs into a logical progression.
mm) Revise writing for clarity.
nn) Proofread and prepare final product for intended audience and purpose.
9.7
The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure,
and paragraphing.
q) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object,
and predicate nominative/predicate adjective.
r) Use parallel structures across sentences and paragraphs.
s) Use appositives, main clauses, and subordinate clauses.
t) Use commas and semicolons to distinguish and divide main and subordinate clauses.
Research
9.8
The student will credit the sources of both quoted and paraphrased ideas.
a) Define the meaning and consequences of plagiarism.
b) Distinguish one’s own ideas from information created or discovered by others.
6/23/08
c) Use a style sheet, such as that of the Modern Language Association (MLA) or the American
Psychological Association (APA), for citing sources.
9.9
The student will use print, electronic databases, and online resources to access information.
a) Identify key terms specific to research tools and processes.
b) Narrow the focus of a search.
c) Scan and select resources.
d) Distinguish between reliable and questionable Internet sources and apply responsible use of
technology.
Unit
Enduring Understandings
•
•
•
The author provides insights into universal themes of prejudice, racism, and poverty.
Novelists often use fiction as social criticism.
The novel, To Kill a Mockingbird, which depicts the prejudice of a small American town in the
South, is based on an actual court case involving racism.
• Style, structure and content are related.
• A person undergoing crisis develops new insights into human experience; this process is termed
initiation in literature.
Essential Questions
•
•
•
•
Why does prejudice exist?
What is the relationship between fiction and truth?
What truths are revealed in this piece of fiction?
What does this story teach about the need to “walk in another man’s shoes”?
Essential Knowledge
•
•
•
•
•
•
Skills
Biographical information on Harper Lee
Understanding of the term prejudice and
different types of prejudice
Facts about the Scottsboro Trial
Definitions of vocabulary words used in the
text
Jim Crow laws
Harlem Renaissance writers
•
•
•
•
Learn and use the definitions of vocabulary
words used in the text
Write an essay on one or more of the
themes presented in the play
Use primary and secondary sources to
research the Scottsboro trial and make
comparisons between the novel and the
actual characters and events
Analyze the way similar themes are
presented in prose (this novel) and poetry of
the Harlem Renaissance writers
ASSESSMENT EVIDENCE
Performance Tasks
Research the actual Scottsboro trial that influenced
Harper Lee to write this novel. Compare fact and
fiction.
•
•
Other
Journal – students respond to a variety of
prompts for the novel
Essay – Students write an essay on one of
6/23/08
•
the themes of the novel
Test or Quizzes – students are tested on
literary terms, understanding of the novel
and poems, and author information
LEARNING ACTIVITIES
Samples
•
•
•
•
•
Introduce background information on the author and play
Read the novel at home and read parts aloud in class
Discuss themes, character, setting, irony, and point of view
Journal responses
Research the Scottsboro trials
6/23/08
UNDERSTANDING BY DESIGN
General English 9: Short Story Unit
Standards
Reading Analysis
9.3
The student will read and analyze a variety of literature.
aa) Identify format, text structure, and main idea.
bb) Identify the characteristics that distinguish literary forms.
cc) Use literary terms in describing and analyzing selections.
dd) Explain the relationships between and among elements of literature: characters, plot, setting,
tone, point of view, and theme.
ee) Explain the relationship between the author’s style and literary effect.
ff) Describe the use of images and sounds to elicit the reader’s emotions.
gg) Explain the influence of historical context on the form, style, and point of view of a written
work.
Writing
9.6
The student will develop narrative, expository, and informational writings to inform, explain, analyze, or
entertain.
oo) Generate, gather, and organize ideas for writing.
pp) Plan and organize writing to address a specific audience and purpose.
qq) Communicate clearly the purpose of the writing.
rr) Write clear, varied sentences.
ss) Use specific vocabulary and information.
tt) Arrange paragraphs into a logical progression.
uu) Revise writing for clarity.
vv) Proofread and prepare final product for intended audience and purpose.
9.7
The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure,
and paragraphing.
u) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object,
and predicate nominative/predicate adjective.
v) Use parallel structures across sentences and paragraphs.
w) Use appositives, main clauses, and subordinate clauses.
x) Use commas and semicolons to distinguish and divide main and subordinate clauses.
•
•
•
•
•
Unit
Enduring Understandings
A short story differs from a novel in that it generally has one main conflict and a limited number
of characters.
The majority of short stories contain these four elements: plot, characters, theme, and setting.
The plot structure of most short stories contains these elements: exposition, conflict, rising action,
climax, and falling action.
Literary devices such as irony and figurative language can enhance the meaning of the story.
Many stories can be interpreted on more than the literal level.
6/23/08
•
Writers use a variety of stylistic techniques to engage and persuade the reader.
Essential Questions
•
•
•
•
What is the relationship between fiction and reality?
How has the form of the short story evolved over the past century?
How do writers create suspense?
Why read or write short stories?
Essential Knowledge
•
•
•
•
The definitions of common literary terms
essential to one’s understanding and
discussion of short stories
The definitions of vocabulary words
essential to understanding
The meaning of biographical criticism and
how it is just one means of interpreting
fiction
•
•
Skills
Identify characteristics of modern and
traditional short stories
Write a thematic essay on a given topic for
one or more of the short stories discussed in
class.
Discuss a variety of short stories by creating
and answering interpretive questions
ASSESSMENT EVIDENCE
Performance Tasks
Other
• Students will write the opening to a short
story using at least 7 of the literary devices
• Journal – students respond to a variety of
we studied in this unit.
prompts for the stories we read throughout
the unit
• Students will practice peer review by
reading and giving feedback on the short
• Test or quizzes – students are tested on
story project to peers
literary terms and understanding of short
stories.
LEARNING ACTIVITIES
Samples
•
•
•
Distribute list of literary terms; review definitions
Read a variety of short stories, discuss them, and write in journals
Write the opening to a short story and bring it in for peer review
6/23/08
UNDERSTANDING BY DESIGN
General 9: Twelfth Night
Standards
Oral Language
9.1
The student will plan, present, and critique dramatic readings of literary selections.
a) Choose a literary form for presentation, such as a poem, monologue, scene from a play, or
story.
b) Adapt presentation techniques to fit literary form.
c) Use verbal and nonverbal techniques for presentation.
d) Evaluate impact of presentation.
9.2
The student will make planned oral presentations.
g) Include definitions to increase clarity.
h) Use relevant details to support main ideas.
i) Illustrate main ideas through anecdotes and examples.
j) Cite information sources.
k) Make impromptu responses to questions about presentation.
l) Use grammatically correct language, including vocabulary appropriate to the topic, audience,
and purpose.
Reading Analysis
9.3
The student will read and analyze a variety of literature.
hh) Identify format, text structure, and main idea.
ii) Identify the characteristics that distinguish literary forms.
jj) Use literary terms in describing and analyzing selections.
kk) Explain the relationships between and among elements of literature: characters, plot, setting,
tone, point of view, and theme.
ll) Explain the relationship between the author’s style and literary effect.
mm) Describe the use of images and sounds to elicit the reader’s emotions.
nn) Explain the influence of historical context on the form, style, and point of view of a written
work.
9.5
The student will read dramatic selections.
a) Identify the two basic parts of drama: staging and scripting.
b) Compare and contrast the elements of character, setting, and plot in one-act plays and full-
length plays.
c) Describe how stage directions help the reader understand a play’s setting, mood, characters,
plot, and theme.
6/23/08
Writing
9.6
The student will develop narrative, expository, and informational writings to inform, explain, analyze, or
entertain.
Generate, gather, and organize ideas for writing.
ww)
xx) Plan and organize writing to address a specific audience and purpose.
yy) Communicate clearly the purpose of the writing.
zz) Write clear, varied sentences.
aaa)
Use specific vocabulary and information.
bbb) Arrange paragraphs into a logical progression.
ccc)
Revise writing for clarity.
ddd) Proofread and prepare final product for intended audience and purpose.
9.7
The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure,
and paragraphing.
y) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object,
and predicate nominative/predicate adjective.
z) Use parallel structures across sentences and paragraphs.
aa) Use appositives, main clauses, and subordinate clauses.
bb) Use commas and semicolons to distinguish and divide main and subordinate clauses.
Unit
Enduring Understandings
•
•
•
William Shakespeare is widely accepted as one of the greatest English authors of all times because
of the complexity of his characters and beauty of his language.
This play provides insights into various kinds of love.
This play demonstrates comedy through its characters, actions, and language.
.
Essential Questions
•
•
•
•
•
What makes Shakespeare one of the greatest English writers of all times?
In what way is Viola a hero?
What is comedy and how is Shakespearian comedy different from modern comedy?
What does this play teach about different kinds of love?
When does a practical joke go too far?
Essential Knowledge
•
•
•
The definitions of common drama terms
Biographical information on William
Shakespeare and Elizabethan theater
Definitions of common words and
expressions used by Shakespeare
Skills
•
•
•
Dramatically read portions of the play
Learn and use the definitions of vocabulary
words and common expressions used by
Shakespeare
Write an essay on the different types of
fools and fooling in the play
6/23/08
ASSESSMENT EVIDENCE
Performance Tasks
•
•
•
•
.
Other
Research one aspect of Elizabethan culture
Paraphrase source information
Create a poster and present the research to
the class in a brief speech
Practice dramatic reading after listening to
portion of the play on tape
•
•
•
•
Journal – students respond to a variety of
prompts for the play
Test or Quizzes – students are tested on
literary terms, understanding of poems, and
author information
Essay - Students write an essay on one of
themes of the play.
Write a 2 page I-Search paper
LEARNING ACTIVITIES
Samples
•
•
•
•
•
•
•
•
Introduce background information on the author and Elizabethan theater
Review definitions of drama terms
Listen to the play on tape, read parts of it at home, and read parts aloud in class
I-Search paper and presentation on an aspect of Elizabeth culture
Journal responses
Class discussions
Essay
Watch video of Twelfth Night and discuss director’s interpretation of the play
6/23/08
UNDERSTANDING BY DESIGN
General 9: The Crucible
Standards
Oral Language
9.1
The student will plan, present, and critique dramatic readings of literary selections.
e) Choose a literary form for presentation, such as a poem, monologue, scene from a play, or
story.
f) Adapt presentation techniques to fit literary form.
g) Use verbal and nonverbal techniques for presentation.
h) Evaluate impact of presentation.
9.2
The student will make planned oral presentations.
m) Include definitions to increase clarity.
n) Use relevant details to support main ideas.
o) Illustrate main ideas through anecdotes and examples.
p) Cite information sources.
q) Make impromptu responses to questions about presentation.
r) Use grammatically correct language, including vocabulary appropriate to the topic, audience,
and purpose.
Reading Analysis
9.3
The student will read and analyze a variety of literature.
oo) Identify format, text structure, and main idea.
pp) Identify the characteristics that distinguish literary forms.
qq) Use literary terms in describing and analyzing selections.
rr) Explain the relationships between and among elements of literature: characters, plot, setting,
tone, point of view, and theme.
ss) Explain the relationship between the author’s style and literary effect.
tt) Describe the use of images and sounds to elicit the reader’s emotions.
uu) Explain the influence of historical context on the form, style, and point of view of a written
work.
9.4
The student will read and analyze a variety of informational materials (manuals, textbooks, business letters,
newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches,
biographies, and autobiographies.
y) Identify a position/argument to be confirmed, disproved, or modified.
z) Evaluate clarity and accuracy of information.
aa) Synthesize information from sources and apply it in written and oral presentations.
bb) Identify questions not answered by a selected text.
cc) Extend general and specialized vocabulary through speaking, reading, and writing.
dd) Read and follow instructions to complete an assigned project or task.
9.5
The student will read dramatic selections.
d) Identify the two basic parts of drama: staging and scripting.
e) Compare and contrast the elements of character, setting, and plot in one-act plays and full-
length plays.
f) Describe how stage directions help the reader understand a play’s setting, mood, characters,
plot, and theme.
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Writing
9.6
The student will develop narrative, expository, and informational writings to inform, explain, analyze, or
entertain.
Generate, gather, and organize ideas for writing.
eee)
fff) Plan and organize writing to address a specific audience and purpose.
ggg) Communicate clearly the purpose of the writing.
hhh) Write clear, varied sentences.
iii) Use specific vocabulary and information.
jjj) Arrange paragraphs into a logical progression.
kkk) Revise writing for clarity.
lll) Proofread and prepare final product for intended audience and purpose.
9.7
The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure,
and paragraphing.
cc) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object,
and predicate nominative/predicate adjective.
dd) Use parallel structures across sentences and paragraphs.
ee) Use appositives, main clauses, and subordinate clauses.
ff) Use commas and semicolons to distinguish and divide main and subordinate clauses.
Unit
Enduring Understandings
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The Crucible is an example of historical fiction because the author based his play on his research
of the Salem Witch Trials of the 17th century, but made significant changes with regard to certain
characters’ ages and motivations.
McCarthyism in America influenced the author to research and write this play.
The social milieu can be a strong influence on the decisions that individuals make; our
understanding of this milieu can help us to understand the motivations and actions of others.
The author, Arthur Miller, presents important insights about honesty, pride, prejudice, religion,
authority, and the role of the individual in a group.
Essential Questions
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Why and how did the author choose to fictionalize the events of the Salem Trials?
In what way is John Proctor a hero?
How does the setting of each act contribute to the mood?
What does this play teach about the individual in conflict with society?
Could something similar to this happen in the United States today?
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Essential Knowledge
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Skills
The definitions of common drama terms
Biographical information on Arthur Miller
and his times
Background information on The Salem
Witch Trials and The McCarthy Era
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Use online primary and secondary source
material to learn about the real people and
events of the Salem Witch Trials.
Dramatically read portions of the play
Plan and write an essay with three
supporting paragraphs, each one featuring a
different character in the play.
ASSESSMENT EVIDENCE
Performance Tasks
• Research the primary source documents to
learn about the actual Salem Witchcraft
Trials
.
Other
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Journal – students respond to a variety of
prompts for the play
Test or Quizzes – students are tested on
literary terms, understanding of poems, and
author information
Essay - Students write an essay on the
theme of truth in the play.
LEARNING ACTIVITIES
Samples
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Introduce background information on the play and author
Review definitions of drama terms
Listen to the play on tape, read the play at home, and read dramatically in class.
Journal responses
Class discussions
Essay
Watch video of The Crucible and discuss director’s interpretation of the play
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