Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 44698
The American Puritan Tradition and Dilemma: Part II
This lesson is part two of a three lesson unit that will explore and analyze how different authors express their views on American Puritanism and the
juxtaposition of American individual freedoms and tolerance. The goal of this lesson is for students to analyze and interpret how Puritan ideas and
beliefs of intolerance and strict moral values can play a part in violating the American principles of freedom and individuality. Furthermore, students
will analyze how Arthur Miller uses the conventions of drama to create an atmosphere of intolerance and hysteria in his play "The Crucible,"
culminating with a tragic ending. This literary analysis will culminate with students creating an alternate scene ending to "The Crucible" to further
explore and extend upon the social commentary of the play. All handouts, including graphic organizers, links to literary works, (text, audio, videos),
links to sample play scenes, and rubrics are included with the lesson.
Subject(s): English Language Arts
Grade Level(s): 11, 12
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Internet Connection,
Interactive Whiteboard, LCD Projector,
Speakers/Headphones, Microphones, Adobe Flash
Player, Adobe Acrobat Reader, Microsoft Office,
Computer Media Player
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Arthur Miller, drama, American Puritanism, narrative writing, play, The Crucible
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
ExamplesofAmericanIntoleranceChartBlank.docx
ExamplesofAmericanIntoleranceChartTheCrucibleLessonPossibleAnswerKey.docx
ExamplesofIntoleranceinTheCrucibleChart(Blank).docx
ExamplesofIntoleranceinTheCrucibleChartPossibleAnswers.docx
OneSceneRubricTheCrucible.docx
PerformancebasedrubricTheCrucible.docx
StoryPlotOrganizerPlasencia.docx
Storyboardrubric.docx
TheCrucibleCharacterList.docx
The Crucible video viewing guide.docx
ViewingGuideTheCrucible.docx
VocabularyMoodWordsTheCrucibleAnswerKey.docx
VocabularyMoodWordsTheCrucible.docx
After Reading Questions.docx
Alternate scene plannerThe Crucible.docx
AnticipationGuideTheCrucible.docx
CharacterAnalysisChart.docx
CrucibleAct1IVStoryBoard.docx
DuringReadingQuestions.docx
page 1 of 7 LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to determine the themes and central ideas of the text by answering a series of critical analytical questions which will guide their understanding
of the way the themes interact over the course of the play to build to the conclusion of the play.
Students will be able to cite textual evidence to support the analysis of the text's themes and underlying social meanings.
During the guided practice, students will use a graphic organizer to analyze how the author uses story elements (characters, conflict, plot, dialogue) to develop the
impact of the text on the readers' feelings. Students will create a storyboard/timeline of the play's characters and plot.
Students will be able to demonstrate a deep understanding of figurative language and nuances in word meanings, interpreting figures of speech in context and
analyzing their role in the text by answering a series of critical analytical questions which will guide their understanding of how the figurative language is used to
convey meaning and tone to the texts.
Students will determine or clarify the unknown meaning of words and phrases by using context clues that are inferred in the context of the texts.
Students will use a viewing guide to analyze different interpretations of the play "The Crucible" by watching various scenes from the movie and/or internet and
comparing and contrasting the interpretations to the original text.
Students will demonstrate understanding of the play "The Crucible" by writing an alternate ending to the play. Students will use a graphic organizer to analyze
characters, conflict, plot, and dialogue, as well as a scene planner, to write the play's alternate ending.
At the culmination of this lesson, students will be able to read, comprehend and analyze a complex literary text.
Prior Knowledge: What prior knowledge should students have for this lesson?
Dramatic Elements:
http://quizlet.com/17972935/dramatic-elements-flash-cards/ (dramatic elements)
http://www.slideshare.net/cesvaldez13/7-elements-of-modern-drama(Dramatic elements PPT)
http://highered.mcgraw-hill.com/sites/0072405228/student_view0/drama_glossary.html (Glossary of dramatic elements)
1. Using the links above students will become familiar with the different elements of drama that playwrights often use to write their plays.
2. Students will be organized into pairs. Each pair will be given one dramatic element to research using the internet and/or the glossary of dramatic elements. (The
following is a list of dramatic elements that are useful in teaching this lesson: acts, scenes, dialogue, stage directions, tragedy, tragic hero, exposition, rising
action, climax, falling action, resolution, external conflict, internal conflict, characterization, irony, theme, antagonist, protagonist, character,
foreshadowing, foil, imagery, setting, symbol, tone, mood) All these terms are available in the Dramatic Elements PPT link, and the dramatic elements flash
cards link.
After the student pairs have completed their research they will work together to complete a graphic organizer (teachers can select this graphic organizer based on
student need and learning style) defining the term and giving an example from a work of drama.
Each student pair will share their graphic organizer with the class discussing their corresponding dramatic element term.
At the end of this activity, a complete chart listing all the terms, definitions and examples will be displayed in the classroom as a reference guide to be used during
this lesson.
*When placing students in pairs, a useful strategy is to count each student and assign a number and repeat until all students have been paired. (For example, count 12 to place students in pairs and repeat as needed.)
Guiding Questions: What are the guiding questions for this lesson?
1. Hook Question: "Do you believe in witches?"
What are some examples of various cultural, social and psychological reasons that people might have that encourage a belief in witches or witchcraft?
What are some classic examples of witches in literature (fairy tales; Snow White, etc.), movies (The Wizard of Oz), plays (Wicked), novels (Harry Potter series)?
What symbols or stereotypes are used to portray or identify witches? (brooms, cauldrons, cats, black garments, etc.).
2. Theme Quotes:
"There is a faction that is sworn to drive me from my pulpit" (Reverend Parris, Act I).
"She sends her spirit on me in church, she makes me laugh at prayer!" "She made me do it! She made Betty do it!" (Abigail Williams, Act I)
"Mr. Hale, as God have not empowered me like Joshua to stop this sun from rising, so I cannot withhold from them the perfection of their punishment" (Danforth,
Act IV).
In every literary work there are themes. In the play "The Crucible," there are multiple themes that are considered to be both universal and enduring. The recurring
themes in the play are reputation, hysteria and intolerance. Which quotes above are indicative of each theme? Why?
3. Before Reading Questions: "The Crucible" has been referred to as a "morality" play.
How would you define morality? Give examples of morality from everyday experiences or popular videos, movies and/or television programs.
What characteristics would encompass a "morality" play?
What is a crucible? In what ways would a crucible be symbolic as the title of the play?
4. Vocabulary and figurative language questions:
In what ways does Miller use the words anarchy, contentious, deposition, dissembling, iniquity, trepidation, corroborate, and adamant throughout the
play to create the "mood" of the story?
How would you characterize the words (character traits, actions, or concepts)? A vocabulary graphic organizer has been provided for student use, as well as a
possible answer key for teachers.
When Danforth states, "Now we shall touch the bottom of this swamp," what is he referring to as a "swamp"? What does he mean by "touch the bottom"?
What does Hale mean when he says, ... "blood on my head"?
At the end of Act three, as Mary Warren rushes to Abigail, the stage directions state; (They all watch as Abigail, out of her infinite charity, reaches out and
draws the sobbing Mary to her). Why is this comment ironic?
5. During Reading Questions: See handout for student use.
6. After Reading Questions: See handout for student use.
page 2 of 7 Teaching Phase: How will the teacher present the concept or skill to students?
The "Hook" and Activation of Prior Knowledge
History of Salem witch trial (teachers will need to skip past the opening advertisement)
Salem witch trial- commentary by historian Elizabeth Reis
1. Have students watch these videos (links provided above). Teachers should preview the videos in advance to make sure they are appropriate for their students.
Teachers are welcome to substitute other videos or documentaries on the Salem witch trials from other sources if they so choose.
2. In pairs, students will complete a video watching guide while watching both videos. Note- teachers can adapt the video watching guide as needed based on the
videos/documentaries the teacher decides to show to tailor them more to the specific videos if needed. As students watch, they should especially focus on the religious
beliefs of the Puritans and the social and historical background of the Salem community.
3. In pair groups, students should work together to complete the Before, During and After Viewing Worksheet identifying what they knew about the topic before
watching the videos, noting new information learned while watching the videos and asking questions after watching the videos. Monitor and provide assistance to pair
groups as needed.
Introducing/Modeling the Concept or Skill
4. Teacher will provide a brief historical background of the Puritans and Salem community with specific emphasis on its theocratic society and the belief that they were
building a "city on a hill" free from all the temptations of evil. Teacher should promote discussion by having student pairs share their completed viewing guides and
providing clarification as needed.
5. Teacher will guide students in answering after viewing questions and prepare students to read the play "The Crucible" by introducing the play characters and
drawing parallels to the characters in the Salem witch trial documentary.
* It is recommended that the Salem witch trial documentary video be viewed in multiple class periods to allow time for extended review and discussion.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Teacher Actions during the activity
1. Teacher should read quote in the hook question (see guiding questions section above) aloud to students to introduce the topic of the play. Explain to students that
there are historical, social and psychological reasons why people have a belief in witches and witchcraft. To promote student discussion, cite literary examples of
witches and witchcraft symbols (broom, black cat, cauldron, pointed black hat, etc.)
2. Teacher should introduce the major themes from the play by reading the 3 thematic quotes (see guiding questions section above) and guiding students in matching
the quotes to the themes. Provide students guidance in understanding the themes in reference to the characters from the play, therefore beginning to analyze
characterization.
3. Guide students in a discussion of the before reading question (crucible and morality)-- see guiding questions section above. Provide everyday examples to assist
students in making connections to their lives and the world.
4. To assist students in completing the vocabulary and figurative language questions (see guiding questions section above), provide students with a copy of a graphic
organizer to characterize the mood words used by Miller throughout the play as character traits, actions, or concepts. A teacher key has been provided.
Review use of context clues. Review figurative language to guide students in understanding the metaphoric language used in the dialogue.
Context_Clues_-_Review_of_Strategies_Practice.pdf
figurative language
5. Prior to completing during reading questions, divide students into groups and assign character parts. Assign specific scenes from each Act to the various groups and
have students take turns reading and acting out the scenes one at a time. As students read and act each scene, provide guidance and direction. Link to "The Crucible"
full text.
6. Provide each group with a character analysis chart and a story organizer, including introduction/exposition, rising action, climax, falling action, resolution,
characters, setting and problem/conflict. Circulate and guide students in completing each graphic organizer as they read the play. As students work in their respective
groups, the teacher should assign each character analysis chart to a specific student to research one specific character. In addition, the teacher should assign each
group a specific Act of the play to complete a story organizer. The purpose of this activity is to culminate in creating a classroom plot story board listing the characters
and the complete play sequence which will further assist students in comprehending the complexity and plot sequence of the play, further preparing them to write the
alternate scene ending.
Other tools teachers may find helpful:
*Character/plot analysis chart--Teachers have the option to use this character analysis chart in lieu of the one that is attached to the lesson.
*Characters PPT--This Power Point is useful to introduce the characters in the play.
*Character traits list/definitions-- This link may also be a helpful tool for students as they analyze character traits.
7. Teacher will revisit the formative assessment chart describing the type, cause and result of intolerance in American society (possible answer key included) as
students complete another chart describing the type, cause and result of intolerance in "The Crucible" (possible answer key included). Teacher will guide students as
they answer after reading questions, referring back to the play's themes (intolerance, hysteria, and reputation), and using text evidence to support their answers.
8. Teacher will provide video scenes from the play “The Crucible” and have the students watch and compare the video scenes to the scenes in the text. Provide
students a video viewing guide to complete as they watch the video and discuss together.
Video of "The Crucible" (Cue up past the opening advertisement-- this video is a 10 minute summary of the play)
"The Crucible" scenes (These clips come from the 20th Century Fox version of "The Crucible" released in 1996 staring Daniel Day-Lewis)
*Teachers have the option of having students watch the entire video or just certain scenes.
Student Actions during the activity
page 3 of 7 1. Students will write a five-minute response reflection in their journals expressing their views on the belief of witches and witchcraft. Encourage students to cite
specific evidence from literature, popular movies, plays, television shows, novels, etc. and share journal responses.
2. Students will read the three thematic quotes and complete a quick-write in their journals, matching each quote to each specific theme. Students will support their
responses by doing a pre-character analysis of how each quote might be indicative of each character.
3. Students will write a response to the before reading question in a paragraph (minimum five sentences), citing examples from their life experiences and/or
literature. Students will share responses and discuss different examples.
4. Students will answer vocabulary questions by completing a graphic organizer characterizing each vocabulary word as character traits, actions, or concepts.
Students will write a paragraph for each figurative language dialogue sample explaining how the meaning is conveyed in the texts. Students will share responses
orally.
5. In assigned groups, students will answer during reading questions as they read each Act in a paragraph (minimum five sentences) for each question, citing specific
textual evidence. Students should refer to the play as a guide in completing questions. Students will share responses orally to promote discussion and clarification.
6. In 4 assigned groups, students will complete character analysis charts and story organizer charts. Each student group will be assigned an Act from the play and
complete a plot graphic organizer for the assigned Act. Student groups will then create a classroom plot story board listing each character from the play and the play's
complete plot. The story board could be in the form of a Power Point or a chart. Each student group will be responsible for creating a section of the story board from
their assigned Act from the play and characters. Each group will present their storyboard section to the class.
7. In assigned groups, students will complete a chart describing the type, cause and result of intolerance in "The Crucible," citing specific examples from the text.
Students will use the chart as a guide in answering after reading questions dealing with the themes and symbols of the play.
8. Students will watch selected video scenes from "The Crucible" and complete discussion questions provided in a video viewing guide comparing/contrasting the story
elements (setting, character, plot, themes) between the text and the video.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Teacher Actions during the activity
1. Teacher will show students video samples of alternate scene endings to guide them in creating their own alternate endings.
2. After students complete the alternative play endings, read and review the characters’ dialogues and actions in the alternate endings. Provide feedback and give
suggestions as needed.
3. Teacher will grade final play endings using performance-based rubric and one scene rubric.
Student Actions during the activity
1. In assigned groups, students will independently complete an alternative play ending, after Act IV, creating a plot twist. Students will read or watch video samples of
alternate scene endings to guide them in creating their own alternate endings.
Alternate ending example (text of the script)
Alternate endings example (text of the script)
Video- Sample alternate endings performed
2. Students will use a character analysis graphic organizer, plot graphic organizer, and alternate scene planner to write the alternative ending. Students will cite text
evidence to support the plot twist and take into consideration the historical analysis of the play.
3. After having received teacher feedback on the writing of the alternative ending, in assigned groups, students will independently rewrite the play's new ending and
perform it for the rest of the class. Student groups can choose to dramatize the alternate scene in person or by creating a video.
* Please note that the summative assessment is the independent practice of this lesson.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Lesson Review Activity
The teacher will wrap up the lesson by sharing play critiques of the students' alternative play endings with the class and giving specific examples of why the new
endings where effective in conveying the author's original points of view as evidenced in the play's themes and social commentary about the historical time period.
Refer to rubric to support play effectiveness.
The teacher will have students revisit the Anticipation Guide and rate each statement as positive and negative. Discuss with students and have them provide text
support for their opinions (pro and con). Especially if their opinions have changed, students should explain why and cite text evidence.
Summative Assessment
After completing the second lesson in the unit on "The American Puritan Tradition and Dilemma," students will demonstrate understanding of the play "The Crucible"
by writing a different ending to the play. In assigned groups, students will use a graphic organizer and chart to analyze characters, conflict, plot, and dialogue to write
the play's alternate resolution. Furthermore, students will use a scene planner to write the alternate scene ending to the play. Students will use text evidence to
support the plot twist. In assigned groups, students will perform alternate play resolution.
A rubric to assess students' alternate ending for the play, as well as a rubric to assess students' performance has been provided.
Note: At the completion of this unit (in lesson 3 of 3), students will write a culminating essay on Jonathan Edwards's view on God and religion (Revivalism), which was
covered in lesson one, and Ralph Waldo Emerson (Transcendentalism), by analyzing and comparing Edwards's "Sinners in the Hands of an Angry God" and Emerson's
"Self-Reliance" essay. Students will cite evidence from both texts to support the analysis of the authors' different points of view in reference to a similar theme.
page 4 of 7 Formative Assessment
1. At the start of the lesson, introduce the key idea to students: What causes intolerance amongst people? Conduct an open-ended discussion and prompt
students to give examples of intolerance in American society past or present (examples could include slavery, Jim Crow laws, the Ku Klux Klan, school segregation,
WWII Japanese internment, Anti-Semitism, Anti-Catholicism, immigration policies, McCarthyism, etc. ). Create a list of students' examples of intolerance.
Arrange the students in discussion groups and assign an example of American intolerance to each group to conduct research using the internet. Each group will
research the type, cause and result of intolerance in American society and create charts for presentation. As student groups share their findings, the teacher will
display completed charts as a reference to clarify and review the central theme/idea of the lesson. (A possible answer key to assist teachers with discussion has
been provided.)
2. Prior to reading the play, students will complete an anticipation guide by placing a plus or minus sign for whether they agree or not with a statement relating to the
play's themes. Students will share and discuss their answers. After reading the play, students will respond to the same statements again.
3. During the guided practice section, students will examine the idea of intolerance and complete another chart describing the type, cause and result of intolerance in
"The Crucible." Students must support their answers with text evidence from the play. (A possible answer key for this chart has been provided to assist teachers).
4. During the guided practice, students, in assigned groups, will complete a storyboard to include characters, quotes and scenes from each Act of the play. The
teacher will use a rubric to assess the storyboards and provide feedback to the students. (This storyboard will be useful when students create alternate scene ending
as a guide to developing characters, dialogue, and actions).
Feedback to Students
Teacher should monitor students' understanding by regularly monitoring students' oral/written responses during guided instruction to clarify misconceptions during the
reading and analyzing of the play.
Students should complete daily journal reflections explaining what they have learned and what areas of the lesson need further clarification. After reading or listening
to students' journal reflections, the teacher will provide further clarification and revisit areas that require further re-teaching.
Furthermore, the teacher will provide feedback during the planning, revising and editing writing process before the students complete the summative assessment.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
1. To assist auditory learners and/or English Language Learners, provide oral reading or audio of "The Crucible." Have students follow along in the text as they listen
to the audio. Stop and clarify as needed. Complete audio of "The Crucible"
2. To assist visual learners and/or English Language Learners, provide visual presentations of "The Crucible." Have students follow along in the text as they view the
video/film. Stop and clarify as needed. (Teachers should preview all clips in advance of showing to students.)
Video of "The Crucible"
Video clips of "The Crucible," Act I
Video clips of "The Crucible," Act 2
Video clips of "The Crucible," Act 3
Video clips of "The Crucible," Act 4
3. Provide a story planner outline and sample alternate ending script and video to assist students in planning their alternate endings. Specifically model scene elements
depicted in sample script and video to provide support as students plan and write their scripts.
Extensions:
In cooperative groups of 5-6 students, students will conduct internet research on McCarthyism and find parallels to the themes in "The Crucible." Each group of
students should be able to explain how Miller uses parallel structures in "The Crucible" which are comparable to the events during McCarthyism. Students should cite
examples from both McCarthy trials and "The Crucible" to compare and contrast. Students will receive extra credit for this activity. Encourage students to use
multimedia when possible to present multiple examples of their comparisons.
The following links may be useful for this extension activity:
http://www.pbs.org/wnet/americanmasters/episodes/arthur-miller/mccarthyism/484/ (Mccarthyism and Arthur Miller)
http://www.discoverthenetworks.org/viewSubCategory.asp?id=1216 (McCarthyism)
http://www.goodreads.com/topic/show/583930-the-crucible-s-parallels-to-the-mccarthy-era (McCarthyism parallels to The Crucible)
http://www.awrite.net/samples/Literature_Paper_Crucible.pdf (McCarthyism parallels to The Crucible)
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, Interactive Whiteboard, LCD Projector, Speakers/Headphones,
Microphones, Adobe Flash Player, Adobe Acrobat Reader, Microsoft Office, Computer Media Player
Special Materials Needed:
Materials List
See attached Performance-based rubric.
See attached One-Scene play rubric.
page 5 of 7 See attached Anticipation Guide.
See attached Character analysis and story plot graphic organizers.
See attached alternate ending planner.
See attached video watching guide.
See attached video viewing guide.
See attached Crucible character list.
See attached Storyboard graphic organizer.
See attached storyboard grading rubric.
See attached vocabulary mood words graphic organizer and key.
See attached type and cause of American historical intolerance chart and key.
See attached type and cause of "The Crucible" intolerance chart and key.
See attached during and after reading questions handouts.
Further Recommendations:
Tips for preparing and managing materials
Where applicable, teacher should make sure that all hyperlinks are active. It is recommended that all lesson hyperlinks be opened and saved on computer or external
thumb drive in case of internet accessibility issues.
Classroom management tips
It is recommended that when placing students in groups, students with special needs or requiring accommodations be placed with more proficient partners for
support. In addition, teacher should provide one-to-one assistance to struggling learners as needed.
SOURCE AND ACCESS INFORMATION
Contributed by: Alina Plasencia
Name of Author/Source: Alina Plasencia
District/Organization of Contributor(s): Miami-Dade
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.1112.L.3.4:
LAFS.1112.RL.1.1:
LAFS.1112.RL.1.2:
LAFS.1112.RL.1.3:
LAFS.1112.RL.2.4:
LAFS.1112.RL.3.7:
LAFS.1112.RL.4.10:
Description
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading
and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,
conceive, conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its
etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text, including determining where the text leaves matters uncertain.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text,
including how they interact and build on one another to produce a complex account; provide an objective summary of
the text.
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g.,
where a story is set, how the action is ordered, how the characters are introduced and developed).
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded
novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare
and one play by an American dramatist.)
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–
CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of
the grades 11-CCR text complexity band independently and proficiently.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and
well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing
one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of
experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop
page 6 of 7 LAFS.1112.W.1.3:
experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and
build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences,
events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course
of the narrative.
page 7 of 7