Grade: 11
Suggested Time Frame: MP1
Unit 1: Oppressive Forces
Anchor Text:
The Crucible – Arthur Miller
Unit Essential Question(s):
How do effective readers use appropriate strategies to enhance meaning?
Priority Standards: Fiction
CC.1.3.11-12.C – Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.
L.F.1.1.1 – Identify and/or analyze the author’s intended purpose of a text.
L.F.1.1.2 – Explain, describe, and/or analyze examples of a text that support the author’s intended purpose.
L.F.1.1.3 – Analyze, interpret, and evaluate how authors use techniques and elements of fiction to effectively communicate an idea or concept.
CC.1.3.11-12.G – 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.)
L.F.2.2.1 – Analyze how literary form relates to and/or influences meaning of a text.
L.F.2.2.2 – Compare and evaluate the characteristics that distinguish fiction from literary nonfiction.
L.F.2.2.3 – Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts.
L.F.2.2.4 – Compare and evaluate the characteristics that distinguish narrative, poetry, and drama.
Secondary Standards: Fiction
CC.1.3.11-12.B – Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions
based on and related to an author’s implicit and explicit assumptions and beliefs.
L.F.2.1.1 – Make inferences and/or draw conclusions based on analysis of a text.
L.F.2.1.2 – Cite evidence from a text to support generalizations.
CC.1.3.11-12.F – Evaluate how words and phrases shape meaning and tone in texts.
L.F.2.3.1 – Explain, interpret, compare, describe, analyze, and/or evaluate character.
L.F.2.3.2 – Explain, interpret, compare, describe, analyze, and/or evaluate setting.
L.F.2.3.3 – Explain, interpret, compare, describe, analyze, and/or evaluate plot.
L.F.2.3.4 – Explain, interpret, compare, describe, analyze, and/or evaluate theme.
L.F.2.3.5 – Explain, interpret, compare, describe, analyze, and/or evaluate tone, style, and/or mood.
L.F.2.3.6 – Explain, interpret, compare, describe, analyze, and/or evaluate point of view.
Priority Standards: Non-Fiction
CC.1.2.11-12.A – Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the
central ideas; provide an objective summary of the text.
L.N.1.3.1 – Identify main ideas along with supporting details.
L.N.1.3.2 – Summarize key details of a text.
L.N.1.3.3 – Analyze interrelationships of ideas in a text to determine how they influence one another.
CC.1.2.11-12.C – Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the
text.
L.N.1.1.3 – Analyze, interpret, and evaluate how author’s use of techniques and elements of nonfiction to effectively communicate an idea or
concept.
Secondary Standards: Non-Fiction
CC.1.2.11-12.B – Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions
based on and related to an author’s implicit and explicit assumptions and beliefs.
L.N.1.3.1 – Identify and/or explain stated or implied main ideas and relevant supporting details from text.
L.N.1.3.2 – Summarize the key details and events of a nonfictional text, in part or as a whole.
L.N.1.3.3 – Analyze the interrelationships of ideas and events in a text to determine how one idea or event may interact and influence another.
CC.1.2.11-12.D – Evaluate how an author’s point of view or purpose shapes the content and style of a text.
L.N.2.3.1 – Explain, interpret, compare, describe, analyze, and/or evaluate character.
L.N.2.3.2 – Explain, interpret, compare, describe, analyze, and/or evaluate setting.
L.N.2.3.3 – Explain, interpret, compare, describe, analyze, and/or evaluate plot.
L.N.2.3.4 – Explain, interpret, compare, describe, analyze, and/or evaluate theme.
L.N.2.3.5 – Explain, interpret, compare, describe, analyze, and/or evaluate tone, style, and/or mood.
L.N.2.3.6 – Explain, interpret, compare, describe, analyze, and/or evaluate point of view.
CC.1.2.11-12.F – Evaluate how words and phrases shape meaning and tone in texts.
L.N.1.1.1 – Identify the author’s purpose.
L.N.1.1.2 – Explain, describe, and analyze examples of a text that support the author’s intended purpose.
L.N.1.1.3 – Analyze and evaluate how authors use elements of nonfiction to communicate an idea.
L.N.1.1.4 – Explain how an author’s use of key words informs and influences the reader.
Priority Standards: Writing
CC.1.4.11-12.P – Create a smooth progression of experiences or events using 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; provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
CC.1.4.11-12.S – Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards
for literature and literary nonfiction.
-CC.1.4.11-12.T – Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose audience.
CC.1.4.11-12.U – Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments and information.
Secondary Standards: Writing
CC.1.4.11-12.R – Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and
spelling.
CC.1.4.11-12.V – Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
CC.1.4.11-12.W – Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and overreliance on any one source and following a standard format citation.
Priority Standards: Speaking & Listening
CC.1.5.11-12.F – Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.
Secondary Standards: Speaking & Listening
CC.1.5.11-12.A – Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas
and expressing their own clearly and persuasively.
CC.1.5.11-12.C – Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitatively, orally) in order to make
informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CC.1.5.11-12.D – Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development,
substance, and style are appropriate to purpose, audience, and task.
CC.1.5.11-12.E – Adapt speech to a variety of contexts and tasks.
Supplemental Texts
Fiction/Drama:
The Scarlet Letter – Nathaniel Hawthorne
“The Yellow Wallpaper” – Charlotte Perkins Gilman
Speak – Laurie Halse Anderson
Nonfiction:
Walden – Henry David Thoreau
“Sinners in the Hands of an Angry God” – Jonathan Edwards
From The Interesting Narrative of the Life of Olaudah Equiano – Olaudah Equiano
“The Surrender Speech of Chief Joseph” – Chief Joseph
“A Thanksgiving Stunner: Puritans Liked Sex and Booze” – Bernard Harris
Poetry:
“Since My House Burned Down… “(Haiku) – Mizuta Masahide
“Huswifery” – Edward Taylor
“Much Madness is Divinest Sense” – Emily Dickinson
“To My Dear and Loving Husband” – Anne Bradstreet
“Upon the Burning of Our House, July 10th, 1666” – Anne Bradstreet
“In Memory of My Dear Grandchild Elizabeth Bradstreet…” – Anne Bradstreet
“In Memory of My Dear Grandchild Anne Bradstreet…” – Anne Bradstreet
“On My Dear Grandchild, Simon Bradstreet…” – Anne Bradstreet
Media Texts :
DVD – The Crucible
DVD – On the Waterfront – Elia Kazan
DVD – High Noon – Fred Zinnemann
DVD – The History Channel – Desperate Crossing: The Untold Story of the Mayflower
“The Language of Lying” – Ted-Ed video http://ed.ted.com/lessons/the-language-of-lying-noah-zandan
Various New York Times articles and links for teaching The Crucible http://learning.blogs.nytimes.com/2011/05/12/teaching-the-crucible-with-the-newyork-times/?_r=1
Women’s suffrage Crash Course video (for use with “The Yellow Wallpaper”) https://www.youtube.com/watch?v=HGEMscZE5dY
Priority Concept/Skill
Priority Concept/Skill
Priority Concept/Skill
Priority Concept/Skill
CC.1.3.11-12.C – Analyze
the impact of the author’s
choices regarding how to
develop and relate
elements of a story or
drama.
CC.1.3.11-12.G – 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.
CC.1.2.11-12.A –
Determine and analyze the
relationship between two
or more central ideas of a
text, including the
development and
interaction of the central
ideas; provide an objective
summary of the text.
CC.1.2.11-12.C – Analyze
the interaction and
development of a complex
set of ideas, sequence of
events, or specific
individuals over the
course of the text.
Lesson EQs:
Lesson EQs:
Lesson EQs:
Lesson EQs:
-What is the text really
about?
-How do the texts convey
the theme of oppression?
-What does the author
assume to be true?
-How does the style or
purpose of the text
influence how a reader
should read it?
-What is the text really
about?
-What are the central
ideas of the text and how
do they relate to each
other?
-How does the text further
develop an idea that has
already been established?
Tier 3 Vocabulary:
Tone, argument, bias,
propaganda, mood, style
Author’s purpose:
describe, inform,
persuade, narrate, explain
Tier 3 Vocabulary:
Fiction, nonfiction, genre,
style
Tier 3 Vocabulary:
Main idea, theme,
supporting details,
summary, memoir,
anecdote, essay,
biography, autobiography
Tier 3 Vocabulary:
Tone, argument, bias,
propaganda, mood, style
Author’s purpose:
describe, inform,
persuade, narrate, explain
Priority Concept/Skill
Priority Concept/Skill
Priority Concept/Skill
Priority Concept/Skill
CC.1.4.11-12.P – Create a
smooth progression of
experiences or events
using 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; provide a
conclusion that follows
from and reflects on what
is experienced, observed,
or resolved over the
course of the narrative.
CC.1.4.11-12.S – Draw
evidence from literary or
informational texts to
support analysis,
reflection, and research,
applying grade-level
reading standards for
literature and literary
nonfiction.
CC.1.4.11-12.T – Develop
and strengthen writing as
needed by planning,
revising, editing,
rewriting, or trying a new
approach, focusing on
addressing what is most
significant for a specific
purpose audience.
CC.1.4.11-12.U – Use
technology, including the
Internet, to produce,
publish, and update
individual or shared
writing products in
response to ongoing
feedback, including new
arguments and
information.
Lesson EQs:
Lesson EQs:
Lesson EQs:
Lesson EQs:
-How are experiences and
events organized to create
a smooth progression?
-What is the most
appropriate evidence to
use from a source?
-How do planning,
revising, editing, and
rewriting enhance your
work?
-How does the use of
technology contribute to
or enhance your writing?
Tier 3 Vocabulary:
Transition, introduction,
conclusion, narrative,
dialogue
Tier 3 Vocabulary:
Brainstorming, outlining,
editing, proofreading
Priority Concept/Skill
CC.1.5.11-12.F – Make
strategic use of digital
media in presentations to
add interest and enhance
understanding of findings,
reasoning, and evidence.
Lesson EQs:
-How can the use of digital
media in your
presentation add interest
and enhance
understanding?
Unit Common Assessments:
-The Crucible background knowledge group presentation
-The Crucible theme essay
-Oppression personal narrative
Unit Goals:
By the end of this unit, students will be able to read and comprehend literary fiction and/or nonfiction and informational text on grade
level, reading independently and proficiently. (CC.1.2.11-12.L and CC.1.3.11-12.K)
By the end of this unit, students will have written routinely over extended time frames and shorter time frames for a range of
discipline-specific tasks, purposes, and audiences. (CC.1.4.11-12X)
By the end of this unit, students will demonstrate command of the conventions of standard English when speaking based on grades 1112 level and content. (CC.1.5.11-12.G)