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AcceleratedLessonPlan3/24/14
Author:KaitlynMorson Datecreated:03/20/20144:08PMEDTDatemodified:03/27/20142:54PMEDT

VITALINFORMATION
Subject(s) Grade/Level Objectives LanguageArts(English) Grade11 Studentswillbeableto... 1. 2. 3. 4. Definechallengingwordsinthetextbylookingupthedefinitionsandusingcontextclues. Compare"WhyIWroteTheCrucible"toGoodnightandGoodLuckbyrespondingtoaquickwriteprompt. DrawConclusionsaboutAmericaduringthe1950'sbyanalyzing"DeclarationofConscience." ConnecttherealityofAmericaduringthe1950'stoTheCruciblebyhavingaclassdiscussion.

Standards

PAPennsylvaniaCommonCoreStandards(Draft)(2013)
Subject:EnglishLanguageArtsGrade612 Grade:Grades1112 ContentArea:1.2ReadingInformationalTextStudentsread,understand,andrespondtoinformationaltextwithan emphasisoncomprehension,vocabularyacquisition,andmakingconnectionsamongideasandbetweentextswithfocus ontextualevidence. Domain: IntegrationofKnowledgeandIdeasAnalysisAcrossTexts Standard: CC.1.2.1112.IAnalyzefoundationalU.S.andworlddocumentsofhistorical,political,andliterarysignificancefor theirthemes,purposes,andrhetoricalfeatures. Domain: VocabularyAcquisitionandUse Standard: CC.1.2.1112.KDetermineorclarifythemeaningofunknownandmultiplemeaningwordsandphrasesbasedon gradelevelreadingandcontent,choosingflexiblyfromarangeofstrategiesandtools. ContentArea:1.3ReadingLiteratureStudentsreadandrespondtoworksofliteraturewithanemphasison comprehension,vocabularyacquisition,andmakingconnectionsamongideasandbetweentextswithafocusontextual evidence. Domain: VocabularyAcquisitionandUse Standard: CC.1.3.1112.JAcquireanduseaccuratelygeneralacademicanddomainspecificwordsandphrases,sufficient forreading,writing,speaking,andlisteningatthecollegeandcareerreadinessleveldemonstrateindependence ingatheringvocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression. ContentArea:1.4WritingStudentswritefordifferentpurposesandaudiences.Studentswriteclearandfocusedtextto conveyawelldefinedperspectiveandappropriatecontent. Domain: ResponsetoLiterature Standard: CC.1.4.1112.SDrawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch, applyinggradelevelreadingstandardsforliteratureandliterarynonfiction. ContentArea:1.5SpeakingandListeningStudentspresentappropriatelyinformalspeakingsituations,listencritically, andrespondintelligentlyasindividualsoringroupdiscussions. Domain: ComprehensionandCollaborationCollaborativeDiscussion Standard: CC.1.5.1112.AInitiateandparticipateeffectivelyinarangeofcollaborativediscussionsongradeleveltopics, texts,andissues,buildingonothersideasandexpressingtheirownclearlyandpersuasively.

MATERIALSANDRESOURCES
Resources Materialsandresources: Student: 1.Pencil 2.Dictionary(providedinclass) 3.SpringboardBook 4.Paper Teacher: 1.Springboardbook Thenumberofcomputersrequiredis1.

IMPLEMENTATION

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LessonProcedures

Bellringer:Whenthestudentswalkin,Iwillhavethemanswerthepromptintheirjournals:writedownthreethingsthat yourememberfromtheassignedspeechthatyoureadovertheweekend.Forthosestudentswhodidnotread,Iwill havethemwritedownwhytheydidnotreadthespeech,andbegintodosountileveryoneisdone.Iwillgivethe studentsaboutfiveminutes,andthenwewilldiscussindetailthemainideasofthespeechaswellashowitrelatesto McCarthyism. Lesson:IwillthenaskthestudentstoopenuptheirSpringboardbookstopage266.Iwillthenreadthe"Aboutthe Author"outloudandexplaintotheclassthatfortodayandtomorrowwewillbediscussingArthurMiller'sessay.Iwill pointoutthegraphicorganizerthatthestudentsaretofilloutasweanalyzetheessay,andassignaparagraphtoeach group.Thestudentswillbegivenfivetosevenminutestodefineanywordstheymightnotknow,talkamongst themselvesaboutthestatementstheparagraphismaking,oraskmequestionsiftheyhaveany.Attheendofthetime alloted,Iwillaskforarepresentativefromeachgrouptoreadtheparagraphoutloudandtellmetheiranalysisofthe paragraph. Closure:Thestudentswillusethetimeleftinclasstowriteaquickwrite:listatleastonetwoquestionsaboutthings discussedintheessaythatyoustillaren'tsureof!(ifIamabletoshowthefilmclipIwillaskthestudentstodiscuss howthefilmcliprelatestoArthurMiller'sessaybasedonwhatwe'vereadsofar).

ASSESSMENT
Assessment Forthisparticularlesson,knowingthatthestudentsarelearningvs.notlearningwillbeextremelyevident.Iamgoingto bereadingoutloudwiththem,andguidingthemthroughthisactivityaswellasreviewingthemainideasofeach paragraphinthetext.Ifthestudentsaren'tunderstandingthematerial,Iwillbeabletotellbasedontheirabilityto answermyquestions,levelofparticipation,andtheirwrittenreflectionsattheendoftheperiod.Iwillcheckfor understandingattheendofeachparagraphinthetext,aswellasthroughtheirquickwriteswhichtheywillhandinto me.Ifitisobvioustomethattheyaren'tunderstandingwhatwehavebeendiscussing,thenIwillchangethepaceof thelessonandreviewwhatismakingthemconfused.Therewillbenogrades/pointsassignedforthislesson,justa participationgradefortheirquickwrites.However,althoughthereisnoformalassessmentduringthislesson,each lessonpreparesthestudentsfortheirfinalunitexam.

LessonAnalysisand Reflection

Therewereatonofthingsthatwentwellduringmylesson.Mythirdandfourthperiodclassesreallygraspedtheoverall conceptsfromMargaretChaseSmith'sspeechtheyalsohadtheentireweekendtothinkofreadtheessayandreflect unlikemyfirstandsecondperiod.Immediatelythestudentswantedtoparticipate,andthatenthusiasmcontinued duringthemainactivityfortheday.Inbothclasses,IwasabletoreviewthesameamountofparagraphsinArthur Miller'sessay,"WhyIWroteTheCrucible,"whichisgoodbecausefortomorrowbothclasseswillbestartingatthesame point.Thestudentsarefamiliarwithmeastheirstudentteachernow,anditmakesiteasierforthemtoaskme questions.I'mgladthattheyarefamiliarwithme,andIwasalsoexcitedtoansweralloftheirquestions. Asfarasteachinggoes,Ilearnedalotaboutmyselfandmyteachingstyleduringthislesson.Ireallyhadtoprobethe studentsaboutthetext,andcomingupwiththosequestions,jugglingstudentresponseswithmythoughts,andmaking surethatwecoveredeverythingIwantedtocoverwassimilartomynormalpreserviceteachingdayonsteroids.The studentsrespondedpositivelywhichwasencouragingbutwhatwasnicewasthefactthatatthispointinmypreservice Iamfamiliarwiththestudentsandtheyarefamiliarwithme.Therefore,theyaremoreinclinedtoparticipateandtakeit seriouslybecausetheyknowthatIwillbeprobingthemforanswers,wantingtohearwhattheyhavetosay,etc. Mystudentslearnedaton.Theyfirstlearnedanewslewofvocabularythattheywereunfamiliarwithbefore.In addition,theylearnedhistoricalinformationaboutArthurMiller'stimeperiod.Throughoutthetextthestudentshave beenstrugglingwithunderstandingthehistoricalcontextofArthurMiller'sparallelisminhisplay,TheCrucible.This particularactivityreallyshowsthemtheangst,despair,andfearoftheMcCarthyEra.Iknowthattheylearnedasa resultofourclassdiscussion.Throughtheirquestions,responses,andintrigueIwasabletogatherwhattheywere comprehendingfromthelesson. TherearevariousimprovementsthatIcanmakeinanefforttobemoreeffectivewiththisparticularclassofstudents... ReallyanalyzethetextpriortoteachingIdidthisbeforeteachingthislessonbutIneedtothinkmoreinthe mindofastudent.Theydon'tunderstandthesamethingsthatIimmediatelydo,Ineedtoconsiderthetext throughtheireyes. Comeupwithquestionstoaskduringdiscussion KeepthoughtsontopicIstrugglewithjugglingmythoughts,myplans,andthecommentsthestudents make.Ineedtolearntokeeptheclassontopicthroughmyquestions Don'tsay"OhmyGod!"IhaveatendencytodothiswhenIammistakenorcaughtoffguard.Idon'trealize thatI'mdoingitatall,andI'vebeentoldafewtimesthatI'veletitslipoutduringmyteaching.Itis definitelysomethingIneedtobecomemoreawareofandcorrect.

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