Taylor & Vann-Innis


October 26th 2011

NYS CCS: Writing standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content. Writing standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to the task. Objectives: SWBAT Identify literary elements used by an author and write about author’s use of characterization, theme or dialogue AIM: How can we follow a checklist to revise our written work? Do Now: 5 mins Directions: Answer the following questions honestly. How do you feel about group work? Why do you believe teachers ask you to do group work? Did everyone that was assigned to your group for the “Life in Salem 1692” assignment contribute in a fair way? Explain.

-As students are completing their do nows, their notebooks/ journals will be given out to them, and their charts will be brought to the front of the classroom.

Whole Group: 12 min Groups will finish reporting out on their category for the “Life in Salem 1692” projects. Each student is to take notes on the presentations since they will be tested on the information that they acquire. . Mini lesson: 3 min Today you will participate in a group discussion, chart your responses and be ready to share out. The discussion questions are from act one. In your groups, you will choose two questions, discuss the topic, and then write a response on the chart paper. Your spokesperson will speak out to report. Tell students groups (chart pd 2) Tell students to get into their groups within 30 seconds – tell areas for each group. Review group roles.

During minilesson, distribute charts with question prompts attached to them 1

Courtney. What significance do you predict these conflicts could play in the story? What connotations might there be in Giles' questions to Rev. Summary: 1 min 2 . Spokesperson. Put a check next to the question that you will respond to. Small Group: 15 mins -Students will discuss the questions and chart their response to just one. Cierra. and why might he feel that way? Explain with examples. or are Giles' questions innocent? Use quotes from the text to support your answers. Describe some indicators of underlying conflicts between Parris and Proctor. Shaquille. Kenrick. Javier. Davonna. Shanair. Tatiyana. In Salem. Rayshawn. Shatone. or hypocritical? How does he feel about himself. or does he have other concerns? Support your opinion with examples. Describe the character of John Proctor. Timekeeper (1) Shanice. what clues are there that Abigail's reputation has become questionable? Do Thomas Putnam and his wife seem to have reasons to be bitter about the course their lives have taken in Salem? Explain with examples. between Proctor and Putnam. discuss it in your groups. Rashida (3) Randy. Parris simply a worried parent. an excellent public reputation is essential if one is to be accepted in the community. Discussion Questions: • • • • • • Is the Rev. Is he independent or a follower? Honest. Xavier (5) Britney. In the beginning of the play.Group Roles: Leader. Hale about the meaning of his wife's reading habits? Are these intentional. Edison (4) Lashawn. Lorena (2) Tatiana. Share: 5 min -Class listens as each spokesperson shares their group response. Princess -Tell students to choose one question in their groups. then have the recorder write the agreed upon answer to the question on the chart. Marisol. Recorder. Shneak.

Choose one of the following journal prompts and respond in a full paragraph of 5-6 sentences. 1. attitudes.By doing constant comprehension checks and paying attention to characters and their behavior. Due Thursday. are young. from time to time certain practices. Although our constitution forbids our government to recognize any state religion. the government of Massachusetts was a theocracy. what can you deduce about the status of single women in Puritan society? Could the celebrity effect of allegedly being able to identify witches change their status? In what way? Use the reading and personal experiences to support your argument. or are some people overly sensitive? Use the reading and personal experiences to support your argument. 2011 At the time of the witch trials. Mini Lesson: 5 min Brainstorm with the class and/or give students the definitions of the following: Patriotism: proud defender of one’s country Monarchy: political system in where a king rules 3 . October 27th. we can truly understand a story and what an author is communicating to us. -Point out HW 2 Journal Entry.. unmarried women. 2. The principle accusers in The Crucible. such as displaying holiday nativity scenes on government or public property are questioned as to their constitutionality. that is a government with a legal system based upon the canons of a "state" religion. Taylor & Vann-Innis E3 October 26th 2011 Obj: Students will learn determine the meaning of iambic meter to properly engae with Shakespeare’s Macbeth Aim: How did Shakespeare intend for Macbeth to be read? Do Now: 5 min Students enter class and answer the following question: -What do you know about Shakespeare? Write down ANYTHING that comes to mind. and change. From what you've read so far. How far do you think we should go to keep Church and State separate? Is it always harmful to reference religious beliefs within government institutions (like schools or courts).

Banquo. This is the story of how one murder begets another and how one man's ambitions plague a nation. Finally. Macbeth battles Macduff who slays him and displays Macbeth's "cursed head" for all to see. Macbeth thinks he sees Banquo's ghost at a banquet. Students should write a short response. Activity: 25 min Part One: Rhythm and Meter 1. no more than 5 sentences about any line(s) that stood out to them. After Banquo is slain. Part Two: 1. because three witches have predicted that Banquo's off-spring will become king. Give each student a copy of "A Witches' Spell" from Macbeth. and tell them that this rhythm is called iambic. Have them practice beating out this rhythm on their desks. daDum. He then plots to murder a nobleman. Small talk: 2 min The floor will be opened for students to discuss their sentiments about any of the statements. whose ambition runs wild. Macbeth. They are to agree or disagree with the 10 statements. Before the play ends. Duncan. Teacher will model the beat and then students should clap the beat. a supporter of Macduff. Point out that Shakespeare often plays with the meter of fairy songs or witches' chants. in battle. To become King he first kills the current king. Ask students what to tap out the beat on their desks." 4 .Anarchy: chaotic situation/ lack of government Righteous: always behaving according to a moral/ religious code Hook: 8 min Students fill out an anticipation guide. Ask what kind of meter it is. slain after the three witches warn him to beware Macduff. They must explain why. Students should read along as volunteers perform a reading. Ask the children to place their hands over their hearts and feel the daDum. Later he has the wife and children of a general. and his son. Tell the students that Shakespeare used the rhythm of the heartbeat in his poems and plays. Fleance. daDum of their own heartbeats. Summary: 3 min Introduce the play as follows: "Macbeth is the story of a man. 2. Macduff. Macbeth kills Siward. in the last act. Then he kills the k ing's guards in an attempt to pin the murder on them.

that under cold stone Days and nights has thirty-one Swelter’d venom sleeping got. (A hedge-pig is a hedgehog. Second Witch Fillet of a fenny snake.) Third Witch Harpier cries ‘Tis time. Scene 1 SCENE I. ALL Double. a boiling cauldron. (A harpier is believed to be a harpy which is a Greek and Latin mythological monster – having a woman’s head and body. Boil thou first i’ the charmed pot. Enter the three Witches First Witch Thrice the brinded cat hath mew’d. (Brinded means tawny or streaked.) First Witch Round about the cauldron go. Wool of bat and tongue of dog. and cauldron bubble. (An adder is a venomous snake) 5 . The Tragedy of Macbeth Act 4. Adder’s fork and blind-worm’s sting. A cavern. (Fenny means coming from a bog) In the cauldron boil and bake. In the poison’d entrails throw. Eye of newt and toe of frog. In the middle. Toad.) Second Witch Thrice and once the hedge-pig whined. Fire burn. but with a bird’s wings and claws. double toil and trouble. ’tis time. LOOK ON WITH A PARTNER AND LISTEN TO THE WAY IT IS READ AND BE PREPARED TO WRITE A SHORT RESPONSE IN YOUR JOURNAL ABOUT ANY LINE THAT STOOD OUT TO YOU.Homework: Directions: THIS IS A COPY OF THE WITCHES’ SPELL FROM MACBETH. Thunder.

Liver of blaspheming Jew. ALL Double. Gall of goat. (Chaudron is a coppery color) For the ingredients of our cauldron. tooth of wolf. Witches’ mummy. slip of yew means a cutting from a yew tree) Silver’d in the moon’s eclipse. Third Witch Scale of dragon. (Drab = whore – these lines mean the baby was delivered in a ditch by a whore).Lizard’s leg and owlet’s wing. and slips of yew (Gall is bile. Like a hell-broth boil and bubble. double toil and trouble. 6 . maw and gulf (Witches’ mummy was a medicinal substance) (Maw is the stomach. ALL Double. Make the gruel thick and slab: (Slab means viscid/semi-liquid) Add thereto a tiger’s chaudron. Fire burn and cauldron bubble. Fire burn and cauldron bubble. (Ravin’d means ravenous) Root of hemlock digg’d i’ the dark. Then the charm is firm and good. (An owlet is a young owl) For a charm of powerful trouble. Finger of birth-strangled babe Ditch-deliver’d by a drab. (Sliver’d means to cut off a piece) Nose of Turk and Tartar’s lips. gulf is the throat) Of the ravin’d salt-sea shark. Second Witch Cool it with a baboon’s blood. double toil and trouble.

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