Unit Planning – Skeleton Lesson Sequence Form for Task 2
Pre-Assessment
UNIT STANDARDS:
RL11-12.2: 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.
RL. 11-12.6: Analyze how
point of view and
perspective are used to
manipulate the reader
for a specific purpose or
effect, including but not
limited to satire, sarcasm,
irony and
understatement.
RL11-12.7: Analyze diverse
media interpretations of
a story, drama or poem,
evaluating how each
version interprets the
source text.
HS.UH.CO.4 Analyze the
conflicting ideologies and
UNIT TARGETS:
T#1: I am learning to
DEFINE political satirical
allegories.
T#2: I am learning to
EXPLAIN the historical
context of The Crucible.
T#3: I am learning to
EXPLAIN allegorical
context of The Crucible.
T#4: I am learning to
IDENTIFY motifs
(vengeance, mass hysteria,
reputation, intolerance,
etc.) in The Crucible.
T#5: I am learning to
ANALYZE the development
of themes and motifs in
the context of the author’s
contemporary and
historical influences.
T#6: I am learning to
ANALYZE how character
motivations contribute to
Describe the Pre-Assessment, which should pre-assess EVERY unit target (not an
individual lesson):
Prior to the unit, students will complete a THINK, PAIR, SHARE, activity that asks
students to answer the following questions on their own first before discussing it
with their table group:
1) What is theme? What elements of a story develop theme(s)?
2) What is satire? What is the purpose of being satirical?
3) What is an allegory?
This pre-assessment does not directly link to The Crucible as the expectation is many
students have not read or watched the play. What this pre-assessment primarily
assess if students can:
1) Define theme and how it can develop to determine if they can IDENTIFY and
ANALYZE themes and motifs in The Crucible. (T#4-5).
2) Define satire and its purpose to assess if additional instruction on basic
satire is needed before they can DEFINE political satirical allegories. (T#1,
T#7)
3) Define allegory to assess if further instruction is needed before students can
EXPLAIN the relationships between the historical and contemporary
influences for The Crucible (T#2-3, T#6)
Students will not be specifically assessed on their knowledge of Puritan beliefs and
McCarthyism, only their ability to recognize that authors can use non-direct content
to comment on social or political elements.
Depending on the pre-assessment information and data, I make changes throughout
the unit by adding more time to particular elements. I will need to decide whether
or not to include a prerequisite lesson on theme and motifs as well as allegories
policies of the United the development of theme depending on these results. Much of the pre-assessment material will already be
States and Soviet Union and motifs. addressed and reviewed throughout the unit, but depending on the results will
and their impact, both inform me what may need more focus than a part of a lesson.
domestically and T#7: I am learning to
globally, during the Cold COMPARE/CONTRAST how
War Era between 1945- the 1996 film interpreted
1991. or emphasized the
political allegory in The
ILP.2: Employ, develop Crucible.
and refine schema to
understand and create
text.

Skeleton Lesson Sequence

Length of unit:___FIVE LESSONS____________________
Standard(s) Deconstructed Target(s) Formative Assessment Accommodations/ Instructional Sequence
Modifications
RL. 11-12.6: Analyze how T#1: I am learning to HIGHER-ORDER THINKING PRE-ASSESSMENT: LESSON 1 LINK
point of view and DEFINE political satirical QUESTIONS: Students will be ● For my students 1. PRE-ASSESSMENT/
assessed throughout this with an IEP:
perspective are used to allegories. BELLRINGER: At
lesson using higher-order ○ Table
manipulate the reader groupings the beginning of
thinking questions. Following
for a specific purpose or T#2: I am learning to have been class, students will
the satire introduction,
effect, including but not EXPLAIN the historical students will be assessed on made be asked to
limited to satire, sarcasm, context of The Crucible. based on respond to “Ms.
T#1 by asking:
irony and varying Parker has been
1. What is satire? abilities of
understatement. After watching the Monty accused of
the
Python and the Holy Grail learning. witchcraft. Prove
ILP.2: Employ, develop clip: Their table the judge wrong.”
and refine schema to 2. What is your first partners Students will have
understand and create for the the first five
initial reaction to
text. think-pair-s minutes of class to
the reasoning of hare will be
this mob? try to come up
of a
3. What makes this different with a defense
an example of learning that the class will
satire? level for conduct a short
peer discussion about.
The instructor should
tutoring Within this, the
make note of students' opportuniti
answers to assess if they instructor will
es.
are able to define satire INSTRUCTION poke holes in their
and how it is used within ● For my students defenses to have
the example clip before with an IEP: students
○ The understand the
expanding upon the idea
satirical impossibility of
further in later lessons. example is
proving innocence
a visual clip
EXIT SLIP: as an here and
Prior to students leaving alternative recognize the
class, have students answer to a written corrupt nature of
the following question on a example, witch trials. This
sticky note: accommod
1. What did you will act as an
ating those
discover in your introduction to
with
source today that deficiencies The Crucible
 surprised you or in reading starting with a
changed the way fluency. deep dive into the
you thought about JIGSAW ACTIVITY
Salem Witch
the Salem Witch ● For my students
Trials? (T#2) with an IEP: Trials.
Students will leave this sticky ○ The 2. INSTRUCTION: To
note on their desk as they introductor expand upon the
exit the room. This is a y material accusation styled
smaller formative to the pre-assessment,
assessment that asks Salem
students, students
students to identify and Witch Trials
explain a historical element is a video will watch a clip
of the Salem Witch Trials. lecture from Monty
This target is assessed in the accompani Python and the
following lesson with the ed by Holy Grail to
presentation of their analysis visuals. introduce the
of their assigned source. ○ The
logical fallacies of
groupings
for the the Salem Witch
source Trials and satire.
activity will This will lead into
be of a discussion
varying where students
abilities for
will discuss the
opportuniti
es for peer following
tutoring questions:
and a. What is
support. your first
○ All initial
responses
reaction
for the
source to the
activity are reasoning
through of this
technology mob?
and can be b. Can they
done
actually
through
one prove
student as she’s a
a scribe. witch?
Following this
discussion, we will
introduce satire
(Oxford Definition:
“the use of
humor, irony,
exaggeration, or
ridicule to expose
and criticize
people's stupidity
or vices,
particularly in the
context of
contemporary
politics and other
topical issues.”)
and identify what
Monty Python is
specifically
satirical of.
3. JIGSAW ACTIVITY
(Kagan): Prior to
breaking out into
groups, students
will watch a
historical
overview of The
Salem Witch Trials
provided by
TedEd. Students
will break out into
smaller groups of
 five to complete
their own
research into the
trials. They will
read primary and
secondary sources
about the Salem
Witch Trials. The
primary sources
used are pulled
directly from the
Salem Witch Trial
digital archives to
meet common
core standards
(Garcia) Students
will follow this
guide.
4. EXIT SLIP: Prior to
students leaving
class, have students
answer the
following question
on a sticky note:
What did you
discover in your
source today that
surprised you or
changed the way
you thought about
the Salem Witch
Trials? (T#2)
Students will leave
this sticky note on
their desk as they
exit the room. This
is a smaller
 formative
assessment that
asks students to
identify and explain
a historical element
of the Salem Witch
Trials. This target is
assessed in the
following lesson
with the
presentation of their
analysis of their
assigned source.
RL. 11-12.6: Analyze how T#2: I am learning to EXIT SLIP: Students will PRE-ASSESSMENT: LINK TO LESSON 2
point of view and EXPLAIN the historical read the excerpt of Cotton ● For my students 1. PRE-ASSESSMENT:
perspective are used to context of The Crucible. Mather’s “Memorable with IEPS Students will
manipulate the reader Providences, Relating to ○ Pairings complete a THINK,
for a specific purpose or Witchcrafts and are made PAIR, SHARE
effect, including but not Possessions”. Paper copies based where students
limited to satire, sarcasm, will be provided. upon are asked to
irony and Students will either read different answer the
understatement. this excerpt independently readiness following
or as a group then levels. question: “After
complete a Read, Think, BRIEF INSTRUCTION: your research on
Respond activity (Lent 84). ● For my students the Salem Witch
As they read, students will with IEPs Trials, what kinds
be advised to consider the ○ Use of of ideas/beliefs do
following points: visual you think allowed
a. What media and this to happen?”
does this video to (Kagan).
sermon introduce 2. JIGSAW
reveal Puritanis CONTINUED:
about the m. Students will
nature of INDEPENDENT share their
Puritanis READING/EXIT: findings from the
m? previous classes
 b. What ● For my students activities group by
stands out with IEPs group. Provide
to you ○ There is opportunities to
about this an option allow students to
sermon? to ask questions
c. How does conduct about the
it connect this material each
to what reading as group looked into
you a whole and expand upon
already group or students'
know independ understanding.
about the ently to 3. BRIEF
Salem accommo INSTRUCTION: In
Witch date a whole-group
Trials? those setting, introduce
Students will read and with the inquiry
then think on the reading question of the
questions (they can also comprehe day which is
discuss if they chose the nsion “What was the
option to read as a group). deficienci nature of this
After thinking, students es. society that
will write 1-2 paragraph ○ Responses succumbed to
responses to the sermon are mass hysteria?
on a Google Document, collected What fostered this
using their answers to the electronic unwavering belief
prompted questions to ally. in witches?”
conclude what it reveals Students will then
about Puritan beliefs to watch a brief
them. introductory video
to Puritanism and
This exit-slip addresses their beliefs.
T#2 as students must be Identify how
able to explain the nature Puritans believed
of the Puritan belief in the literal word
system as it is central to of God and were
why the Salem Witch governed by a
Trials preceded the way theocracy.
they did. Students should 4. INDEPENDENT
be able to identify how READING/EXIT
Puritans believed in the SLIP: Students will
actual word of god and complete a Read,
took the existence of Think, Respond
witches literally, making it activity (Lent 84).
a true fear during the For this activity,
Salem Witch Trials. students will read
an excerpt of
Cotton Mather’s
“Memorable
Providences,
Relating to
Witchcrafts and
Possessions”. As
they read,
students should
consider:
● What
does this
sermon
reveal
about the
nature of
Puritanis
m?
● What
stands out
to you
about this
sermon?
 After reading and
thinking on these
questions,
students will write
their personal
response to the
sermon and what
it reveals about
the Puritans.

RL11-12.2: Determine two T#2: I am learning to EXIT-SLIP: Students will WHOLE-GROUP READ LESSON 3 LINK
or more themes or EXPLAIN the historical use the provided space on ALOUD: 1. PRE-ASSESSMENT/
central ideas of a text context of The Crucible. Google Forms to make a ● For my students BELLRINGER:
and analyze their prediction about the text. with IEP: Students will use
development over the T#6: I am learning to Students will respond to ○ We will be Google Jamboard
course of the text, ANALYZE how character this specific prompt: reading to respond to the
including how they motivations contribute to the text bellringer prompt
interact and build on one the development of theme After beginning Act One allowed. Students will
another to produce a and motifs. and doing research into This will answer the
complex account. the Salem Witch Trials accommo question: How can
itself and Puritanism, date individual
RL. 11-12.6: Analyze how make a prediction about those characters
point of view and how this play will with IEPs contribute to
perspective are used to progress. Feel free use this for developing a
manipulate the reader questions as a guide: reading story?
for a specific purpose or What will be the major fluency 2. GUIDED ACTIVITY:
effect, including but not conflict and how will it and At the beginning
limited to satire, sarcasm, resolve? Who will start reading of each Act,
irony and this conflict? comprehe Arthur Miller
understatement. nsion. describes each
GUIDED ACTIVITY character within
● For my students the play, including
with IEPs background
information and
 ○ Include motivations. To
rephrasin keep track of
g/defining these characters,
of each student will
categories fill out a
through spreadsheet to
use of track characters
questions by name,
to ask. background
○ Modeling information (Who
to are they related
demonstr to? What kinds of
ate how power do they
to further have in the
complete community?), and
the character
spreadshe motivations (Are
et. they making
○ All accusations or are
material is they the accused?
digital. What or who do
EXIT SLIP: they want?). As
● For my students we begin reading
with IEPs: Act 1, the
○ All instructor will
responses introduce this
to exit practice and
slips will complete the first
have several characters
digital, as a class
technolog together.
y options. 3. WHOLE-GROUP
○ Student READ ALOUD: As a
who class, we will read
requires a Act 1 together.
scribe will Several students
have one will be assigned
accessible roles within the
to them. play and will
verbally act out
the lines to their
classmates.
Introducing
dramatic
literature in the
class in ways
students can act it
out has many
benefits including
fostering critical
thinking and
problem solving
skills (Scotti). We
will stop at the
introduction of
Rebecca Nurse.
What is not read
in class will be
read outside of
class as
homework.
4. EXIT-SLIP:
Students will use
the provided
space on Google
Forms to make a
prediction about
the text. Students

RL. 11-12.6: Analyze how
point of view and
perspective are used to
manipulate the reader
for a specific purpose or
effect, including but not
limited to satire, sarcasm,
irony and
understatement.
HS.UH.CO.4 Analyze the
conflicting ideologies and
policies of the United
States and Soviet Union
will respond to
this specific
prompt:
After beginning
Act One and doing
research into the
Salem Witch Trials
itself and
Puritanism, make
a prediction about
how this play will
progress. Feel free
use this questions
as a guide:
What will be the
major conflict and
how will it
resolve? Who will
start this conflict?
T#1: I am learning to EXIT-SLIP: As an exit-slip, PRE-ASSESSMENT: 1. PRE-ASSESSMENT:
DEFINE political satirical students will respond to a ● For my students As a
allegories. Padlet asking them to with an IEP: THINK-PAIR-SHAR
answer the following ○ Pairings E activity, students
T#2: I am learning to question: After your made will review the
EXPLAIN the historical webquest and the based on concept of satire
context of The Crucible. research we have done on varying and make an
the Salem Witch Trials, levels of educated guess on
T#3: I am learning to how is Arthur Miller able ability. what an allegory
EXPLAIN allegorical to make this commentary? WEBQUEST ACTIVITY: is (Kagan). Have
context of The Crucible. What is comparable about ● For my students students think on
these two investigations? with an IEP: the following
○ All questions:
responses
and their impact, both are made a. What is
domestically and using a the
globally, during the Cold technologi purpose
War Era between 1945- cal of satire?
1991. resource. b. What do
○ Inclusion you think
ILP.2: Employ, develop of an
and refine schema to multiple allegory
understand and create modalities is?
text. including 2. WHOLE-GROUP
two INSTRUCTION: As
videos a whole group, we
and one will discuss how in
article for Arthur Miller’s
those who capturing of the
are visual Salem Witch Trials
learners, in this play is
auditory actually a
learners, comment on
or something else,
struggle making it an
with satirical allegory.
reading We will define
comprehe allegory as a class
nsion. and identify that
EXIT SLIP: the particular
● For my students instance that
with an IEP: Arthur Miller is
○ A scribe is commenting on is
available the Red Scare.
to the 3. WEBQUEST
student as ACTIVITY: To build
needed. context around
the Red Scare and
○ Responses have students
are begin making the
collected comparison
electronic between the
ally Salem Witch Trials
through and McCarthysim,
Padlet. students will
complete a guided
webquest (Ikpeze
645).This will be
done prior to
reading Act 2 of
the play as it is
there that
students will
begin to see how
hysteria develops.
4. EXIT SLIP: As an
exit-slip, students
will respond to a
Padlet asking
them to answer
the following
question: After
your webquest
and the research
we have done on
the Salem Witch
Trials, how is
Arthur Miller able
to make this
commentary?
What is
comparable about

RL11-12.2: 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.
RL. 11-12.6: Analyze how
point of view and
perspective are used to
manipulate the reader
for a specific purpose or
effect, including but not
limited to satire, sarcasm,
irony and
understatement.
these two
investigations?
T#2: I am learning to EXIT SLIP: On a sheet of WHOLE-GROUP READ 1. PRE-ASSESSMENT:
EXPLAIN the historical paper, ask students to ALOUD: As an introductory
context of The Crucible. respond to the following ● For my students activity to this act,
prompt: Identify one with IEP: have students
T#5: I am learning to character in the play and ○ We will be create a set of
ANALYZE the development explain their role in the reading questions on what
of themes and motifs in development of hysteria. the text they would like to
the context of the author’s This should be a short allowed. be answered in
contemporary and response in 2 to 3 This will this Act to invoke
historical influences. sentences. accommo critical thinking
date skills (Lent 111).
T#6: I am learning to those 2. WHOLE-GROUP
ANALYZE how character with IEPs READ ALOUD:
motivations contribute to for Students will
the development of theme reading continue reading
and motifs. fluency The Crucible by
and beginning Act 2 of
reading the play as a
comprehe whole class.
nsion. Continue
completing the
character
motivations
spreadsheet as we
go along. As we
read, asks
students to
consider the
following
questions in
preparation for
their exit-slip:
 a. Who is
causing
the
hysteria?
b. Why are
they
causing
the
hysteria?
3. EXIT-SLIP: On a
sheet of paper,
ask students to
respond to the
following prompt:
Identify one
character in the
play and explain
their role in the
development of
hysteria.
UNIT STANDARDS UNIT TARGETS Describe the Post-Assessment, which should assess EVERY unit target (not an
individual lesson):
RL11-12.2: Determine two T#1: I am learning to
or more themes or DEFINE political satirical Prior to this post-assessment, the rest of the unit will progress along these lines:
central ideas of a text allegories. 1. Prior to reading Act 3, students will read about Arthur Miller and his own
and analyze their examination during the Red Scare.
development over the T#2: I am learning to 2. Read Acts 3 and 4 of the play.
course of the text, EXPLAIN the relevancy of 3. As a whole-group, come up with a general theme for the play prior to
including how they Puritan beliefs/history to breaking it down into motifs (with instruction on themes and motifs as
interact and build on one the themes of The needed based on the pre-assessment).
another to produce a Crucible. 4. Watch the 1996 film version and make comparisons between two forms of
complex account. media.
T#3: I am learning to 5. Complete a whole-group activity in which we analyze John Proctor and
EXPLAIN the relationship explain his connections with an identified motif.
RL. 11-12.6: Analyze how between Mccarthyism and
point of view and the themes of The As their final for this unit, students will complete an analysis project analyzing the
perspective are used to Crucible. motifs of The Crucible through their selected character. Students will form a group
manipulate the reader and select a specific character (excluding John Proctor) and a motif identified by the
for a specific purpose or T#4: I am learning to class. In their groups, students will create a visual project (website, slideshow
effect, including but not IDENTIFY literary themes presentation, piece of art) that examines how the character’s motivations and
limited to satire, sarcasm,(vengeance, mass hysteria, actions progress or expand the motif.
irony and reputation, intolerance,
understatement. etc.) in The Crucible. All projects must be accompanied by a 1-2 page reflection (written as a group) that
demonstrates or answers the following:
RL11-12.7: Analyze diverse T#5: I am learning to
media interpretations of ANALYZE the development
1. An introduction with identifiable context, purpose, and hints to the
a story, drama or poem, of literary themes in the
evaluating how each context of the author’s organization of the project. (T#1-3)
version interprets the contemporary and 2. A clear thesis statement identifying the chosen character and how their role
source text. historical influences. in the play develops a specific motif. (T#4, T#6).
3. An explanation of the visual element itself and why you chose to present
HS.UH.CO.4 Analyze the T#6: I am learning to your analysis this way.
conflicting ideologies and ANALYZE character 4. At least 2 uses of textual evidence from the written and film versions of the
policies of the United background and
play to explain the linkage between the character and motif. (T#6, T#7).
States and Soviet Union motivations in their role in
and their impact, both developing the themes of 5. A paragraph forming a connection between the specific character, motif, and
domestically and the play. the satirical/political allegory of the play. (T#1-3).
globally, during the Cold 6. A concluding paragraph answering a “so what?” question about the
War Era between 1945- T#7: I am learning to character and motif.
1991. COMPARE/CONTRAST how
the 1996 film interpreted The above list will be used as the assessment tool. Students will present their
ILP.2: Employ, develop or emphasized the
projects with their groups to the entire class at the end of the unit.
and refine schema to political allegory in The
understand and create Crucible.
text.
 Works Cited

Garcia, Patricia. “Accessing Archives: Teaching with Primary Sources in K–12 Classrooms.” The American Archivist, vol. 80, no. 1, 2017, pp.
189–212. JSTOR, http://www.jstor.org/stable/26356726.

Ikpeze, Chinwe H., and Fenice B. Boyd. “Web-Based Inquiry Learning: Facilitating Thoughtful Literacy with WebQuests.” The Reading Teacher,
vol. 60, no. 7, 2007, pp. 644–54. JSTOR, http://www.jstor.org/stable/20204518.

Kagan, Spencer. “The Structural Approach to Cooperative Learning.” Educational Leadership. Dec. 1989, pp. 12-15,
https://files.ascd.org/staticfiles/ascd/pdf/journals/ed_lead/el_198912_kagan.pdf

Lent, ReLeah C. This Is Disciplinary Literacy, SAGE Publications, Inc, 2015.

Scotti, Stefano. “Exploring the Power of Drama Education in the Classroom.” Europass Teacher Academy, 23 Oct. 2023,
www.teacheracademy.eu/blog/drama-education/#:~:text=Integrating%20drama%20in%20classrooms%20allows,emotions%20and%20learn%2
0effective%20expression.