S1Toto,+Kaitlin

=Stage 1 - Identify Desired Results= A2) Literary Arts Grade 9 to diploma //The Crucible// Students read text within a grade appropriate span of text complexity, and presents analyses of drama, using excerpts from the text to defend their assertions. ||
 * **Establish Goals (MLR):** **(G)** ||
 * English Language Arts - A) Reading

//What understandings are desired?//

 * **//Students will understand that://** **(U)** ||
 * * there is more than one theme in //The Crucible//.
 * Abigail Williams must have motivation for causing so much conflict in Salem, Massachusetts.
 * there is one symbol presented in //The Crucible.// ||

//What essential questions will be considered?//
• How does Abigail's motivation effect characters' development in the play? • Where are specific symbols used in the play? ||
 * **Essential Questions:** **(Q)** ||
 * • How do we identify themes?

//What key knowledge and skills will students acquire as a result of this unit?//
• Important events/ people: Abigail Williams, John Proctor, Thomas Putnam, Judge Thomas Danforth, the Red Scare, Senator Joseph McCarthy • Key factual information: consumption tainted wheat crops, Puritans, time line of witch trials, McCarthyism || • express major themes from the text. • illustrate the symbols present within the text. • design blogs which will focus entirely on one character from the play. • analyze the symbol of McCarthyism presented in the text. • relate themes to actual life. • be aware of historical locations in Salem, Massachusetts that are relevant to the witch trials. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * • Vocabulary: symbol, theme, point of view (P.O.V.) protagonist, antagonist, climax, plot (rising/falling actions, resolution)


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**