This lesson plan was written for a class of tenth grade college prep and honors level students at Abington Senior High School in Abington, Pennsylvania.
View/download the PDF here: [Lesson] (Crucible) Power
Date 10/20/15 Subject The Crucible Grade/Period 10th; 2nd Pd.
Topic Power in the Crucible Standards CC.1.3.9–10.A, CC.1.3.9–10.H, CC.1.5.9–10.D
- Power is addictive and corruptive.
- Power is found in having something others do not have access to.
- People use power to get what they want.
Specific Learning Outcomes
- Analyze the development of a theme in The Crucible by evaluating which characters have power and why.
- Discuss the corrupting nature of power in the Crucible
- How does an obsession with power affect one’s relationships and decisions?
- What makes someone more powerful than someone else?
Assessment/Evaluation of SLOs
- Morning Journal
- Power Grids
- Write an argumentative paper that explains how the Crucible is a modern day allegory.
Materials & Resources
- PowerPoint (Including “Today in English” slides.)
- Computer Paper
- Pen or Pencil
- Crucible Books
Activities and Procedures
|T: Watch morning announcements
T: Put up the slide show with the Date, Main Idea, EQs, SLOs, and Journal Prompt.
T: Tell students to get out any work they owe me.
T: Tell students to copy down the information on the slides into their notebooks and to answer the journal prompt.
T: Check the students’ homework for completion and as diagnostic.
|Engage students in reading EUs and EQs.
Reviews SLOs and reviews them with students.
|“Time is now up, so please pass your journals to one of the two sides, and take out your Double-Journals and Continuums.”||8:41|
(What will students and teachers do/how and when?):
|Activity I: Continuums||Time|
|T: Draw the continuums up on the board. Remind students that they should have three continuums ranking the characters in terms of power, fear, and conformity.
T: Ask the students to list the characters we read about so far on the Promethean Board (they don’t have to have appeared).
T: Call up students to write the characters’ names on the continuums and discuss why they placed the character where they did. Make sure class agrees on placement.
|(T connects EU/EQ to SLO): Point out students have answered the second EQ. Ask students what they can predict about the trials given the continuums on the board. Who will be a target? Who will be a persecutor?||8:50-9:00|
|Transition: “Pass in your continuums that you draw, and I’ll pass out the next activity.”||9:00-9:01|
|Activity II: Power Grid||Time|
|T: Tell students to work in groups of three in order to create a relationship map. Each connection should not just list the relationship but how one character has power (or doesn’t) over another.
S: Create a relationship map with each connection stating the relationship and how one character has power over another.T: Lead a discussion about the “Power Grid.” How do people relate to one another? Who has power over each other? How does this relate to the witch trials and the novel ?
S: Participate in the group discussion about the “Power Grid”.
|9:01 – 9:11|
|(T connects EU/EQ to SLO): Mention that the driving force behind accusations is power, and that affects the characters’ relationships and decisions. Ask how this relates to McCarthy? And to us?||9:11 – 9:18|
|Transition: “I want you to pass in your power grids and your double-journals, so we can wrap up class with what we learned today.”||9:18-9:19|
|Teacher returns to the daily slides and reviews the main idea, EQs, and SLOs. Ask students to answer the EQs or respond to the EUs.||9:19-9:21|
Read pages 33 – 49 (To the end of Act I) and Double-Journal
SPLED Education Accommodations
- Clarify when needed or to re-focus.
- Assist with organization & study skills.
- Verbal & Nonverbal cues to refocus attention to initiate work or when off task.
- Positive encouragement and reinforcement for on-task behavior
- Preferential seating near instruction to maximize on-task behavior
- Strategies for managing anxiety & stress.
- Chunk assignments, directions, and new instructional materials into manageable pieces. Provide specified deadlines and rubrics for each chunk.
- Make a checklist of this breakdown with deadlines.
- Ensure all checkpoints are reached with prompting.
- Monitor work completion
- Remind to re-check work for accuracy
- Extended time for testing
- Communication between home, school, and MH providers