Taylor & Vann-Innis

E5

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 authors 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

Group Roles: Leader, Recorder, Spokesperson, Timekeeper (1) Shanice, Shanair, Javier, Cierra, Lorena (2) Tatiana, Marisol, Kenrick, Rashida (3) Randy, Tatiyana, Courtney, Davonna, Edison (4) Lashawn, Shneak, Rayshawn, Xavier (5) Britney, Shaquille, Shatone, Princess -Tell students to choose one question in their groups. Put a check next to the question that you will respond to; discuss it in your groups, then have the recorder write the agreed upon answer to the question on the chart.

Discussion Questions:

Is the Rev. Parris simply a worried parent, or does he have other concerns? Support your opinion with examples. In Salem, an excellent public reputation is essential if one is to be accepted in the community. In the beginning of the play, 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. Describe the character of John Proctor. Is he independent or a follower? Honest, or hypocritical? How does he feel about himself, and why might he feel that way? Explain with examples. Describe some indicators of underlying conflicts between Parris and Proctor; between Proctor and Putnam. What significance do you predict these conflicts could play in the story? What connotations might there be in Giles' questions to Rev. Hale about the meaning of his wife's reading habits? Are these intentional, or are Giles' questions innocent? Use quotes from the text to support your answers.

Small Group: 15 mins -Students will discuss the questions and chart their response to just one. Share: 5 min -Class listens as each spokesperson shares their group response. Summary: 1 min 2

- By doing constant comprehension checks and paying attention to characters and their behavior, attitudes, and change, we can truly understand a story and what an author is communicating to us. -Point out HW 2 Journal Entry; Choose one of the following journal prompts and respond in a full paragraph of 5-6 sentences. Due Thursday, October 27th, 2011 At the time of the witch trials, the government of Massachusetts was a theocracy, that is a government with a legal system based upon the canons of a "state" religion. Although our constitution forbids our government to recognize any state religion, from time to time certain practices, such as displaying holiday nativity scenes on government or public property are questioned as to their constitutionality. 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), or are some people overly sensitive? Use the reading and personal experiences to support your argument. 2. The principle accusers in The Crucible, are young, unmarried women. From what you've read so far, 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.
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Taylor & Vann-Innis

E3

October 26th 2011

Obj: Students will learn determine the meaning of iambic meter to properly engae with Shakespeares 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. Mini Lesson: 5 min Brainstorm with the class and/or give students the definitions of the following: Patriotism: proud defender of ones country Monarchy: political system in where a king rules 3

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

Homework: Directions: THIS IS A COPY OF THE WITCHES SPELL FROM MACBETH. 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.

The Tragedy of Macbeth Act 4, Scene 1 SCENE I. A cavern. In the middle, a boiling cauldron. Thunder. Enter the three Witches First Witch Thrice the brinded cat hath mewd. (Brinded means tawny or streaked.) Second Witch Thrice and once the hedge-pig whined. (A hedge-pig is a hedgehog.) Third Witch Harpier cries Tis time, tis time. (A harpier is believed to be a harpy which is a Greek and Latin mythological monster having a womans head and body, but with a birds wings and claws.) First Witch Round about the cauldron go; In the poisond entrails throw. Toad, that under cold stone Days and nights has thirty-one Swelterd venom sleeping got, Boil thou first i the charmed pot. ALL Double, double toil and trouble; Fire burn, and cauldron bubble. Second Witch Fillet of a fenny snake, (Fenny means coming from a bog) In the cauldron boil and bake; Eye of newt and toe of frog, Wool of bat and tongue of dog, Adders fork and blind-worms sting, (An adder is a venomous snake)
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Lizards leg and owlets wing, (An owlet is a young owl) For a charm of powerful trouble, Like a hell-broth boil and bubble. ALL Double, double toil and trouble; Fire burn and cauldron bubble. Third Witch Scale of dragon, tooth of wolf, Witches mummy, maw and gulf (Witches mummy was a medicinal substance) (Maw is the stomach, gulf is the throat) Of the ravind salt-sea shark, (Ravind means ravenous) Root of hemlock diggd i the dark, Liver of blaspheming Jew, Gall of goat, and slips of yew (Gall is bile, slip of yew means a cutting from a yew tree) Silverd in the moons eclipse, (Sliverd means to cut off a piece) Nose of Turk and Tartars lips, Finger of birth-strangled babe Ditch-deliverd by a drab, (Drab = whore these lines mean the baby was delivered in a ditch by a whore). Make the gruel thick and slab: (Slab means viscid/semi-liquid) Add thereto a tigers chaudron, (Chaudron is a coppery color) For the ingredients of our cauldron. ALL Double, double toil and trouble; Fire burn and cauldron bubble. Second Witch Cool it with a baboons blood, Then the charm is firm and good.