Vocabulary Baseball: A Review in Nine Innings
- You need to divide yourselves into two teams.
- Each batter (or contestant) has 20 seconds to define the vocabulary word:
- If you define it in 5 seconds or less, it is a home run.
- If you define it in 10 seconds or less, it is a triple.
- If you define it in 15 seconds or less, it is a double.
- If you define it in 20 seconds or less, it is a single.
- If you fail to define it in 20 seconds or less, you're out!
- Three outs per inning. The team with the most runs at the end of nine innings wins the game.
- We will be working on review vocabulary from the first three acts as well.
- I am the pitcher and the umpire. No arguing!
Clock Partners:
Fill out the backside of the literary terms worksheet. This is quote analysis. If you need to use extra paper to explain a quote, staple your sheet of notebook paper to the worksheet. This is due Wednesday.
The Crucible — Conclusion October 28th - 31st
Journal, Oct. 28th
Which character from the play do you identify with the most?
Which character do you identify with the least? Explain both your answers.
Act IV - Movie Viewing (35 min.)
3-2-1 Movie Slip (6 pts.)
Be specific on your slips! For similarities, don't say something general, such as, "The lines are the same." Be more specific. Which lines are the same? If you are too general, I will deduct points on that section.
Which character from the play do you identify with the most?
Which character do you identify with the least? Explain both your answers.
Act IV - Movie Viewing (35 min.)
3-2-1 Movie Slip (6 pts.)
Be specific on your slips! For similarities, don't say something general, such as, "The lines are the same." Be more specific. Which lines are the same? If you are too general, I will deduct points on that section.
The Crucible — Acts III-IV October 21st - 25th
October 25th—Conclusion of The Crucible
Journal: Make a prediction about the fate of each of the following characters:
Take out your literary elements charts from yesterday and keep it out while we finish reading the play. As we read, keep an eye out for metaphors and similes and jot down a page number where you find them.
If time permits after reading, fill out an entry for metaphor and simile on your literary elements chart. It can be in any act on any page. There are several. I will come around and check off whether you've done this.
Epilogue: http://joshdamericanlitblog.blogspot.com/2011/10/crucible-epilogue.html
Journal: Make a prediction about the fate of each of the following characters:
- Elizabeth Proctor,
- John Proctor, and
- Reverend Hale.
Take out your literary elements charts from yesterday and keep it out while we finish reading the play. As we read, keep an eye out for metaphors and similes and jot down a page number where you find them.
If time permits after reading, fill out an entry for metaphor and simile on your literary elements chart. It can be in any act on any page. There are several. I will come around and check off whether you've done this.
Epilogue: http://joshdamericanlitblog.blogspot.com/2011/10/crucible-epilogue.html
October 24th
Reading and Vocabulary Quiz on Act III
As usual, take five minutes to study. Test begins at 11:57.
When you are finished, answer the following journal prompts.
Journal: Given that we know the historical result of the Salem Witch Trials (many witches hang)...
Act IV 882-85
Take out your literary elements charts from yesterday.
With a clock partner, find a metaphor from the play. It can be in any act on any page. There are several. Call me over to check whether you have indeed found a metaphor.
Then, find a simile.
Reading and Vocabulary Quiz on Act III
As usual, take five minutes to study. Test begins at 11:57.
When you are finished, answer the following journal prompts.
Journal: Given that we know the historical result of the Salem Witch Trials (many witches hang)...
- Why do you think American public schools make students like you read The Crucible--that is, why read this play when we know the conclusion?
- What concepts and themes do you think schools are trying to teach you with this play?
Act IV 882-85
Take out your literary elements charts from yesterday.
With a clock partner, find a metaphor from the play. It can be in any act on any page. There are several. Call me over to check whether you have indeed found a metaphor.
Then, find a simile.
October 23rd
Journal: Pick up the worksheet, entitled "The Crucible Literary Terms."
Keep this worksheet out as we read Act IV today.
We will pause and find examples of allusion and simile today, as well. Keep this worksheet in your daily writing section of your binders.
Read pp. 880-883
Review for Act III Reading and Vocabulary Quiz
http://www.superteachertools.com/jeopardy/usergames/Oct201042/game1287966424.php
https://jeopardylabs.com/play/the-crucible-chapter-3
Journal: Pick up the worksheet, entitled "The Crucible Literary Terms."
- Find an example of irony in the play. You may use one of the examples we found yesterday, or some other one.
- Write the Act and Page number in the left box by Irony. (The play has no scene numbers.)
- Quote the example with who said it.
Keep this worksheet out as we read Act IV today.
We will pause and find examples of allusion and simile today, as well. Keep this worksheet in your daily writing section of your binders.
Read pp. 880-883
Review for Act III Reading and Vocabulary Quiz
http://www.superteachertools.com/jeopardy/usergames/Oct201042/game1287966424.php
https://jeopardylabs.com/play/the-crucible-chapter-3
October 22nd
Journal:
1. Now that we finished Act III and John Proctor has condemned himself, make a prediction about what happens to one of the following characters:
(There can be multiple answers for these. Be prepared to share your answers.)
Read Act IV, pp 878-880
Journal:
1. Now that we finished Act III and John Proctor has condemned himself, make a prediction about what happens to one of the following characters:
- Elizabeth Proctor
- Reverend Parris
- Abigail
- Tituba (After all, whatever happened to her?! Will we see her again?)
(There can be multiple answers for these. Be prepared to share your answers.)
Read Act IV, pp 878-880
Irony Activity (6 pts—due at the end of the hour)
Rather than give you a definition of irony, it's time for you to define it in your own words.
- With a clock partner, on one page, create a caption for each of these five images.
- Then, in your own words, define irony.
- I will call on each pair to give at least one caption and their definition of irony
Read Act IV, pp 878-880
October 21st Journal: This a Think-Pair-Share activity.
Await my instructions for this journal question.
Has somebody ever "aped" you ("Aped" means copied everything you said right after you said it)?
How did it make you feel and why did you feel that way?
Think about it for a minute, then find a partner and share your answers for three minutes. Be ready to share in class afterward as well.
Finish reading Act III (same readers as last week)
Watch The Crucible Act III
Await my instructions for this journal question.
Has somebody ever "aped" you ("Aped" means copied everything you said right after you said it)?
How did it make you feel and why did you feel that way?
Think about it for a minute, then find a partner and share your answers for three minutes. Be ready to share in class afterward as well.
Finish reading Act III (same readers as last week)
Watch The Crucible Act III
The Crucible — Acts II and III - October 14th-18th
Oct. 18th—Act III—False Confessions
Journal: Mary Warren admits to falsely testifying to being haunted by spirits. The judges Danforth and Hathorne seem to think John Proctor has threatened her with bodily harm if she doesn't take back her confession.
Beyond avoiding getting hurt, why else would anybody falsely confess to a crime or take back a confession?
Read pp 871-874
A radio program on a modern-day false confession
http://www.thisamericanlife.org/radio-archives/episode/507/confessions?act=1
Radio Questions (5 pts.)
Have your vocabulary homework out so you can answer question #4.
1. Why did Kim confess to a crime she didn't commit?
2. What did the detectives do that they later discovered was wrong?
3. Think back to Act I when Hale is questioning, or interrogating, Tituba. What similarities do you notice between Tituba's interrogation and Kim's from radio program?
4. Did you hear any vocabulary words from Act III in this broadcast? Which one(s) did you hear and how was it used?
October 17th Act III and Invisible Crimes
Act II Reading Quiz! Take five minutes to review.
Quiz begins at 11:57. It is open note.
When you are finished, fill out a journal entry for today.
Journal: Are there crimes today which qualify as "invisible"? Do they pose any of the same difficulties in prosecution as witchcraft?
Read pages 869-73
Clock Partners: Add new characters (listed below) to character map. Remember, this counts as notes for open note reading quizzes!
You need entries for the following characters:
Elizabeth Proctor
Cheever
Herrick
Judge Danforth
Judge Hathorne
Martha Corey
Work on Vocabulary Mapping homework, which is due tomorrow, Oct. 18th.
Quiz begins at 11:57. It is open note.
When you are finished, fill out a journal entry for today.
Journal: Are there crimes today which qualify as "invisible"? Do they pose any of the same difficulties in prosecution as witchcraft?
Read pages 869-73
Clock Partners: Add new characters (listed below) to character map. Remember, this counts as notes for open note reading quizzes!
You need entries for the following characters:
Elizabeth Proctor
Cheever
Herrick
Judge Danforth
Judge Hathorne
Martha Corey
Work on Vocabulary Mapping homework, which is due tomorrow, Oct. 18th.
- Qualm (n) = an uneasy feeling of doubt, worry, or fear
- Manifest (adj.) = clear / obvious to the mind / senses
- Statute (n) = written law passed by a government
- Incredulous (adj.) = not able or willing to believe something
- Penitence (n) = the action of feeling or showing sorrow and regret for having done wrong; repentance.
- Allegiance (n) = devotion or loyalty
- Wrath (n) = strong vengeful anger
- Affidavit (n) = a written report which is signed by a person who promises that the information is true
- Befuddled (adj.) = confuse or perplex
- Plaintiff (n) = a person who sues another person or accuses another person of a crime in a court of law
- Deposition (n) = a testifying especially before a court
- Abundant (adj.) = existing or occurring in large amounts; plentiful
October 16th — In the clapboard meeting house turned courtroom...
Journal: Danforth says in our reading for today, "The pure in heart need no lawyers."
Read Act II 865-868
Put in entries for new characters on your character chart.
Review for Reading Quiz
Review Jeopardy Game
Game # 2
https://jeopardylabs.com/play/the-crucible-act-ii-review
http://www.superteachertools.com/jeopardy/usergames/Mar201110/game1299632073.php
Journal: Danforth says in our reading for today, "The pure in heart need no lawyers."
- What does Danforth mean by "pure in heart"?
- Do you agree with Danforth, or do people accused of crimes need lawyers? Why or why not?
Read Act II 865-868
Put in entries for new characters on your character chart.
Review for Reading Quiz
Review Jeopardy Game
Game # 2
https://jeopardylabs.com/play/the-crucible-act-ii-review
http://www.superteachertools.com/jeopardy/usergames/Mar201110/game1299632073.php
October 15th—Beginning Act III and Reviewing Act II
Bell Work: Take five minutes to review for vocabulary quiz over Act II. Quiz begins at 11:57.
Reminder of Quiz Rules:
Journal: Review Questions for Quiz on Wednesday, Oct. 16th.
Begin after completion of vocabulary quiz. You may use your text book.
1. Why does Elizabeth want John to go to Salem?
2. What gift does Mary Warren give Elizabeth?
3. According to Elizabeth, what is Abigail's true purpose in going to court?
Begin reading Act III, page 863-66.
Clock Partner Work: Graphing Characters
With a clock partner, create a chart for Elizabeth, John, and Mary Warren. This should look like the example of the graph on the dry-erase board.
The bottom line is time elapsed during Act II
The top line represents how good or bad things are going for each character.
You must choose…
Bell Work: Take five minutes to review for vocabulary quiz over Act II. Quiz begins at 11:57.
Reminder of Quiz Rules:
- Use bathroom before quiz starts.
- No talking!
- Books and notes beneath desk chair.
Journal: Review Questions for Quiz on Wednesday, Oct. 16th.
Begin after completion of vocabulary quiz. You may use your text book.
1. Why does Elizabeth want John to go to Salem?
2. What gift does Mary Warren give Elizabeth?
3. According to Elizabeth, what is Abigail's true purpose in going to court?
Begin reading Act III, page 863-66.
Clock Partner Work: Graphing Characters
With a clock partner, create a chart for Elizabeth, John, and Mary Warren. This should look like the example of the graph on the dry-erase board.
The bottom line is time elapsed during Act II
The top line represents how good or bad things are going for each character.
You must choose…
- one high point and one low point for each, and
- give the page number for each,
- and briefly state what happened to make it a high or low point.
October 14th - Rivalry between Communism and Capitalism; Vocabulary Day for Act II
Journal:
Re-word the following definitions of communism and capitalism in your own words:
Pre-viewing Activity:
Make a Double Bubble Thinking Map, as shown on the board. Be sure to write "communism" in one big bubble and "capitalism" in the other. (It doesn't matter which one.)
You will be using this to guide your note-taking for the following crash course video.
Journal:
Re-word the following definitions of communism and capitalism in your own words:
- com·mu·nism noun \ˈkäm-yə-ˌni-zəm, -yü-\: a way of organizing a society in which the government owns the things that are used to make and transport products (such as land, oil, factories, ships, etc.) and there is no privately owned property
- cap·i·tal·ism noun \ˈka-pə-tə-ˌliz-əm\: a way of organizing an economy so that the things that are used to make and transport products (such as land, oil, factories, ships, etc.) are owned by individual people and companies rather than by the government
Pre-viewing Activity:
Make a Double Bubble Thinking Map, as shown on the board. Be sure to write "communism" in one big bubble and "capitalism" in the other. (It doesn't matter which one.)
You will be using this to guide your note-taking for the following crash course video.
Finish Reading Act II
Clock Partner Activity—Vocab Search and Rescue
Pair with a clock partner and race to search out Act II vocabulary words. Once identified, you must describe how that word is used in the play based on the context.
To increase your chances of winning (and of doing well on the quiz), divide and conquer the vocab list and use two books and two sheets of paper.
The partners who finish first get two bonus points on the quiz. This activity is worth 7 points (a check mark will equal full credit for trying best).
Some sentence stems for showing how the word is used:
(if an adjective) This [vocab word] describes….
(if a noun) This [vocab word] is…
The Crucible - Act II - Oct. 7-11th
October 7th
BELL WORK: Study for quiz, which starts at 11:57.
If you finish early, begin a new journal page and answer the questions.
JOURNAL Questions:
1. Are witches bad people? Explain.
2. Were the communists in America spies? Explain.
3. Was it worth it to kill or jail witches and communists, even if most of them weren't spies or evil doers?
Reading ACT II, pp. 850-853
CLOCK PARTNERS: Answer Giles Corey QARs and finish journals.
October 8 — Symbolism in The Crucible
JOURNAL:
List three symbols and describe what those symbols mean to you (for instance—a cross, a heart, or a yin-yang).
List three symbols and describe what those symbols mean to you (for instance—a cross, a heart, or a yin-yang).
With a clock partner, complete the following activity on Proverbs and Symbolism
Read the following Bible passage. As you read, find words that connect with concepts in The Crucible (for example: “Crucible” or “strife”) and write footnotes for them on a sheet of notebook paper, briefly explaining how these are connected with the play. For instance, there is much strife between the Putnams and the Rebecca Nurse / Proctor.
Then answer these questions:
1. How might the citizens of Salem better follow these proverbs? Explain using quotes from the proverbs below.
2. How is the crucible used as a symbol in this Bible passage? How does Arthur Miller use it?
3. Choose a proverb and re-write it using your own words. Be sure to write the verse number (on the left).
Proverbs 17:1-14
1 Better is a dry morsel with quiet
than a house full of feasting with strife.
2 A slave who deals wisely will rule over a child who acts shamefully,
and will share the inheritance as one of the family.
3 The crucible[1] is for silver, and the furnace is for gold,
but the Lord tests the heart.
4 An evildoer listens to wicked lips;
and a liar gives heed to a mischievous tongue.
5 Those who mock the poor insult their Maker;
those who are glad at calamity will not go unpunished.
6 Grandchildren are the crown of the aged,
and the glory of children is their parents.
7 Fine speech is not becoming to a fool;
still less is false speech to a ruler.[a]
8 A bribe is like a magic stone in the eyes of those who give it;
wherever they turn they prosper.
9 One who forgives an affront fosters friendship,
but one who dwells on disputes will alienate a friend.
10 A rebuke strikes deeper into a discerning[2] person
than a hundred blows into a fool.
11 Evil people seek only rebellion,
but a cruel messenger will be sent against them.
12 Better to meet a she-bear robbed of its cubs
than to confront a fool immersed in folly.
13 Evil will not depart from the house
of one who returns evil for good.
14 The beginning of strife is like letting out water;
so stop before the quarrel breaks out….
[1] a melting pot capable of withstanding high temperatures for molding silver and other metals.
[2] Wise
1 Better is a dry morsel with quiet
than a house full of feasting with strife.
2 A slave who deals wisely will rule over a child who acts shamefully,
and will share the inheritance as one of the family.
3 The crucible[1] is for silver, and the furnace is for gold,
but the Lord tests the heart.
4 An evildoer listens to wicked lips;
and a liar gives heed to a mischievous tongue.
5 Those who mock the poor insult their Maker;
those who are glad at calamity will not go unpunished.
6 Grandchildren are the crown of the aged,
and the glory of children is their parents.
7 Fine speech is not becoming to a fool;
still less is false speech to a ruler.[a]
8 A bribe is like a magic stone in the eyes of those who give it;
wherever they turn they prosper.
9 One who forgives an affront fosters friendship,
but one who dwells on disputes will alienate a friend.
10 A rebuke strikes deeper into a discerning[2] person
than a hundred blows into a fool.
11 Evil people seek only rebellion,
but a cruel messenger will be sent against them.
12 Better to meet a she-bear robbed of its cubs
than to confront a fool immersed in folly.
13 Evil will not depart from the house
of one who returns evil for good.
14 The beginning of strife is like letting out water;
so stop before the quarrel breaks out….
[1] a melting pot capable of withstanding high temperatures for molding silver and other metals.
[2] Wise
October 9th—Symbolism Continued—Act II of The Crucible
JOURNAL:
How do you know somebody is or was a witch?
What things symbolize—or reveals—witchcraft?
How do you know somebody is or was a witch?
What things symbolize—or reveals—witchcraft?
As we read aloud, fill out a reading log for today's reading of Act II.
Clock Partner:
On separate sheets of paper, group your Act II vocabulary words into categories of your own choosing. You need to have 3-5 categories, with only one being "miscellaneous/other." Be prepared to justify their grouping to the rest of the class, since I will be calling on you at random.
ACT 2 VOCABULARY
Poppet-doll or puppet
Daft-silly foolish or crazy
Tainted-contaminated
Ineptly-lack of judgment or understanding
Contentious-disputable, controversial
Audible-capable of being heard
Menacingly-in a threatening and dangerous manner
Calamity-great misfortune
Lechery-adultery
Anonymity-having no known name
Remorseless-cruel or unrelenting
Contemplate-observe or consider
Pretense-act of pretending
Allegiance-loyalty to a person or group
Flail-to beat or thrash
Clock Partner:
On separate sheets of paper, group your Act II vocabulary words into categories of your own choosing. You need to have 3-5 categories, with only one being "miscellaneous/other." Be prepared to justify their grouping to the rest of the class, since I will be calling on you at random.
ACT 2 VOCABULARY
Poppet-doll or puppet
Daft-silly foolish or crazy
Tainted-contaminated
Ineptly-lack of judgment or understanding
Contentious-disputable, controversial
Audible-capable of being heard
Menacingly-in a threatening and dangerous manner
Calamity-great misfortune
Lechery-adultery
Anonymity-having no known name
Remorseless-cruel or unrelenting
Contemplate-observe or consider
Pretense-act of pretending
Allegiance-loyalty to a person or group
Flail-to beat or thrash
October 10th—Revenge in The Crucible
Journal Questions:
1. Revenge is a common theme in the Bible, literature, and movies. Identify an example of a revenge story.
2. Why do you think the theme of revenge so important in our culture’s religion and entertainment?
3. What is the difference between revenge and justice?
ACT II pp. 857-862
With a Clock Partner:
1. Share your categories of your vocabulary words with your partner, and justify your organization of the words.
2. Choose a time in your life when things went bad for you, and use at least five vocabulary words from Act II. For them to count, you must use them correctly.
Journal Questions:
1. Revenge is a common theme in the Bible, literature, and movies. Identify an example of a revenge story.
2. Why do you think the theme of revenge so important in our culture’s religion and entertainment?
3. What is the difference between revenge and justice?
ACT II pp. 857-862
With a Clock Partner:
1. Share your categories of your vocabulary words with your partner, and justify your organization of the words.
2. Choose a time in your life when things went bad for you, and use at least five vocabulary words from Act II. For them to count, you must use them correctly.
The Crucible--October 1st - 4th
Thursday, October 3 — Act I Review
Journal: When someone is accused of a crime today, do people still have a tendency to jump on the bandwagon with the accusers?
Explain whether you agree with an example from your life or someone you know about.
QUIZ REVIEW — Quiz Tomorrow, Friday Oct. 4th, over ACT I
With a clock partner, answer your QAR questions from yesterday and be prepared to discuss them.
Journal: When someone is accused of a crime today, do people still have a tendency to jump on the bandwagon with the accusers?
Explain whether you agree with an example from your life or someone you know about.
QUIZ REVIEW — Quiz Tomorrow, Friday Oct. 4th, over ACT I
- Comprehension
- Vocabulary
With a clock partner, answer your QAR questions from yesterday and be prepared to discuss them.
Journal:
Why do Hale, Parris, Putnam, and the other adults believe the children's accusations without proof?
Finish Act I read-aloud
Character Mapping
With a clock partner on separate worksheets, thoroughly describe the characters from Act I in the boxes.
Then, organize each character into a faction—either Salem Village or Salem Town.
Why do Hale, Parris, Putnam, and the other adults believe the children's accusations without proof?
Finish Act I read-aloud
Character Mapping
With a clock partner on separate worksheets, thoroughly describe the characters from Act I in the boxes.
Then, organize each character into a faction—either Salem Village or Salem Town.
The Crucible
Week of September 23rd - 27th
September 24th
Journal:
Have you ever been falsely accused?
Explain in detail the circumstance and how it made you feel.
Continue to read ACT I
Todays Readers (These change on a daily basis.):
Journal:
Have you ever been falsely accused?
Explain in detail the circumstance and how it made you feel.
Continue to read ACT I
- While we read, be sure to list the characters in your reading log chart, including a brief description (3-4 words) of each.
Todays Readers (These change on a daily basis.):
- Rev'd Parris = Hunter
- Tituba = Melissa
- Abigail = Marissa
- Susanna = Emily
- Mr. Putnam = Mike
- Mrs. Putnam = Lexi Hendrix
- Mercy Lewis = Dakota
Homework: Finish vocab from ACT I (word map)
(all the words after Hypocrite)
Reading log last 5 minutes
(all the words after Hypocrite)
Reading log last 5 minutes
Act I Vocabulary List
Due Tuesday, Sept. 24th:
Hypocrite Ideology Theocracy Conjure Faction Abomination Quail Providence Ascertain Bemused Antagonist Ecstatic Evade Corroborate |
Due Wednesday, Sept. 25th
Partisan Inert Sidle Pretense Notorious Prodigious Canny Arbitrate Defer Anarchy Licentious Compact Heathen |
THURSDAY September 26
Journal:
Read ACT I, pages 840-848
Complete a reading log.
Character analysis sheet additional characters
Journal:
- What is the difference between being "afflicted" and being "accused"?
- Who was afflicted and who was accused in ACT 1?
Read ACT I, pages 840-848
Complete a reading log.
Character analysis sheet additional characters