Name: Kayla Teeling Class: English 2 Honors Date: 11/27 - 12/1

Weekly Standards used in addition to Daily​: SL.9-10.1a-e, SL.9-10.3, RL.9-10.1

Why What How

(Rationale/ DOK) (Knowledge/Concepts) (Performance Task)

Day 1: Synthesize individual Using your The Crucible Act 1​:

character actions with understanding of the Review Activity: With a
Daily Standard​: the idea that he/she are Salem Witch Trials, the partner, in order to
RL.9-10.2: Determine a part of a community in Puritans, and begin to construct the
theme or central idea of order to create an McCarthyism, in addition idea of what type of
a text and analyze in understanding of how to that of your analysis community or what
details its development these characters and interpretation of Act type of people these
over the course of the develop a theme or 1, prove what type of characters are, use
text. idea of a text. community exists within the Padlet to help you
the play based upon the characterize the
DOK: Extended type of people that are characters directly and
Thinking within the community, as indirectly. In addition,
well as who has the take a closer look at a
most authority or power character in order to
within the community. discern who has the
Ultimately, think back to most authority in these
the puppet/puppet beginning moments of
master activities in order hysteria ultimately
to make final critiques on establishing a theme
how this community or central idea that is
impacts humanity’s evoked as a result of
image. these characters and
the community they
have created.

Day 2: Analyze how characters Using your The Crucible: Act 2

have changed as a individual/whole group (pages 47-61):
Daily Standard​: result of time passing analysis of Act 1, given Together as a class,
RL.9-10.3: Analyze how within a play. the idea of time provided we will assign
complex characters by the author, start to character roles and
develop over the DOK: Extended analyze how characters reenact the play using
course of a text. Thinking have changed within the the center of the
face of time progressing. classroom as our
stage. As students
are acting out the play,
those not involved are
to follow along and
read/watch the
performance. Today,
while reading, start to
notice how characters
have changed as a
result of time
progressing in the
play.
Day 3: Analyze how plot Using your The Crucible: Act 2
events within a play individual/whole group (pages 62-76):
Daily Standard​: reinforce or illustrate analysis of Act 1, and Together as a class,
RL.9-10.2: Determine a the theme of a play the first part of Act 2, we will assign
central theme or idea of using character analyze how the author character roles and
a text and analyze in analysis as evidence. uses the development of reenact the play using
detail its development. plot in order to illustrate the center of the
a theme. Consider how classroom as our
the characters have stage. As students
DOK: Extended changed, given are acting out the play,
Thinking yesterday’s discussion those not involved are
to help you build your to follow along and
claims. read/watch the
performance. Today,
while reading, start to
notice how the author
uses new plot events
to illustrate a theme of
the play.

Day 4: Create a visual Using any of your The Crucible: Act 2

representation of a reviews from Acts 1-2, in Review: Thinking
Daily Standard​: color, symbol, and addition to your insight Routine CSI: Using
RL.9-10.3: Analyze how image that abstractly gained from reading Act color, symbol, and
complex characters analyzes character 3, create an abstract image to think
develop over the development within a analysis for how the abstractly, analyze
course of a text, text and how the characters have how characters have
interact with other development within the developed over the developed over the
characters, and characters affects the course of the text. Make course of the act
advance the plot or message of the author. sure you also consider adding to the ultimate
develop the theme. any discussions we have message the author is
DOK: Extended had over the course of trying to convey.
Thinking reading the play.

Differentiation​: The way in which the students participate in the reenacting of the play is with much
more enthusiasm, so my interaction here is to prompt further thinking through asking questions while
reading. For the review activities, these students complete them more independently with less
guidance.