August 31-September 4 th, 2015 The Crucible, Characterization, Plot, Theme, and Socratic Seminars

31 August 2015 Quickwrite: Who is your favorite character in The Crucible? Why? Who do you like the least in The Crucible? Why? Essential Questions: What is characterization? In what ways does an author reveal a character’s personality and background? What can I look at to know “who” a character is?

Finishing The Movie You will write a movie review for The Crucible. Here’s is what you’ll need to consider: 1.What did the movie do well? What did the movie do poorly? 2.What could have improved the movie? 3.Did the movie remain true to the play? If not, did the changes in the movie take away or add to the story? 4.Did you like the movie? Why/Why not?

Introducing SATDO SATDO is an acronym for a characterization chart that allows you to track the development of a character. What is Characterization? Characterization is a literary device that is used step by step in literature to highlight and explain the details about a character in a story. S- What the character SAYS A- The character’s APPEARANCE T- The character’s THOUGHTS D- What the character DOES (both inward and outward behavior) O- What OTHERS say about the character / how OTHERS interact with the character.

Your Task 1.Choose a character that appears in most, if not all of The Crucible. 2.Using the sample SATDO chart on the back of your paper, create your own SATDO chart. 3.Remember, you must cite your source— meaning you must put the page number you found your information.

Closing Turn In Homework What might be the importance of understanding a character’s development in a story? Movie Review & SATDO Chart Bring in your binders for tomorrow. Remember you need five dividers.

1 September 2015 Quickwrite: What do you find most frightening about The Crucible, if anything? Why? If you don’t find anything frightening, how do you feel about what happened during the Salem Witch Trials? Essential Questions: What is a Socratic Seminar? How may I effectively engage in a Socratic Seminar?

Binder Set-Up Syllabus 1.Quickwrites/Notes/Closing (QWNC) 2.Annotated Articles/Reader Response (AA/RR) 3.Writing Workshops / Socratic Seminar (WW/SS) 4.Projects 5.Poetry

Introduction to Socratic Seminar 1.Create a T-Chart (Positives/Negatives) 2.Watch the following video s Pay attention to the students and the way they interact rather than the video quality s 3.List 4 positives of the video, 4 negatives.

So what is a Socratic Seminar? Socratic Seminars are class discussions generated by asking questions, inspired by the Greek Philosopher Socrates who believed learning was generated through inquiry and discussion.

Claim / Counter Claim Claim: an argument or opinion that is powerful, unique, and can be supported by evidence. This is another word for “thesis” or “controlling idea.” Counterclaim: the prefix “counter” means against, so the counterclaim to your claim is any opposing idea. Anticipate, mention, and disprove counterclaims as a part of presenting your claim.

Academic Versus Casual Language Academic Language: language used in textbooks, in classrooms, and on tests. It is different in structure and vocabulary from the everyday spoken English of social interactions. In other words, it is FORMAL English. Casual Language: Language used in everyday communication. Informal English.

Using Appropriate Language  What is appropriate language for a scholarly setting? Academic language. You shouldn’t use curses or slang within a scholarly setting.  What other ways do we communicate outside of using words? Hand gestures and body language.  Why is it important to be mindful in how we present ourselves in conversation? To give a good impression, a credible presentation of ideas, and provide a positive academic environment.

Appropriate Language 1.What is the importance of using appropriate academic language while in a scholarly setting? 2.Why is it important to be respectful while building off claims, refuting claims, or presenting new evidence?

Discussion Questions  Discussion questions are questions that have no real right or wrong answer, but require deeper thinking than a simple “yes” or “no” answer.  Discussion questions generate conversation.  Discussion questions are debatable.  Discussion questions should promote further thinking and discussion.

The Roles in Socratic Seminars  Speakers: participate directly in discussion using claims/counterclaims in an appropriate and respectful manner. They take notes of key points in discussion or ideas/ thoughts/ questions that they have during discussion.  Coaches: take key notes of discussion and take notes of the things their speaker does well and things their speaker can improve on. They also take notes on what they think might help strengthen their speaker’s arguments or credibility.

The Set-Up  You will choose a partner to work with. The Socratic Seminar is split into two discussions—Discussion A and Discussion B.  During Discussion A, one person will be speaker and the other will be the coach.  During Discussion B, the roles will switch between partners. EVERYONE WILL BE A SPEAKER OR A COACH.

During The Seminar  You are not only answering the discussion questions, but promoting discussion by asking others related questions, building off the claims/counterclaims of others, and being sure to include everyone in discussion.  EVERYONE who is a speaker at that time MUST SPEAK.  The only person speaking should be the person holding Dr. Wiggles. Do not throw him to the same people over and over again. Be sure everyone gets a chance to speak.

Creating Your Own Questions  You have two minutes to find a partner. After the time is up, I will simply pair you up if you have not found one.  Next you will create two discussion questions about The Crucible. You should consider the historical context, themes, conflicts, etc.  Remember, discussion questions should generate discussion! It can not simply be YES or NO for an answer.

Closing: Turn In: Come up with two rules that you think we should have during the Seminar. Be prepared to explain WHY you think those rules should be implemented. T-Chart, Appropriate Language Questions, and Discussion Questions When you are done, work on any missing work or extra credit you have.

2 September 2015 Quickwrite: In your opinion, are names important? What is the significance of a name? Why might people believe their name is important? Why might others think their name doesn’t matter? Essential Questions: What conflicts are in The Crucible? Why might these conflicts be important to the events that occurred in The Crucible? What are some conflicts in today’s society that have an impact both in our own culture and global culture?

Vocabulary  Conflict: literary element that involves a struggle between two opposing forces.  Protagonist: the central character or leading figure in poetry, narrative, novel or any other story. A protagonist is sometimes called a “hero” by the audience or readers.  Antagonist: a character or a group of characters which stand in opposition to the protagonist or the main character.  Exposition: a literary device used to introduce background information about events, settings, characters etc. to the audience or readers.

Vocabulary Continued  Symbolism: the use of symbols to signify ideas and qualities by giving them symbolic meanings that are different from their literal sense.  Foreshadowing: a literary device in which a writer gives an advance hint of what is to come later in the story.  Irony: a figure of speech in which words are used in such a way that their intended meaning is different from the actual meaning of the words (verbal irony). It may also be a situation that may end up in quite a different way than what is generally anticipated (situational irony). In simple words, it is a difference between the appearance and the reality.

Types of Conflict  External Conflict: conflict between a character and an OUTSIDE force.  Internal Conflict (Person vs. Self): a character struggles within him/herself. Usually the character is pulled into two different courses of action or differing emotions which may lead to a dynamic change in the character.  Person vs. Person (AKA Man vs. Man): a character struggles with another. Usually the setting of “good” guy vs. “bad” guy.  Person vs. Nature: a character is struggling against the natural elements of the world. Most of the time this is depicted through a character simply trying to survive.  Person vs. Society: a character challenges a law, tradition, or institution. Usually this character will advocate for what they believe is right, even if it is against the majority of society.

Your Task Today 1.In each section of your conflict chart, list at least two conflicts in The Crucible. 2.Explain the conflict and who it is between (be specific!). 3.Explain why this conflict is important (hint: how does this conflict influence the actions of the characters and how the story moves along?).

Closing: Turn In: Why is it important to note conflicts in a story? What seems to be the role of conflicts in a story? Why is it important to understand the conflicts around you in general?  Conflict Chart & Plot Diagram

3 September 2015 Quickwrite: In your opinion, what might be the importance of having evidence to support your claims? Why is evidence so important both in writing and in our own world? Essential Questions: How do I build claims using textual evidence? What is textual evidence? What is the importance of having textual evidence?

What happens when I read? Inferences  Inference: A conclusion the reader is able to draw or come to based on the information given.  The information is not directly stated, but the writer does use figurative language and other writing techniques to give you “hints” to help you make your inference or draw your conclusion.

What is happening? 1. I think (what you think has happened) because (how do you know?).

What is happening? 2. How do these two people know one another? I think___________________ because_______________________________.

What happens when I read?  Opinions  Opinion: judgments made about something stemming from a person’s own personal beliefs and values; what that person believes to be important/true.  Example: Pit bulldogs  Some people think they are scary dogs. OPINION  Some people think these dogs are very sweet and loveable. OPINION  Your OPINION is what YOU think or feel about a certain topic, idea, action, etc.

What happens when I read?  Stereotypes  Stereotype- a broad, over- generalization about a particular group of people or things.  EX- All jocks or athletes are dumb, women can’t drive, etc.  These stereotypes are usually untrue and can be very hurtful, so beware of them.

What happens when I read?  Facts  Fact: A statement that is known to be true.  How do we know if something is true?  We must PROVE IT!  This PROOF is what is known as our evidence.

What is textual evidence?  Textual Evidence: finding support or “the proof” from the author or writer of a text to support or back up our facts and opinions.  If you’re going to make a judgment (creating an opinion), state a fact, or make an inference, you need to be able to state WHY you feel or believe what you are saying.

Examples of textual evidence  Example: Based on what I saw in the picture, the man on the ground slipped and fell because the floor was wet.  Example: I believe the woman and child from the picture are grandma and grandson because they are hugging fiercely, the woman is older and has the look of a “grandmother”, and they are in a home-style setting.

Textual Evidence Words  Because...  The text stated...  According to the text...  The author said...  Based on what I read...  For example...  For instance...  On page____, the author said...  In paragraph ___, the author stated...  From the text, I can...  Based on what the author said... Textual Evidence Words / Phrases

Your Task 1.Read the discussion questions on your Socratic Seminar Chart. 2.On a separate piece of paper, write down your immediate answer or claim. 3.Now, look through your packet of articles and book. These articles and the book contain information that may help support your claims. 4.Once you have found evidence you believe will support your claims, write your claim down on your chart (under Our Claim/s and Evidence from The Crucible, the class, and the world) with your evidence. If your claim has changed due to this new evidence, that’s okay! Write that down instead!

Now 1.Under the column labeled as Anticipated Counterclaims and how we can refute them you will try to predict what someone else will say to argue against you (hint: you and your partner can help one another by discussing what you think). 2.Once you have a prediction, write it down.

Closing: Homework: What questions do you still have about textual evidence and/or creating claims/counterclaims? If you are not done filling out the Socratic Seminar Chart, take it home and finish it.

4 September 2015 Sit with your partner. Whoever is to be a speaker first will sit in the front row and the coach will sit behind them. Quickwrite: What are your goals for today’s Socratic Seminar? How do you plan to reach these goals? (Have at least 2 goals) Essential Questions: How may I properly engage my peers in a Socratic Seminar? How can I best support my claims/counterclaims in discussion? How may I build off the claims of others? How can I help propel the discussion at hand?

Evaluations  You have received an evaluation sheet. This sheet is to be filled out during your time as a coach.  You will fill out the evaluation sheet about your speaker.  You will list two things your speaker did well on and two things your speaker can improve on.  Make sure to also take down at least 4-5 key points made in discussion. You may write these on the back.

Group A Question 1 How do the witch trials empower individuals who were previously powerless? Consider: What made someone powerful in The Crucible? Who was in power? How were they in power? What did they do to maintain that power? Why might it have been important to them to be in power?

5 minute Break  Coaches and speakers are to discuss courses of actions, areas of strengths, areas of improvement, and what key points have been made.  We will then begin the next question

Group A Question 2  What were the Puritan ideals/beliefs of the time? What characters went against these ideals/beliefs? How did they go against these ideals?  Consider: What characteristics the characters had that were OPPOSITE of typical Puritan behavior.

Group B Question 1 What events have we seen in current societies that are similar to the witch hunts of Salem? How are these events similar and what do you believe it says about society and history? Consider: Power struggles, discrimination, oppression, intolerance, crimes/punishments, and the motives of people’s actions.

5 minute Break  Coaches and speakers are to discuss courses of actions, areas of strengths, areas of improvement, and what key points have been made.  We will then resume the discussion.

Group B Question 2 Why do you believe John Proctor refused to sign his name despite that it would save his life? What did Proctor’s name mean to him? Why might not signing the confession be important to him? Consider: What is in a name? What sort of significance comes with a name? Consider personal experience, what Proctor says in the text, and any cultures you can think of.

Closing Turn In Did you meet your goals for the Socratic Seminar? How? What do you feel went well with the Seminar? What do you feel needs improvement? BE DETAILED. Socratic Seminar Chart (the questions w/ answers) and the coach evaluations