Step+3,+November+4,+2010


 * __3-5 Organizing Questions:__**
 * Have you ever started a rumor? If so, what was your motivation?
 * What role does gossip currently play in your life? Do you think that rumors/gossip are a problem at Exploris?
 * Have you ever wanted to "get back" at someone because of something they did? Going off of this idea, how is the theme of revenge seen in //The Crucible?//
 * What would motivate a person to admit to something that they never did/never were?
 * "Innocent until proven guilty" - do you agree with this theory? Should there be exceptions?
 * What do you know about the Salem Witch Trials?
 * Can you relate to any characters in the play? For what reasons?
 * What would you have done if you were in Proctors shoes?


 * __3-5 Goals:__**
 * Students will use critical thinking skills to discuss texts and film.
 * Students will work collaboratively in groups on assignments.
 * Students will actively develop and participate in classroom discussions.
 * Students will enhance their vocabulary.
 * Students will practice their oral reading skills.
 * Students will use multiple forms of writing in the classroom.
 * Students will understand the impact that rumors/gossip can play on a society.
 * Students will appreciate and become tolerant of one another.


 * __5-10 Unit objectives:__**
 * SWBAT work collaboratively in groups and complete a given assignment.
 * SWBAT develop and contribute to classroom discussions.
 * SWBAT explore and discuss literary elements (characters, theme, setting, etc)
 * SWBAT use various forms of writing to express their understanding of the text
 * SWBAT compare and contrast the text and the film and discuss why these similarities/differences were created.
 * SWBAT enhance their learning through the use of technology.
 * SWBAT create an original video with a flip camera.
 * SWBAT understand how "action reaction" ties in with //The Crucible.//


 * __Possible materials and supplementary texts:__**
 * //The Crucible -// play - Arthur Miller
 * The Crucible - movie (1996 version)
 * //Half-Hanged Mary// - poem - Margaret Atwood
 * [|Gossip] - comic strip
 * //[|Rumors]// - short story - Katie Hall
 * [|WebQuest] for //The Crucible//
 * Computers and internet
 * Butch paper/poster board
 * Writing journals
 * Flip cams (possibly)


 * __List of possible learning activities:__**

Writing Workshop Period:
 * Create a time-line of the novel as it happens (“action reaction” – one event causes another)
 * Write a persuasive letter to the Salem governor either for or against the accused
 * Use quotes from the play to prompt writing activities (writing journals)
 * Write a diary entry from a character’s perspective (writing journals)
 * Re-create the story in a different form - short story, cartoon, poem, etc. (start in writing journals)
 * Compare and contrast the movie versus the play (maybe use bubbl us - or double bubble map/venn diagram if that fails)
 * Online WebQuest about Salem Witch Trials
 * Act out scenes from the play
 * Students could possibly do a group project and record their skit in different areas of school. We could work on this in theme/community time and then devote a day to watching the videos in chronological order - a "modern" version of //The Crucible//?
 * Use Vokis to “act out” certain scenes or “modernize” certain parts of the text for students
 * Create a "character map" which highlight traits, family members, history, etc. surrounding main characters (either on poster board or Glogster)
 * Create a movie trailer? Anti-gossip commercial?
 * Bullying/gossip has been an issue recently with the class so this could be a good opportunity to talk about it - we could work on in theme/community time

Prime Group and Theme/Community Periods:
 * Freedom essays
 * I'm not sure what exactly these are yet, but my CT insists that I include one.
 * Research current events that deal with the Constitution or civil rights
 * Give students time to research online newspapers or news sites (provide them with links) for current events that deal with the Constitution, Civil Rights, etc. For example - Clayton student getting suspended for having a nose piercing, but she claims that it's for "religious purposes." With this [|article], students can describe what happened, the possible rights that the school violates, and give their personal opinion about the incident.
 * "Mini" essays - maybe have students write one per week?
 * Socratic seminars
 * Ask students questions (either about //The Crucible// or issues relating to Civil Rights) and get them involved with discussions. Try to have students lead the discussion and act as a facilitator, not a leader. Make sure that questions are open-ended and not yes/no questions.
 * Concept chairs
 * Have three different areas in the classroom labeled (yes, no, unsure) and ask students various questions and have them move to an area, then discuss why they moved to that certain area.