10th grade unit 2 lessons PDF

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Lesson planning for 10th grade curriculum and alignment with standards...

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LESSON 1 10th Grade English Unit 2: The Crucible

OBJECTIVE Distinguish between mood and tone in the rst pages of “The Lottery.” Independently identify and analyze symbols used in “The Lottery."

READINGS AND MATERIALS Short Story:“The Lottery” by Shirley Jackson pp. 1 – 3

TARGET TASK MULTIPLE CHOICE What is the purpose of the black box in this story? A.

to emphasize the importance of tradition in the village

B.

to provide the reader with visual imagery about the lottery

C.

to convince the reader that the lottery is not something positive

D.

to prove that the village will never stop having a lottery

With which of the following sentences does the author most clearly convey that the villagers are anxious about the lottery? A. “Well, now." Mr. Summers said soberly, "guess we better get started, get this over with, so's we can go back to work. Anybody ain't here?” B. …tall boy in the crowd raised his hand. "Here," he said. "I'm drawing for my mother and me." He blinked his eyes nervously and ducked his head as several voices in the crowd said things… C. They stood together, away from the pile of stones in the corner, and their jokes were quiet and they smiled rather than laughed. D. The black box grew shabbier each year: by now it was no longer completely black but splintered badly along one side to show the original wood color, and in some places faded or stained.

WRITING PROMPT Describe how Jackson establishes tone in the opening paragraphs of the story. Use evidence to support your answer.

KEY QUESTIONS

Match Fishtank 10th Grade English Unit 2 Lesson 1 Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.

KEY QUESTION What tools is Jackson using in paragraphs 1–2 to set the mood? What types of things are the people talking about in paragraph 3? Identify the tone of paragraph 3. Identify the symbol found in paragraphs 2–3. How do the people act around it? Describe the opening scene of “The Lottery.” Who seems to be in control? What reasons are given for this? Read paragraphs 4–6, identifying an additional symbol and analyzing its meaning/importance.

NOTES After heavily focusing on symbolism in The Catcher in the Rye, this is a chance to see if students can independently identify symbols. The symbol of the black box should be accessible for students. Students should distinguish between mood and tone. The mood is ominous, but Jackson’s tone is neutral or even detached (which will eventually underscore the story’s message). For homework, assignp. 4 of "The Lottery."

Match Fishtank 10th Grade English Unit 2 Lesson 1 Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.

LESSON 2 10th Grade English Unit 2: The Crucible

OBJECTIVE Finish “The Lottery” and explain how Jackson’s tone serves to underscore the horror of the events in the story.

READINGS AND MATERIALS Short Story:“The Lottery” by Shirley Jackson — pp. 5-end

TARGET TASK MULTIPLE CHOICE What is the main effect of the author waiting to reveal the fate of the lottery winner until the end? A.

It sets up a reasonable resolution for the story’s quickly moving plotline.

B.

It allows for deeper characterization of Tess Hutchinson.

C.

It shockingly contrasts the calm nature of the lottery with the horror of the actual outcome.

D.

It allows for the reader to continue to ask questions about what exactly is inside of the black box.

WRITING PROMPT Explain how the author characterizes Tess. Use evidence from the text to support your answer.

KEY QUESTIONS Questions for Homework Review: What order are the names being called in? How is the crowd reacting as people go up? How does the author describe how people hold the papers once they draw them? What might this mean? What is happening over in the “North Village” and what does Warner think of it? How is Mrs. Dunbar feeling? What evidence on p. 4 continues to reinforce our hypothesis? How does the author create rising action? End of “The Lottery” Questions: Who has “won” the lottery? Track this person’s reaction. What is wrong here? What line is repeated? What is the impact of the repetition? How is Tess characterized? What happens to the “winner” of the lottery? Be specic.

NOTES

Match Fishtank 10th Grade English Unit 2 Lesson 2 Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.

During the review of the homework reading (p. 4), students should notice that alphabetical order is a very impersonal, routine way to do things. However, the people are quite anxious during the process.

Match Fishtank 10th Grade English Unit 2 Lesson 2 Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.

LESSON 3 10th Grade English Unit 2: The Crucible

OBJECTIVE Reexamine “The Lottery” for clues early on that hint at the eventual ending. Explain theme in a short written response that addresses Checks For Understanding from the previous unit’s test.

READINGS AND MATERIALS Short Story:“The Lottery” by Shirley Jackson

TARGET TASK WRITING PROMPT How does Jackson’s tone serve to develop the overall theme of the story? Use evidence from throughout the text to support your answer.

KEY QUESTIONS KEY QUESTION How did you feel when you nished reading this short story and why? What tools did Shirley Jackson use to create a certain mood for us? Some people believe that this short story is a fair and accurate representation of human nature, how people really feel and act. Agree or disagree? (preview for The Crucible)

NOTES Today’s writing should be focused on revising the growth areas observed in students’ writing on the previous unit’s exam. One common area for growth is using short, layered evidence to support an argument rather than one long piece of evidence. Either before or after the response, students should engage in a discussion about human nature to frontload for The Crucible. (Optional) For homework, assign the article, "Herd Behavior." If not, students will need to read during class tomorrow.

Match Fishtank 10th Grade English Unit 2 Lesson 3 Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.

LESSON 4 10th Grade English Unit 2: The Crucible

OBJECTIVE Explain the herd mentality phenomenon. Analyze the full setting and explain how the setting helped to create the herd mentality that caused the witch trials.

READINGS AND MATERIALS Article:“Herd Behavior” by CommonLit Staff Play:The Crucible by Arthur Miller — Act I, pp. 1-7

TARGET TASK MULTIPLE CHOICE Miller most likely chose to open with this scene to A.

highlight the extreme poverty that the people of Salem lived in.

B.

describe the importance of windows for the people of Salem.

C.

illustrate that the people of Salem valued each object in a room and used each to its full extent.

D.

underscore the simplicity and practicality in which the people of Salem lived their lives.

Which best describes why people felt the need to accuse and confess? A.

To help eradicate Salem from the presence of the devil and witches.

B.

To ensure the value of honesty in Salem and pass it on to children.

C.

To get revenge on others and to make themselves feel better and less guilty.

D.

To try and follow the rules exactly as their superiors had wanted.

Which best describes why the theocracy was considered a paradox? A.

It was made to establish order and it did just that in an efcient way.

B.

It was formed by honest members of society but not followed by all.

C.

It was a disorganized plan and therefore people could not understand it.

D.

It was made to create order and unity, but in reality, it destroyed the community.

KEY QUESTIONS

Match Fishtank 10th Grade English Unit 2 Lesson 4 Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.

KEY QUESTION Examine the description of the room in the opening scene. What does the description of the room reveal about the lives of the people who live here? How do we rst nd Parris? What united the people of Salem? Find evidence of herd mentality on p. 6. What was the role of the theocracy in Salem? According to the bottom of p. 6, what did people begin to turn toward that caused the witch hunt? According to p. 7, what is the reason people wanted to accuse and confess? What is one thing we can infer the Puritans of Salem must have valued based on this introduction?

NOTES If students read the article, "Herd Behavior" for homework, class should begin with a reading quiz or review in which students show an understanding of herd mentality. It is helpful to have images of 1600s Salem for this part of the text so students can visualize the simple setting. The opening portion of text is very dense. The teacher may wish to read this portion aloud as a class. For homework, assign the article “Salem (and Other) Witch Hunts."

Match Fishtank 10th Grade English Unit 2 Lesson 4 Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.

LESSON 5 10th Grade English Unit 2: The Crucible

OBJECTIVE Establish the power dynamics, conict, and characterization as revealed in Act 1.

READINGS AND MATERIALS Play:The Crucible by Arthur Miller — Act I, pp. 7-19

TARGET TASK

Match Fishtank 10th Grade English Unit 2 Lesson 5 Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.

MULTIPLE CHOICE What is Parris's main motive for clearing Abby's name? A.

to protect his reputation

B.

to protect his niece

C.

to ensure order

D.

to repent to God

Which best describes the main reason Putnam made so many accusations? A.

He was vindictive because he has been slighted throughout his life.

B.

He was deeply religious and would stop at nothing to prove it.

C.

He was cruel to people who were not wealthy.

D.

He was desperately trying to save his niece, Ruth.

What do the lines below imply about Abigail? Abigail: with hushed trepidation: How is Ruth sick? …. Abigail: Oh, we’ll be whipped! …. Abigail: Betty, you never say that again! You will never— … Abigail: smashes her across the face Shut it! Shut it! A.

She is widely disliked amongst the young girls in the village for her violent ways.

B.

She is innocent and therefore trying desperately to prove it by whatever means necessary, even cruelty.

C. She is guilty and panicking now that word is getting out and is therefore utilizing her power to intimidate the other girls into silence. D. She is an exciting young girl whom many in the village have come to idolize for her independence and condence.

KEY QUESTIONS

Match Fishtank 10th Grade English Unit 2 Lesson 5 Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.

KEY QUESTION Describe the power dynamic between Tituba and Parris as established on p. 8. What is Parris’s main motive for clearing Abigail’s name? Who does Abigail blame on p. 10? Why does Abigail claim she was dismissed from Goody Proctor’s service on p. 11? Why did Goody Putnam seek out Tituba on p. 15? Describe the power dynamics between Abby, Mercy, and Mary Warren on pp. 17–18. Who do you think has the most power in this opening scene? Explain.

NOTES Today’s reading marks the beginning of the play being set up as a drama. If reading this portion aloud, assign students roles ahead of time. It is important that students come out of today’s lesson knowing that Abigail wields much of the power and that the motives of Parris and Putnam are not religion but self-preservation. For homework, assign pp. 19-24 ofThe Crucible.

Match Fishtank 10th Grade English Unit 2 Lesson 5 Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.

LESSON 6 10th Grade English Unit 2: The Crucible

OBJECTIVE Characterize the relationship between John Proctor and Abigail.

READINGS AND MATERIALS Play:The Crucible by Arthur Miller — Act I, pp. 19- top of 24

TARGET TASK WRITING PROMPT Explain, using evidence, John Proctor’s main characteristic in this scene. Describe the relationship between John Proctor and Abigail as it is developed in these pages. Use evidence to support your answer.

KEY QUESTIONS KEY QUESTION What can the reader infer about John Proctor from the following stage direction? “Enter John Proctor. On seeing him, Mary Warren leaps in fright.” What two words does Miller use to describe how John Proctor felt about hypocrites? Describe John Proctor based on the rst paragraph about him on p. 19. How does John Proctor view himself based on the second paragraph about him? Describe the power dynamic between Mary Warren and John Proctor on p. 20. Who’s in charge Describe the interaction between Proctor and Abigail on pp. 20–21. Explain what Abby means by “she is blackening my name in the village.” Be sure to explain who “she” is and what “blackening” must be. Describe the characters who enter on p. 23.

Match Fishtank 10th Grade English Unit 2 Lesson 6 Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.

LESSON 7 10th Grade English Unit 2: The Crucible

OBJECTIVE Identify and describe the conict between the Putnams and the Nurses as developed by Miller in this scene.

READINGS AND MATERIALS Play:The Crucible by Arthur Miller — Act I, pp. 24-30

TARGET TASK MULTIPLE CHOICE Which of the following best describes Rebecca Nurse as she is presented in this scene? A.

friendly

B.

rational

C.

brillant

D.

devoted

WRITING PROMPT Explain how the above characteristic causes conict in this scene. Explain the rivalry between the Putnams and the Nurses. Use evidence to support your answer.

KEY QUESTIONS KEY QUESTION What do we learn about Rebecca Nurse on pp. 24–25? What evidence is there that the Nurses had enemies? What does the author most likely mean by the phrase “systematic campaign?” What was the general opinion of Rebecca’s character? Which family was an enemy of the Nurses and why? Track Rebecca’s explanation for the events on pp. 25–27. Contrast the nature of the Putnams to that of Proctor and Rebecca Nurse on pp. 26–27. What is Proctor accused of on p. 27? What can the reader infer about Parris on pp. 27–28? Why might this cause problems? What is Proctor accused of on p. 29? How does Proctor’s major character trait hurt him here? How can it be seen as a aw? What can the reader infer from Giles’s words on p. 29? Explain the tension between Putnam, Proctor, and Giles on p. 29.

NOTES

Match Fishtank 10th Grade English Unit 2 Lesson 7 Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.

The text on pp. 24–30 establishes the key conicts, and students should leave class knowing Parris vs. Proctor is a conict and Putnam vs. the Nurses is a conict. Both Parris and the Putnams are driven by a similar jealously of their enemies. This leads to their accusing Proctor and Rebecca of witchcraft later on.

Match Fishtank 10th Grade English Unit 2 Lesson 7 Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.

LESSON 8 10th Grade English Unit 2: The Crucible

OBJECTIVE Characterize Hale and explain what he represents in the play. Explain how the role of the Devil has changed in religion over time and explain how the people of Salem viewed him.

READINGS AND MATERIALS Play:The Crucible by Arthur Miller — Act I, pp. 31-38

TARGET TASK MULTIPLE CHOICE What does the phrase “armory of symptoms” on p. 34 suggest about Hale? A.

Despite his great knowledge, he was a very sickly man.

B.

Without bringing ample weapons and guns, he stood no chance against the Devil.

C.

He suffered great pain in his previous wars with others.

D.

He has spent a great deal of time gathering info to combat this problem of the Devil.

WRITING PROMPT According to p. 32, how does the Catholic Church “use” Lucifer, or the Devil? Describe in your own words. What does Hale represent and what are the Putnams hoping for from his visit to Salem? Explain.

KEY QUESTIONS KEY QUESTION Why do you think this is a “beloved” errand for Hale? What can we infer about him from this? Explain Hale’s previous encounter with witches. Why might audiences laugh at the line “We cannot look to superstition in this! The Devil is precise”? When did we begin to see the underworld and the Devil as a hostile area? Why would this be benecial to those in charge in the church? What does the phrase “armory of symptoms” on p. 34 suggest about Hale? What can the reader infer about Hale based on the information on p. 34? What does the phrase “the Old Boy” suggest on p. 34? What does Hale think of Rebecca? Explain Hale’s warning at the top of p. 36.

NOTES

Match Fishtank 10th Grade English Unit 2 Lesson 8 Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.

In this scene, Miller launches into the history of the Devil in Christianity. Make sure to preface to students that they are reading an author’s work. While Miller implies that the Devil was only created as a scare tactic to keep power for those in power, some religious students may challenge this. Students should understand that Hale represents order, is rmly rooted in his convictions, and actually believes he can help Salem.

Match Fishtank 10th Grade English Unit 2 Lesson 8 Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.

LESSON 9 10th Grade English Unit 2: The Crucible

OBJECTIVE Explain the difference in perspective and tone between the excerpts from Condé’s book and Miller’s play.

READINGS AND MATERIALS Play:The Crucible by Arthur Miller — Act I, pp. 38-46 Book:I, Tituba, Black Witch of Salem by Maryse Conde pp. 55 – 63

TARGET TASK WRITING PROMPT Both The Crucible by Arthur Miller and Maryse Conde’s novel, I, Tituba, Black Witch of Salem, explore the events of Salem in 1692. Explain the major differences between the two works, making sure to consider tone, perspective and purpose in your response.

KEY QUESTIONS The Crucible: Why is Parris so upset on p. 39? Track Abigail’s confessions and accusations. What does Tituba admit to? Explain Tituba and Betty’s relationship. What does Tituba deny? How does Hale treat Tituba on p. 43 and why do you think he does this? I, Tituba, Black Witch of Salem: How does Tituba feel about Parris? Why does Tituba sing at night? What does Tituba think of Betty and the other girls? What was her motive for teaching them song...