1. Title of the Unit: Puritanism/ Colonialism and The Crucible 2.

General Description of the Unit with Rationale This unit will incorporate English standards with United States History standards to help students gain an enhanced understanding of Puritanism/ Colonialism and the legal system in America. This one and a half-week long unit will be used to help students gain a more encompassing knowledge of the Colonial time period using different types of literature and historical evidence. Students will analyze different viewpoints in order to form a better-balanced opinion of the Salem Witch Trials. This unit is written for tenth grade students and meets South Carolina State English II Standards for tenth grade. Rationale: This unit will be taught 9 weeks into the school year on a block schedule. The concepts addressed in this unit reoccur many times throughout the literature in this course. Students will use graphic organizers, station work, and assorted other activities to develop an understanding on the beginnings of American culture. 3. Identification of the Target Population (grade, subject, special characteristics): 10th grade Honors English Language Arts Students in this class are only partially identified as gifted and talented. The other students in the class have just been placed on an honors track without gifted and talented identification (scores). 4. Content Area(s): English Language Arts and U.S. History 5. Duration: 2.5 weeks 6. Materials and Resources: LCD projector KWL Plus Graphic Organizer Word Splash Board Word Web Timeline Writing Journals

Compare and Contrast Graphic Organizers Venn Diagrams Holt English III textbook 7. Goals:
E2-1- The student will read and comprehend a variety of literary texts in print and nonprint formats. E2-2- The student will read and comprehend a variety of informational texts in print and nonprint formats.

E2-3- The student will use word analysis and vocabulary strategies to read fluently.
E2- 5.2- Create narrative pieces (for example, personal essays, memoirs, or narrative poems) that use figurative language and word choice to create tone and mood. E2-5.3- Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice. E2- 5.4- Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts).

E2-6.3- Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others. E2- 6.4- Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. E2-6.5- Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose. E2-6.6- Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations. E2-6.7- Use a variety of print and electronic reference materials.

8. Specific Objectives: -Students will identify metaphors, personification, enjambment, similes, hyperbole, onomatopoeias, alliteration, stanza, rhyme scheme, and refrain within the context of time period poetry. (Comprehension) -Students will analyze the effect of poetic characteristics on a given text. (Analysis) -Students will analyze the effect of free speech. (Analysis) -Students will analyze the effect of persuasion on a literary text. (Analysis) -Students will create their own examples of legal proceedings using persuasive speech techniques. (Synthesis) -Students will write their own trial script using characteristics of time period. (Literature, Religion, etc). (Synthesis) 9. Links to Prior Knowledge:
Launch activities: At the beginning of the unit: KWL Plus graphic organizer to activate prior knowledge of Colonialism and Salem Witch Trials of 1692.

Prior to beginning The Crucible: Play the Accusation Game: Witch Craze Accusation Game: Witch Craze: -Select a student to single out as a thief (with students permission). Accuse them of stealing some common object. Search their belongings (with their permission, of course!) for proof that would identify them as a thief. The accused in turn will accuse someone else and so on. The class will see how easy it is for accusations to fly and how easy that it is to single out someone. This will also show them that a lot of times it is not innocent until proven guilty, as was the case in the real Salem Witch Trials of 1692.

10. Descriptive Summaries of Activities with Rationales

Lesson #1-Unit introduction- content map, preview vocabulary Lesson Essential Questions: Who were the Puritans? What were their contributions to American literature? How do the Puritans shape our national character and values? What was the early American dream? What are characteristics of Puritan writing? Activities: Word Splash-American Dream KWL-Colonialism (KWL Plus Outline-page 39) Timeline-Historical Events in America during Puritanism G.O.-Word Web-Puritan literature characteristics The New England Primer Time Frame-1day Rationale: To learn essential vocabulary words to the unit using selected nonfiction texts; to comprehend what is read, both independently and as a class. To ponder on what was read and discussed in class on the Puritan time period, and to learn how to complete different types of graphic organizers.

Lesson #2Lesson Essential Questions: Why is nonfiction an appropriate genre for the expression of Puritan beliefs? How do the nonfiction works of Southern colonists compare to that of the Northern colonists? How do the elements of nonfiction contribute to its overall meaning? Activities: Read Of Plymouth Plantation-William Bradford G.O.-Timeline for events in Of Plymouth Plantation Read The General History of Virginia-John Smith Writing prompt: Diary entry as Squanto or Pocahontas G.O.-Compare/Contrast Northern Colonial literature with Southern Colonial Literature (Compare/Contrast) Time Frame-1 days

Rationale: To learn how to discern different types of nonfiction using selected nonfiction texts. To ponder on what was read and discussed in class on the Puritan time period, and to learn how to complete different types of graphic organizers.

Lesson #3 Lesson Essential Questions: What is poetry? What is a lyric poem? How do the elements of poetry contribute to their overall meaning? How does Puritan beliefs influence the construction of their poetry? How is Puritan society and beliefs reflected in their poetry? What is the art of persuasion? How do writers use the elements of persuasion to affect their audience? Activities: -Prediction activity: Predict subject of poem by looking at title and a picture. Compare predictions after reading. -Read Upon the Burning of Our House, July 10th, 1666-Anne Bradstreet -G.O.-Elements of poetry (Webb Diagram) -Assign To My Dear and Loving Husband-Anne Bradstreet-students must use G.O. to identify elements of poem. -Commercial activity-The Power of Persuasion -Read Sinners in the Hands of an Angry God-Jonathan Edwards -G.O.-Compare/Contrast- Anne Bradstreets views of God with Jonathan Edwards (Compare/Contrast 2) Time Frame-1 day Rationale: To learn essential poetry terminology that is vital to the poetry section of the unit using selected poetic texts; to comprehend what is read, both independently and as a class. To ponder on what was read and discussed in class on the Puritan time period, and to learn how to complete different types of graphic organizers. Students will learn the elements and characteristics of persuasive speech, and apply these skills to assigned activity.

Lesson #4 Lesson Essential Questions: -How do the elements of nonfiction contribute to its overall meaning? What are the elements of drama and how do authors use elements to achieve their purpose? What is the meaning of history repeats itself? Activities: -Read The Examination of Sarah Good -G.O.-Venn Diagram-Compare/contrast the transcript with the summary of The Examination of Sarah Good -G.O.-Word Web-Elements of Drama

-Class discussion/guided notes on historical background of Salem Witch Trials -G.O.-Venn Diagram-Compare/contrast similarities between Salem Witch hunt and McCarthyism-Communist witch hunt. -Assign roles and begin reading/discussion of The Crucible -Problem/Solution activity at end of Act I (Problem/Solution) -Writing prompt- Diary entry from Abigail Williams at the end of Act III -G.O.-Cause/Effect for events from Act I through end of Act IV (Cause/Effect) -Geometric Character Analysis after completion of The Crucible -Legal vocabulary terms/brief overview of judicial roles/process -Research/prepare case for trial -Present trial -Writing prompt: Have students use textual evidence to support or refute the following statement: Society has an obligation to dictate morality. Time Frame-6-7 days Rationale: To learn essential drama terminology that is vital to the drama section of the unit using the selected dramatic text; to comprehend what is read, both independently and as a class. To ponder on what was read and discussed in class on the Puritan time period, and to learn how to complete different types of graphic organizers. Students will learn the elements and characteristics of persuasive speech, and apply these skills to assigned activity. To learn essential legal vocabulary terms, through research, that is vital to completion of the final assessment.

11. Descriptive Summaries of Assessments with Rationales: * Short answer tests or quizzes
Rationale: To assess the information comprehended by each student on the assigned individual readings.

* Student logs or journals as informal writing

Rationale: To determine how the students have interacted with the material and texts presented in class. To gauge how students have comprehended and related to the higherlevel question posed to them after the full class discussion.

* Center / station / lab activities

Rationale: These informal activities will show what the students have trouble with and what has been mastered. This helps to monitor progress on numerous activities on a single day instead stretching skills mastery out over several days.

* Formal writing assignments

Rationale: Students need to demonstrate their mastery of the essential writing elements covered throughout the unit through effective writing on formal writing assignments. This assessment proves that students not only learned the essential writing elements, but also can apply these elements to their writing

y Design and/or construct model / museum / exhibit

Rationale: Students need to demonstrate their mastery of the terminology covered in the unit and use creativity through effective writing to develop an exhibit on the material covered. This assessment proves that students did not just remember the terms, but that they also know how to apply them in a creative way.

y Informal or formal student observations or interviews

Rationale: These informal and formal observations will allow the student and teacher to see potential problems before they arise. These will be conducted during individual and group work.