Thematic Unit: Pieces of the Puzzle

Transcription

1 Thematic Unit: Pieces of the Puzzle By: Derek Sherman 1

2 Table of Contents Thematic Unit: Introduction Pgs. 3-5 Warm Up Activity: Language is Pg. 6 Power Semicolon Practice Pg. 7 Dear John Exercise 1 Pg. 8 Dear John Exercise 2 Pg. 9 The Crucible Acts I, II, and III Pgs Quotes Punctuation as Power Pg. 25 Assignment/Rubric Internal Punctuation I Worksheets Comma, Semicolon, and Colon Separate Separate PowerPoint Power of Punctuation PowerPoint Thematic Unit Rationale Separate Separate 2

3 Thematic Unit: Pieces of the Puzzle Summary: Within this lesson, grammar s foundational elements specifically punctuation will be discussed, analyzed, and put into praxis in relation to Arthur Miller s The Crucible. This lesson should be completed during Acts III and IV, as a working knowledge of the play is needed. An introductory lesson on how Language is Power will be discussed in relation to punctuation s purpose in the English language and The Crucible. After the introductory lesson, individual punctuation marks semicolon, colon, and commas will be introduced and students will be asked to create their own sentences that relate to the plot of The Crucible. Once students have utilized punctuation marks, they will then be required to take an important quote from The Crucible preferably a quote that is at least 5 lines long and change, add, or delete punctuation from the original quotation to create a new meaning for the quote. The student will then have to juxtapose the original quote with their new quote and write a paragraph that utilizes the elements of punctuation discussed to show the differences in meaning and how their change of punctuation could alter the plot, characters, and purpose of the play. Students will be assessed on correctness of punctuation, creating a new meaning for the quote, and writing a paragraph that illustrates the differences in meaning and how it affects The Crucible s characters, plot, and purpose. Lesson Objectives: 1. Students will be able to use semicolons, colons, and commas properly 2. Students will be able change the meaning of a quote by using semicolons, commas, and colons 3. Students will be able see that how language is structured matters and that punctuation can change that meaning positively or negatively 4. Students will be able to increase their knowledge of composing in the realms of linguistics, literature, and rhetoric Standards Met (Common Core State Standards): 1. L : Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking 3

4 2. L : Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing 3. L : Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening Lesson 1 Activities: Warm Up: Please write a one-paragraph response (7 complete sentences) to this question: Do you believe that Language is Power? Can you think of a time when language was used to persuade you in a positive or negative manner? Also, point to an example of how language has been a negative influence within Acts I and II of The Crucible. Introducing commas: Students will be given a presentation on the proper placement of commas. This presentation utilizes modeling of comma rules and guided practice of these rules. Additional practice: Students will be given a grammar worksheet to further practice commas. The Crucible: As a class we will be reading Act III. Lesson 2 Activities: Sentence Creation: Students will participate in a refresher of comma rules by creating sentences as a class. For the sentence creation, students will be given a plethora of laminated notecards and will have to, as a class, create sentences that utilize comma rules. Students will be reminded of these rules during the creation of the sentences. Introducing Semicolons: Students will be given a presentation on the proper placement of commas. This presentation will utilize a modeling and practice methodology. Additional practice: Students will be given a grammar worksheet to further practice semicolons. The Crucible: We will read Act III Lesson 3 Activities: Practice Quizzes: Students will complete the comma quiz ( and will have to show me their score for a participation grade. However, the students real grade will be taken down so that a better understanding of the students knowledge can be understood. Additionally, students will have to write five sentences that use semicolons properly, which will also be used as a participation grade. Introducing Colons: Students will be given a presentation on the proper use of colons. As with the previous two presentations, the presentation will utilize a modeling and practice approach. Additional practice: Students will be given a grammar worksheet to further practice colons. The Crucible: We will continue reading Act III Lesson 4 Activities: 4

5 Activating Prior Knowledge: Students will have to take the commas, semicolons, and colons practice quiz ( Students will have to show their final score to me as participation; however, as with the previous scores, the real scores will be marked down to assess students actual knowledge. The Power of Punctuation Activity: Students will be guided through a presentation that will show the power of punctuation and why it is necessary to be careful of where punctuation is placed. Additionally, students will be asked to analyze the Dear John letter before punctuation has been changed, which will require them to see what the letter has to say and whether or not it is positives. Afterwards, students will get the Dear John letter that has its punctuation changed and they will be asked to analyze the new letter in the same manner as the previous. Quote Analysis: Students will be split into groups and will be asked to analyze several quotes from Acts I, II, and III. The student will have to make sure they are taking notes, as they will have to save these analyses for tomorrow s activities. Lesson 5 Activities: Review Quotes: Review what the quotes handed out in yesterdays Quote Analysis meant. Changing Meaning: Students will be given an assignment where they have to repunctuate a quote from the quote analysis exercise yesterday. Students will have to work on changing the original meaning of the quote by changing the punctuation, sentence structure, and grammar. Students will be assessed on their ability to change the original meaning, using semicolons, colons, and commas properly, and creating a one-page analysis on how they changed the meaning of the original quote and how this new meaning would change the play. Students will be given a rubric so that they know what they will be assessed on. Work-time: Students will be given the remainder of the time for this lesson to work on changing the meaning of the quote. Lesson 6 Activities: Turn-in: Students will turn-in their final one-page analysis of changing the quote and their changed quote. 5

6 Warm Up Activity: Language is Power Please write a one-paragraph response (7 complete sentences) to this question: Do you believe that Language is Power? Can you think of a time when language was used to persuade you in a positive or negative manner? Also, point to an example of how language has been a negative influence within Acts I and II of The Crucible. 6

7 Semicolon Practice Your goal is to write me 5 sentences that utilize semicolons properly. Additionally, your 5 sentences should demonstrate your knowledge of The Crucible; therefore, create sentences that demonstrate the plot, characters, relationships, and etcetera within the play

8 Dear John Letter Exercise You will be given a letter below that I want you to analyze for what it says, literally. Also, tell me whether or not this letter is positive or negative in nature. Your analysis should point to at least one specific piece of evidence that proves its meaning and be at least 5 sentences. Dear John: I want a man who knows what love is all about. You are generous, kind, and thoughtful. People who are not like you admit to being useless and inferior. You have ruined me for other men. I yearn for you. I have no feelings whatsoever when we re apart. I can be forever happy. Will you let me be yours? Gloria 8

9 Dear John Letter Two Exercise Similar to the previous Dear John exercise, I will give you a letter that demonstrates a certain meaning and feel to it. Therefore, I want you to analyze the letter for what it says literally and whether or not it is positive or negative in meaning. As usual, your analysis should be at least 5 sentences in length and point to at least one piece of evidence that proves your analysis. Dear John: I want a man who knows what love is. All about you are generous, kind, thoughtful people, who are not like you. Admit to being useless and inferior. You have ruined me. For other men, I yearn. For you, I have no feelings whatsoever. When we re apart, I can be forever happy. Will you let me be? Yours, Gloria 9

10 Act I The Crucible questions for each passage: Act I: Passage 1 Abigail: I look for John Proctor that took me from my sleep and put knowledge in my heart! I never knew what pretense Salem was, I never knew the lying lessons I was taught by all these Christian women and their covenanted men! And now you bid me tear the light out of my eyes? I will not, I cannot! You loved me, John Proctor, and whatever sin it is, you love me yet! 10

11 questions for each passage: Act I: Passage 2 Abigail: I want to open myself... I want the light of God, I want the sweet love of Jesus! I danced for the Devil; I saw him, I wrote in his book; I go back to Jesus; I kiss His hand. I saw Sarah Good with the Devil! I saw Goody Osburn with the Devil! I saw Bridget Bishop with the Devil! 11

12 The Crucible ~ Act II questions for each passage: Passage #1: Act II, Page 50, lines Proctor: If the crop is good I ll buy George Jacob s heifer. How would that please you? Elizabeth: Aye, it would Proctor, with a grin: I mean to please you, Elizabeth Elizabeth: -it is hard to say: I know it, John. He gets up, goes to her, kisses her. She receives it. With a certain disappointment, he returns to the table. 12

13 questions for this passage: Passage #2: Act II, Page 51, lines 8-22 Proctor, drinks a long draught, then putting the glass down: You ought to bring some flowers in the house. Elizabeth: Oh! I forgot! I will tomorrow. Proctor: It s winter in here yet. On Sunday let you come with me, and we ll walk the farm together; I never see such a load of flowers on the earth 13

14 questions for this passage: Passage #3: Act II, Page 52, lines 8-12 Elizabeth: She frightened all my strength away. Proctor: How may that mouse frighten you, Elizabeth? You Elizabeth: It is a mouse no more. I forbid her go, and she raises up her chin like the daughter of a prince and says to me, I must go to Salem, Goody Proctor; I am an official of the court! 14

15 questions for this passage: Passage #4: Act II Page 52, last lines on page Elizabeth: The Deputy Governor promise hangin if they ll not confess, John. The town s gone wild, I think. She speak of Abigail, and I thought she were a saint, to hear her. Abigail brings the other girls into the court, and where she walks the crowd will part like the sea for Israel. And folks are brought before them, and if they scream and howl and fall to the floor the person s clapped in the jail for bewitchin them. 15

16 questions for this passage: Passage #5: Act II Bottom of 53 to middle of 54 Proctor: I am only wondering how I may prove what she told me, Elizabeth. If the girl s a saint now, I think it is not easy to prove she s fraud, and the town gone so silly. She told it to me in a room alone I have no proof for it. Elizabeth: You were alone with her? P: stubbornly: For a moment alone, aye. E: Why, then, it is not as you told me. P: his anger rising: For a moment, I say. The others come in soon after. E: quietly she has suddenly lost all faith in him: Do as you with then. She starts to turn. P: Woman. She turns to him. I ll not have your suspicion any more. E: Then let you not earn it. 16

17 questions for this passage: Passage #6: Act II Page 55, line Elizabeth: I do not judge you. The magistrate sits in your heart that judges you. I never thought you but a good man, John, only somewhat bewildered. Proctor: laughing bitterly: Oh, Elizabeth, your justice would freeze beer! 17

18 questions for this passage: Passage #7: Act II Page 57, line 15 to end of page Mary Warren: I never know it before. I never know anything before. When she come into the court I say to myself, I must not accuse this woman, for she sleep in ditches, and so very old and poor. But then then she sit there, denying and denying, and I feel a misty coldness climbin up my back, and the skin on my skull begin to creep, and I feel a clamp around my neck and I cannot breathe air; and then entranced I hear a voice a screamin voice, and it were my voice and all at once I remembered everything she done to me! Proctor: Why? What did she do to you? Mary: like one awakened to a marvelous secret insight: So many time, Mr. Proctor, she come to this very door, beggin bread and a cup of cider and mark this: whenever I turned her away empty, she mumbled. 18

19 questions for this passage: Passage #8: Act II Page 58, line Mary Warren: Aye, but then Judge Hathorne say, Recite for us your commandments! and of all the ten she could not say a single one. She never knew no commandments, and they had her in a flat lie! 19

20 questions for this passage: Passage #9: Act II Page 60 at the top Mary Warren: I am bound by law, I cannot tell it. To Proctor: I only hope you ll not be so sarcastical no more. Four judges and the King s deputy sat to dinner with us but an hour ago. I would have you speak civilly to me, from this out. 20

21 questions for this passage: Passage #10: Act II Page 61 middle of page Elizabeth: It is her dearest hope, John, I know it. There be a thousand names; why does she call mine? There be a certain danger in calling such a name I am no Goody Good that sleeps in ditches, nor Osburn, drunk and half-witted. She d dare not call out such a farmer s wife but there be a monstrous profit in it. She thinks to take my place, John. 21

22 Act III The Crucible questions for each passage: Act III: Passage 1 Judge Danforth: You must understand, sir, that a person is either with this court or he must be counted against it, there be no road between. This is a sharp time, now, a precise time we live no longer in the dusky afternoon when evil mixed itself with good and befuddled the world. Now, by God s grace, the shining sun is up, and them that fear not light will surely praise it. 22

23 questions for each passage: Act III: Passage 2 Proctor: A man may think God sleeps, but God sees everything, I know it now. I beg you, sir, I beg you see her what she is.... She thinks to dance with me on my wife s grave! And well she might, for I thought of her softly. God help me, I lusted, and there is a promise in such sweat. But it is a whore s vengeance

24 questions for each passage: 3. What is the context? (In other words, what is going on when this is being said? 4. Why is this quote important? What does this say about the character(s)? Act III: Passage 3 John Proctor: A fire, a fire is burning! I hear the boot of Lucifer, I see his filthy face! And it is my face, and yours, Danforth! For them that quail to bring men out of ignorance, as I have quailed, and as you quail now when you know in all your black hearts that this be fraud God damns our kind especially, and we will burn, we will burn together! 24

25 Punctuation as Power: Using The Crucible to Change Meaning For this assignment, you are to take one of the quotes that we have dissected from Acts I, II, and III and create a different meaning by switching around words and rearranging and adding punctuation, which should include at least two uses of commas, semicolons, and colons. Remember that your goal is to switch the meaning of the quote, which in fact should alter the meaning of the play. Additionally, you will have to write a one-page comparison and contrast essay that illustrates how you changed the meaning of the quote and what this modified quote would do to the play if it were included instead of the original. Therefore, your steps to complete this assignment include the following: 1. Pick your quote and then analyze it for what it says 2. Look to see how you can change the tone and feeling of the quote by adding in punctuation and rearranging words Please note: You have to use all of the words that are in the quote. 3. Write down the newly rearranged quote (Remember you need to add two semicolons, two commas, and two colons. Please mark these newly added elements within your quote). 4. Juxtapose the original quote with your new quote 5. Write your one-page comparison and contrast essay answer these questions How have you changed the meaning from the original to the new quote? Did you change punctuation, add words, or what? How does your new quote change the meaning of the play? How would the characters react to this quote rather than the original? 6. Turn it in! Rubric Meaning: The student has changed the meaning of the original quote by rearranging and/or adding punctuation and words Punctuation: Student has added two commas, two semicolons, and two colons at the least, and the student has marked where these punctuation marks were included Compare and Contrast: Student has juxtaposed the two quotes and has provided a one-page analysis of how the original quote compares and contrasts with the original Higher Order Thinking: Student has displayed how his/her quote would have changed the meaning of the play within the compare and contrast paper Grammar and Mechanics: Student has utilized proper grammar and mechanics Punctuality: Materials were turned in on time Standards Met: L , L , L