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The Crucible

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The Crucible Mr. Stanberry English III 9-16 through Journal Entry: 9/30/13 Tell me about your project. Which project did you choose? How is your project coming along? – PowerPoint PPT presentation

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Title: The Crucible


1
The Crucible
Mr. Stanberry English III
9-16 through
2
Journal Entry September 8, 2014
  • Copy the Academic Vocabulary terms and
    definitions.
  • Analysis the study of a literary work,
    separating it into parts in order to determine
    its nature.
  • Argument a statement or the main point of a
    piece.
  • Authors purpose the reason (s) an author has
    for writing a piece to inform, persuade, or
    entertain.
  • Citation the acknowledgement of ideas found in
    outside sources
  • Claim a statement or assertion presented as
    fact.

3
Daily Classwork 9-8-14
  • Journal Entry / Definitions
  • Read Life in the New World (Pg. 14)
  • Notes Presentation Colonization
  • Picture Day
  • Objectives
  • - Establish formal literary vocabulary.
  • - Discuss the importance of religious beliefs of
    the early American Settlers.

4
Puritanism
  • In 1620, after years of separation, the Puritans
    migrated to the Massachusetts Bay colony.
  • The early settlers created churches that follow
    the traditional form of theology that was carried
    over into Plymouth.
  • The church consisted of deacons, preaching
    elders, and, though not right away, a communion
    restricted to full church members, or saints.
  • These Puritans called themselves non-separating
    Congregationalists, by which they meant that
    they had not repudiated the Church of England as
    a false church.

5
Puritanism / Continued
  • Puritans believed that all members of an
    immediate family had a specific role.
  • Daily responsibilities for families included
    hunting/preparing food (men), making clothes
    (women) and furniture (men), teaching children
    how to read/worship (both), maintaining positive
    social order (all), and being responsible for the
    well being of one another.
  • The father served as the head of the household.
    Men had a specific skill set or trade that would
    keep the family financially stable.

6
Puritanism / Continued
  • The role of women was hindered to the concept of
    traditional female roles in society.
  • Women were not allowed to vote, and they had a
    very limited role in the community.
  • Most importantly, women (and children) were never
    allowed to question church doctrine.
  • Clergymen were highly regarded by the community
    due to their direct line of contact with God.

7
Puritan Communities
  • Community involvement was vital for Puritans.
  • The church served as a sort of checks and
    balances system for individual families, as well
    as the children of all families collectively.

8
Journal Entry September 9, 2014
  • Copy the Academic Vocabulary terms and
    definitions.
  • Ethos The appeal of a speakers own credibility.
  • Logos - The appeal of reason often made through
    facts.
  • Pathos - The appeal to common human emotion.
  • Connotative meaning an association for a word
    that is implied by the words ideas or qualities
  • Imagery - visually descriptive or figurative
    language
  • Repetition - The return of a word, phrase, stanza
    form, or effect in any form of literature
  • Allusion - A figure of speech making casual
    reference to a famous historical or literary
    figure or event.

9
Daily Classwork
  • Journal Entry / Discussion
  • Introduction Material / Jonathan Edwards (Pg. 88)
  • Read Sinners in the Hands of an Angry God (Pg.
    90)
  • Answer review questions
  • Today I Learned Exit Slip
  • Objectives
  • Relating literature to a historic period /
    Identifying imagery / Understanding connotation /
    Identifying allusion / Learn Aristotles Appeals
    (Ethos, Logos, and Pathos)

10
Sinners in the Hands of an Angry God
  • What is the purpose of the sermon?
  • According to Edwards, how can mankind save
    itself?
  • Identify some messages, images, or phrases that
    Edwards repeats frequently. What is the purpose
    of this repetition? What is the effect?
  • Give 5 examples of imagery from the sermon.
  • What biblical allusion is made in the sermon?
  • Edwards puts emphasis on the pleasure of God.
    How would you define the pleasure of God? What
    kind of picture of God does Edwards paint for his
    listeners when he discusses the pleasure of
    God?
  • What does Edwards assume his audience is afraid
    of? How does he utilize these fears to his
    advantage? What new fears does he cultivate?

11
Journal Entry September 10, 2014
  • Describe how Jonathan Edwards created Aristotles
    Appeals in Sinners in the Hands of an Angry God.
  • Ethos / Logos / and Pathos
  • You can use your definitions for the journal
    entry.

12
Daily Classwork
  • Journal Entry / Discussion
  • Vocab Quiz
  • Read Before the Read / Anne Bradstreet (Pg. 82)
  • Read Upon the Burning of Our House (Pg. 84) and
    To My Dear and Loving Husband (Pg. 85)
  • Respond Questions 1-5 (Pg. 86)
  • Objectives
  • - Create an inference on the authors beliefs /
    Understand culture through literature / Review
    parts of poetry

13
Journal Entry September 11, 2014
  • On this a day of remembrance, discuss the
    feelings or emotions that you have in relation to
    9/11. (Four sentences)
  • Do you feel safe as a citizen of the U.S. ?
    Why/why not?

14
Daily Classwork
  • Journal Entry / Discussion
  • Review Upon the Burning of Our House
  • Read Background Information (Pg. 74)
  • Read A Narrative of the Captivity and
    Restoration of Mrs. Mary Rowlandson (Pg. 76)
  • Objectives
  • Analyze the historical conflict between Native
    Americans and Europeans. / Acknowledge and
    identify the use of allusion.

15
Journal Entry September 12, 2014
  • Its Free Write Friday,
  • This is haiku poetry,
  • You can haiku too!

16
Daily Classwork
  • Journal Entry / Discussion
  • Read The Captivity and Restoration of Mrs. Mary
    Rowlandson (Continued)
  • Read (Independent Reading) The Life of Oloudah
    Equiano (Pg. 68)
  • Assignment Handout / Written Response
  • Objectives
  • - Responding personally, critically, and
    analytically to non-fiction texts / Compare and
    contrast like works of non-fiction. / Continue
    learning the form of non-fiction known as slave
    narratives.

17
Daily Classwork
Journal Entry / Summary Complete Act I Act I
Review Objectives CCS
18
Journal Entry 9-17-13
  • For today's bell work, select the character that
    you will use for the Character Analysis
    assignment.
  • In your journal, write your selected character s
    name and a brief rationale about why you selected
    him/her.
  • Upon completion of this task, take the first 10
    minutes of class to gather information (quotes,
    character description, etc.) for your chart.
    Please do so independently.

19
Daily Classwork
Journal Entry / Character Selection Classroom
Assignment Character Maps Objectives CCS
20
Journal Entry 9-18-13
  • The Crucible Vocabulary Pt. 1
  • Copy the terms and the definitions.
  • Dissembling- to disguise or conceal behind false
    appearance.
  • Conjure- to summon (devil/spirits) by magical or
    supernatural power.
  • Vindictive- disposed to seek revenge revengeful
  • Propriety- the state of conforming to
    conventionally accepted standards of behavior or
    morals.
  • Diametrically- completely directly
  • Use one of the terms above in a complete sentence.

21
Daily Classwork
Journal Entry Act I Review Take 2!
Literature Book Pg. 1045 Questions 1-8 1-2
Dialogue (20 minutes) TPCASTT Poetry Analysis
Introduction / Example Upon the Burning of our
House Pg. 84 (Literature Book) Half-Hanged
Mary Questions / Discussion Objectives CCS
22
Journal Entry 9-19-13
  • The Crucible Vocabulary Pt. 2
  • Copy the terms and definitions.
  • Defamation- the action of damaging the good
    reputation of someone slander or libel
  • Malign- evil in disposition, nature, or intent
  • Fiend- an evil spirit or demon
  • Iniquity- immoral or grossly unfair behavior
  • Malevolence- having or showing a wish to do evil
    to others
  • Use one of the words above in a complete sentence.

23
Daily Classwork
Journal Entry Begin Act II Objectives CCS
24
Journal Entry 9-20-13
  • It's yet again time for Free Write Friday!
  • If you prefer a topic, make your prediction for
    the Battle of the Big Cats! Write about your
    excitement for tonight's game.
  • Once you have finished, review the vocabulary
    terms from Wednesday and Thursday. Its vocab
    quiz time!!

25
Daily Classwork
Journal Entry Finish Act II Objectives CCS
26
22nd Hour Questions
  1. Briefly discuss the lie told by John Proctor to
    his wife Elizabeth.
  2. Explain what was meant in the narration she has
    suddenly lost all faith in him
  3. Does Elizabeth have just reasoning for her
    frustration?
  4. Discuss the shift of the conversation. How does
    John Proctor regain the upper hand?
  5. Describe Mary Warrens character as she arrives
    home.
  6. What gift does she bring? Who does she give it
    to?
  7. The number of accused went from ____ to ____.
  8. What is Goody Proctor accused of? (Dont write
    witchcraft Kody)
  9. What was Sarah Good accused for?
  10. What was the justification of the court?

27
Journal Entry 9-23-13
We finished Act II of The Crucible on Friday.
Complete the chart below using the chain of
events from Act II. Use FOUR key events in
chronological order.
1.
2.
3.
4.
28
Daily Classwork
Journal Entry / Chain of Events Act I II
Review Begin Act III Objectives CCS
29
Journal Entry 9-24-13
  • The Crucible Vocab. Pt. 3
  • Copy the terms and definitions.
  • Inert lacking the ability or strength to move.
  • Anarchy  A state of disorder due to absence or
    lack of recognition to authority.
  • Prodigious unnatural or abnormal.
  • Calumny the making of false and defamatory
    statements in order to damage someone's
    reputation
  • Faction a small, organized, dissenting group
    within a larger one
  • Use one of the terms above in a complete sentence.

30
Journal Entry 9-25-13
  • The Crucible Vocab. Pt. 4
  • Copy the terms and definitions.
  • Pallor an unhealthy pale appearance
  • Base without moral principles
  • Condemnation the expression of very strong
    disapproval
  • Daft silly foolish
  • Anonymity- the condition of being anonymous
  • Use one of the terms above in a complete sentence.

31
Journal Entry 9/26/13
  • Write a brief summary of yesterdays reading.

32
Journal Entry 9/27/13
  • You know what to do for it is Friday
  • If you prefer a topic, briefly discuss what you
    are looking forward to doing this weekend.
  • Or, you could write about your favorite character
    in The Crucible.

33
Archetypal Tragic Hero
  • Noble Stature since tragedy involves the "fall"
    of a tragic hero, one theory is that one must
    have a lofty position to fall from, or else there
    is no tragedy (just pathos). Another explanation
    of this characteristic is that tragedies
    involving people of stature affect the lives of
    others.
  • Tragic Flaw (Hamartia) the tragic hero must
    "fall" due to some flaw in his own personality.
    The most common tragic flaw is hubris (excessive
    pride). One who tries to attain too much
    possesses hubris.
  • Free Choice while there is often a discussion of
    the role of fate in the downfall of a tragic
    hero, there must be an element of choice in order
    for there to be a true tragedy. The tragic hero
    falls because he chooses one course of action
    over another.
  • The Punishment Exceeds the Crime the audience
    must not be left feeling that the tragic hero got
    what he deserved. Part of what makes the action
    "tragic" is to witness the injustice of what has
    occurred to the tragic hero.
  • Hero has Increased Awareness it is crucial that
    the tragic hero come to some sort of an
    understanding of what went wrong or of what was
    really going on before he comes to his end.
  • Produces Catharsis in Audience catharsis is a
    feeling of "emotional purgation" that an audience
    feels after witnessing the plight of a tragic
    hero we feel emotionally drained, but exultant.

34
Journal Entry 9/30/13
  • Tell me about your project.
  • Which project did you choose?
  • How is your project coming along?
  • Tell me a difference between the movie and the
    book version.

35
Journal Entry 9/30/13
  • Grammar Review / Subject Verb Agreement
  • 1. Everyone (has/have) done his or her homework.
  • 2. Each of the students (is/are) responsible for
    doing his or her work.
  • 3. Either my father or my brothers (is/are) going
    to sell the car.
  • 4. Neither my sisters nor my mother (is/are)
    going to sell the house.
  • 5. The samples on the tray in the lab
    (need/needs) testing.
  • 6. Mary and John usually (plays/play) together.
  • 7. Both of the dogs (has/have) collars.
  • 8. Neither the dogs nor the cat (is/are) very
    hungry.
  • 9. Either the girls or the boy (walk/walks) in
    the evening.
  • 10. Either the boy or the girls (walk/walks) in
    the evening.

36
Answers
  • 1. Everyone has done his or her homework.
  • 2. Each of the students is responsible for doing
    his or her work.
  • 3. Either my father or my brothers are going to
    sell the car.
  • 4. Neither my sisters nor my mother is going to
    sell the house.
  • 5. The samples on the tray in the lab need
    testing.
  • 6. Mary and John usually play together.
  • 7. Both of the dogs have collars.
  • 8. Neither the dogs nor the cat is very hungry.
  • 9. Either the girls or the boy walks in the
    evening.
  • 10. Either the boy or the girls walk in the
    evening.

37
Journal Entry 10-1-13
  • Fix the run-on sentences.
  • 1. The womans skills are perfect for the new
    position we intend to promote her.
  • 2. The team lost seven games in a row,
    consequently, the coach was fired.
  • 3. Here is the chief administrator, he will solve
    our problems.
  • 4. He phoned his fiancée repeatedly but she
    refused to return his calls.
  • 5. I have good ideas I cant put them into a
    sentence.

38
Answers
  1. The womans skills are perfect for the new
    position, so we intend to promote her.
  2. The team lost seven games in a row consequently,
    the coach was fired.
  3. Here is the chief administrator he will solve
    our problems.
  4. He phoned his fiancée repeatedly, but she refused
    to return his calls.
  5. I have good ideas, yet I cant put them into a
    sentence.

39
Journal Entry 10-2-13
  • Provide an example of the following types of
    figurative language
  • 1- simile
  • 2- metaphor
  • 3- hyperbole
  • 4- personification
  • 5- allusion

40
Journal Entry 10-4-13
  • It is Friday enjoy the free-write!
  • If you would like a topic, tell me you concerns
    with essay writing.
  • Or, tell me about the process of creating your
    project.
  • Write for the first five minutes of class.
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