SchoolB“TheCrucible”Unitplan-2017

Inordertoengagestudentsincriticalagency,andtoempowerthemtohavethisagency,studentswillworkwiththesyllabusobjectives(successcriteria)inmostlessonsandacrosstheunit.Studentsshouldbecomfortablewithlearningandassessmentobjectivesandknowhowtheyaregoingtodemonstratethemintheformalassessment.Teacherswillusethelanguageofthesuccesscriteriawithstudentswhencompletingactivities(particularlypracticewritingactivities)andwillaskstudentstomeasuretheirownlearningagainsttheestablishedsuccesscriteria.Whilethismayhavebeendoneimplicitlyinthepast,itisimportantthatthisisdoneexplicitlyastheschooltransitionstoanewcurriculumandassessmentmodelwhereexternalassessmentisatestofthesyllabusobjectives.Theaimistoempowerstudentstothinkdifferentlyabouthowtheyarelearningandwriting–theideabeingthatstudentsshouldn’tjustrotelearnanessaystructure,rathertheyshouldbeabletomakedecisionsabouthowtobestmanipulatetheirworktomeetthesuccesscriteria.Activitiesmayalsoinvolve:

• Students‘translating’successcriteriatostudent-friendlyaccessiblelanguage• Assessingpeerworkorpreviousstudents’workusingallorpartofthesuccesscriteria(reflectionofwhatmadeitsuccessfulornotwillbeimportant)• Studentsre-draftingworkdonepreviouslyintheunitaftertheyorapeerhasassesseditwithsuccesscriteria• Studentsreflectinghowtheyaremeeting/willmeetsuccesscriteriabasedontheirwork–thiscouldbeforastudentorteacheraudience.

Studentengagementwiththesemayalsolooklikelevelsofexpectedachievementinlessons–e.g.Learninggoalsforeachlessonalignedwithobjectives.Thesemaysometimesbecategorisedtoletstudentsknoworassesstheirunderstanding.Levelsofachievementcanbeshownatthestartofthelessonandassessedattheende.g.Allstudentswill…Somestudentsmay…Afewstudentsmight…Theopeningoftheunitwillorientatestudentstotheobjectivesandhowtheywillengagewiththemontheirownthroughouttheunit(Homework,pairandshareactivitiesetc.)Toengagewiththenewsyllabus(toprepareteachers)aswellastoenhancestudentunderstandingofobjectives,studentswillusetheglossaryfromDraft3oftheSeniorEnglishSyllabustoexplorethecognitiveskillssuchasanalyse,manipulate,audience,commentetc.Knowingthedefinitionsofthesewordsinthesyllabuswillhelpstudentstounderstandexampleandtestquestionsonadeeperlevelandensuretheyhavetheagencytoknowwhatmarkersarelookingfor,aswellaswhatsuccesswilllooklike.Again,thehopeisthatitwillalsohelpthemtoengagewiththecriteriaindifferentwaysandmakemoreselectivecontentandlanguagechoicesintheirownwork.Therearesomediscrepancieswithwordsintheglossary(e.g.evaluationnotused)soteacherjudgmentwillbeemployedforthese. Week Lesson Activities Objectives Resources HomeworkTerm1 Week10 WatchFilm Film Week1 1 Whichofyouisawitch–istherehonourinthehonourcode

–makeconnectionsandaskforstudentstomakeconnectionstohowthisconnectstotheplayhttp://www.thirteen.org/edonline/ntti/resources/lessons/l_

PPT:BackgroundPuritanValues&TheCrucibleppt

H/Wfindparallelwithmoderndayandwriteafewsentences.Submitthesetoour

AuthorComment[1]:Engagewithstudentsownbackgroundknowledgeandunderstandingofmoralcodes.Connectingtoownsenseofintegrity(majortheme)andconnectingtounderstandingofgirlsintheplay

SchoolB“TheCrucible”Unitplan-2017

witch/c.htmlContext–Salem/Witchtrialsetc.

Puritan ValuesandTheCrucib le.pptx

Witchcraft.pptx

Salemwitchtrialsonlineresources–witchcraft

SalemWitch Trialson lineresources.docx

classdiscussionforum.Bepreparedtodiscussthesewiththeclass.

2 Context–McCarthyismetc.Activitytosolidifycontextandplot-quizquestionsUsehttp://ed.ted.com/lessons/what-is-mccarthyism-and-how-did-it-happen-ellen-schreckerbutmodifytohaveadditionalquestionsaboutrelationtoCrucibleplot(basedonviewingoffilm)–discussthatthisvideowasrecentlymade–theorisewhythismightbegivencurrentclimatetomakerealworldconnectionsIntroducethemes:Jigsawactivitytoteacheachotheraboutthemes.–Worksheetsforexpertandheterogeneousgroupstocompletetokeepontaskandtohelpstudentsaskquestionsoftheirexperts.FollowupthemesonPPTtofillinanygapsfromstudentpresentations

• select,sequenceandorganisesubjectmattertosupportopinionsandperspectives• establishrolesofthewriter/speaker/signerandrelationshipswithaudiences.

PPT:BackgroundVideosonModernHysteria

Notesonthemeswithquestionsforhomogenousgroups.QuestionsforheterogeneousgroupsVideo.PPTButcherpaper

AuthorComment[2]:Realworldconnectionandrelevance–promptstudentstolookatpoliticalhysteria(overseasandinAus)

AuthorComment[3]:Ownershipofknowledge–testtheirownagencyaswellasasksthemtobecriticalofothersandseekfurtherclarificationif‘expert’studentdoesn’tprovideenoughdetailforworksheets

SchoolB“TheCrucible”Unitplan-2017

Betweenlessons–setupbutcherspaperwith‘wallwriting’forthemestobeaddedtoastheplayisread–onereamofpaperpertheme

3 Act1–read/complete/booklet • select,sequenceandorganisesubjectmattertosupportopinionsandperspectives• useandevaluateideas,attitudesandvaluesthatunderpintextsandinfluenceaudiences

Play.Booklethandout

TheCrucib leBookmarksReadingQuestionsVocabularyLog icalFallacies(1).pdf

DiscussionforumactivitytobecompletedbyMondaynextweek.(Selectoneofthefollowingquotesandanalyse:characterisation.1.ThereaderispositionedtodislikeAbigail.Selectaquotefromthecommentaryandexplain.2.ThereaderispositionedtolikeJohnProctor.Selectonequotefromthecommentaryandexplain.Challengestudentstointegratethequote.Studentsmustcommentonanotherpost.Statingwhetherornottheyagree,provideanotherquotetobackuptheirresponse(mustbedifferentfromtheirpersonal

AuthorComment[4]:Newsyllabus–asksfordepthofunderstandingforeachsectionoftheplay–studentschooseownquotations,lookcriticallyattexttoanswerquestionsandextendskills/knowledgethroughvocabularybuilders.

AuthorComment[5]:Preparesstudentsfortertiary–alsoasksstudentstothinkcriticallyabouttheirownworkbeforepostingandcriticallyofothersafterwards.

SchoolB“TheCrucible”Unitplan-2017

response).Createextendedvocabularylist.

4 Act1–read/complete/bookletInpairs:Paragraphwritingtopre-checkknowledgeofstructure:Studentsmustarrangesectionsofparagraphinorder.Studentsareadvisedthatnotallsectionsmustgointoparagraph(promotingcriticalagency).

• usegenrepatternsandconventionstoachieveparticularpurposes• select,sequenceandorganisesubjectmattertosupportopinionsandperspectives

Play.Booklethandout.

Causeandeffectorganiserhandout.

CauseandEffectorg aniser.doc

CauseandEffectorg aniserTeachercopy.docx

Week2 1 GothroughAct1booklet.

Act2–read-booklet

Play.Booklet

2 Act2read–booklet • select,sequenceandorganisesubjectmattertosupportopinionsandperspectives• useandevaluateideas,attitudesandvaluesthatunderpintextsandinfluenceaudiences

Play.Booklet //Potentially//Watchanalysisvideoandanswerquestions

AuthorComment[6]:Studentsengagewitheachotheronline(realworld/universityworldapplication).Allowsstudentstobecriticalofoneanother.

AuthorComment[7]:Newsyllabuslinks–focusonskillsdevelopmentandworkingonskillsthathavealreadybeenusedthroughouttheyear–alsocognisantofwhatlearnersbringtothetask

AuthorComment[8]:Lowriskcreativethinking.Alternativemeansofengagingwithwhathasbeenlearnt

AuthorComment[9]:Learningindifferentways–alternativeformofcommunicatingideas(content)tostudents.Reflectiveofthewaysstudentslearnintherealworld

SchoolB“TheCrucible”Unitplan-2017

3 CutuppiecesofpapertoresembleMiller’srepresentationofthethemefromAct2(studentswillpintheseshapesonButcherpaperaroundtheroom).Studentsjustifyshapetoeachother.Papermustbelargeenoughtowriteaquote(fortheme)andanalyseMiller’streatmentofthistheme(studentsquoteselectionandanalysismustshowhowthethemeisimportant).

• useandevaluateideas,attitudesandvaluesthatunderpintextsandinfluenceaudiences• createandevaluateperspectivesandrepresentationsofconcepts,identities,timesandplacesintexts

Play.Paper,scissors.

4 Turn‘FramingYourThesis’intoavideoanddoactivitiesonEdpuzzleThesiswriting/teaching–followupwith5minutestarters2-3lessonsnextweek

• usegenrepatternsandconventionstoachieveparticularpurposes• usemode-appropriatefeaturestoachieveparticularpurposes.

FramingYourThesisVideo?

AGreatDoin '.docx

5 Studentswritethesisatbeginningoflesson.Introductionteaching:WordDocs.Practiceinclass.Timedpracticeforavarietyof“questions”.Studentswillfixpreviousyearsintroductions.

• usegenrepatternsandconventionstoachieveparticularpurposes• usegrammarandlanguagestructuresforparticularpurposes• usecohesivedevicestodevelopideasandconnectpartsoftexts

IntroductionWordDocs.

Crucib leIntro .docx

Crucib leIntro Annotated.docx

WeekendHomework–Contentvideo–analysis/themes/techniquesàuseEDPuzzlequestionsforformativeassessmentofunderstanding

AuthorComment[10]:Learningindifferentways.Creativeagency–imaginationetcCriticalagency/thinkinginthereasoningaspectofthisactivity

AuthorComment[11]:Newsyllabus:unsupportedpractise–shortpractisesinnon-threateningenvironment.Workingonbuildingandenhancingskillsacrosstime.

AuthorComment[12]:Skillsbuilding

SchoolB“TheCrucible”Unitplan-2017

Week3 1 Paragraphwriting/teachingShowexampleofgoodintegratedquotationparagraphbasedondiscussionforumhomework.Studentsmusteditpreviousparagraphfromweek1.TeachtopicsentencesforbodyparagraphsIftime,readAct3–read–booklet

• usegrammarandlanguagestructuresforparticularpurposes• usecohesivedevicestodevelopideasandconnectpartsoftexts• usevocabularyforparticularpurposes• usemode-appropriatefeaturestoachieveparticularpurposes.

Whatsowhatdocument?

Incorporating quotations.docx

HaleandPersonalInteg rity.docx

Sampleessayparag raphbrokendown.docx

TopicSentences.docx

DiscussionforumtobecompletedbeforeMondaynextweek–Writeanintroforoneofthefollowingstatements:1.MillerrepresentsPuritanjusticeasflawed.2.DiabolismisusedasatoolofcontrolinTheCrucible.3.Analysetheimportanceofpersonalintegrityintheplay.

2 5minutethesiswritingAct3–read

Booklet

3 Act3–readCharactermapactivity–givestudentscharactermap–notetostudentsthatthisversionishelpfulbutconfusing.Workinsmallgroupstocreateabetterdesignedmapandpresenttoclass/pinup

• usegenrepatternsandconventionstoachieveparticularpurposes• select,sequenceandorganisesubjectmattertosupportopinionsandperspectives• establishrolesofthewriter/speaker/signerandrelationshipswith

charactermapjumbled.docx

AuthorComment[13]:Applyingnewideas.Beingcriticalofownwork

AuthorComment[14]:Creativeagency–studentsaretransformingandcreatingownmaps.Alsoneedtobecriticalofownideasintestingwhatworksanddoesn’twork.Bywritinginrelationshipsitasksstudentstoengagewiththetextinnewways.

SchoolB“TheCrucible”Unitplan-2017

audiences. 4 5minutethesiswriting

Characterwork–Sympathetic/unsympatheticcharacters.Groupsdecidewhoisandisn’tsympathetic–needtohaveproperreasoningthatispresentedtotheclass

• useandevaluateideas,attitudesandvaluesthatunderpintextsandinfluenceaudiences• createandevaluateperspectivesandrepresentationsofconcepts,identities,timesandplacesintexts• useaestheticfeaturestoachievepurposesandevaluatetheireffectsintexts.

SympatheticUnsympatheticcharacters.doc

SympatheticUnsympatheticcharactersTeachercopy.doc

WeekendHomework–Completesympatheticandunsympatheticcharacterwork.

Week4 1 Act4–read–booklet • select,sequenceandorganisesubjectmattertosupportopinionsandperspectives• useandevaluateideas,attitudesandvaluesthatunderpintextsandinfluenceaudiences

DiscussionforumtobecompletedbeforeMondaynextweek.Studentsselectfromthefollowingquotesandanalyse.1.HowdoesJohnProctorchangefromthebeginningtotheendoftheplay?2.HowdoesHalechangefromthebeginningtotheendoftheplay?3.HowdoesElizabethProctorchangefrom

SchoolB“TheCrucible”Unitplan-2017

thebeginningtillnow?

2 Act4–read–bookletTrial–preparationlesson:Classwillbesplitintwo.Twotrials,otherhalfofstudentsactasjury.

• select,sequenceandorganisesubjectmattertosupportopinionsandperspectives

Mocktrialhandout.

MockTrial.doc

3 Trial–preparationlesson • select,sequenceandorganisesubjectmattertosupportopinionsandperspectives

Mocktrialhandout.

4 Trial–presentationlessonSurveytofollowup.

• select,sequenceandorganisesubjectmattertosupportopinionsandperspectives• useandevaluateideas,attitudesandvaluesthatunderpintextsandinfluenceaudiences• createandevaluateperspectivesandrepresentationsofconcepts,identities,timesandplacesintexts

Costumesandprops(fromHistorydepartment).

5 Reviewofwhatsowhat(paragraphstructure).Peerreviewparagraphfromlesson1week4.

Whatsowhatdocument.

AuthorComment[15]:Creative/criticalagencyindecisionsmadeandinrepresentationofcharacters.Realworld–collaborationApplyingknowledgeindifferentways.Multiplemeansofengagement/differentmeans

SchoolB“TheCrucible”Unitplan-2017

Whatso whatworksheetCOMMUNITYANDSOCIALCONTEXT.docx

Whatso whatworksheetPERSONALINTEGRITY.docx

Week5 1 Socraticseminar:teach.Assigneachstudentacharacter.

Studentsspendlessonresearchingtheircharacter.

• select,sequenceandorganisesubjectmattertosupportopinionsandperspectives• createandevaluateperspectivesandrepresentationsofconcepts,identities,timesandplacesintexts

Play.

SocraticSeminar.docx

IntroducediscussionforumtobecompletedbeforeMondaynextweek

2 Socraticseminar.

• establishrolesofthewriter/speaker/signerandrelationshipswithaudiences.• usevocabularyforparticularpurposes• usemode-appropriatefeaturestoachieveparticularpurposes.

Play

3 Combinationnotes–readcontentinfoaboutthemes–writenotesanddrawimagestorepresentwhatislearnt

• useandevaluateideas,attitudesandvaluesthatunderpintexts

Paper. Frayermodelforeachtheme

AuthorComment[16]:Criticalagency–studentrun

AuthorComment[17]:Multiplemeansofengagement–visual/drawingelement,readingandtranscribingCreativeagency

AuthorComment[18]:Multiplemeansofengagementwithworkalreadydone–asksstudentstohavesomecreativityinrepresentations

SchoolB“TheCrucible”Unitplan-2017

andinfluenceaudiences

Frayermodelthemes.docx

4 Literarydevicesonppt.

Individuallyfindquotationsthatcontaindevices?Cruciblequotationsactivity-ticking

• useaestheticfeaturestoachievepurposesandevaluatetheireffectsintexts.• useandevaluateideas,attitudesandvaluesthatunderpintextsandinfluenceaudiences• createandevaluateperspectivesandrepresentationsofconcepts,identities,timesandplacesintexts

PPT

Literaryfeatures.pptx

Cruciblequotehandout

Studentswritepracticeparagraphonthequestion,‘HowdoesMillerrepresentthethemeof...”selectingquoteandanalysingwithliterarydevice.

Week6 1 Howtowriteconclusions(extrapolationsentences). • usegenrepatternsandconventionstoachieveparticularpurposes• usegrammarandlanguagestructuresforparticularpurposes• usecohesivedevicestodevelopideasandconnectpartsoftexts• usevocabulary

Crucib leConclusion.docx

Practicewritingconclusions.Postondiscussionforum.

AuthorComment[19]:Potentiallynewcurriculumreadiness.Beingabletoidentifyownquotationsandcommentontheirusefulness

AuthorComment[20]:Potentiallynewcurriculumreadiness.Beingabletousequotationssetbyothersandjudgetheirvalue

AuthorComment[21]:Newcurriculumreadiness–skillsbuildingandpractise

SchoolB“TheCrucible”Unitplan-2017

forparticularpurposes• usemode-appropriatefeaturestoachieveparticularpurposes.

2 Structurework:howtoconnecteachsectionoftheessay. • usegenrepatternsandconventionstoachieveparticularpurposes• usegrammarandlanguagestructuresforparticularpurposes• usecohesivedevicestodevelopideasandconnectpartsoftexts• usevocabularyforparticularpurposes• usemode-appropriatefeaturestoachieveparticularpurposes.

EssayWriting .ppt

3 PracticeExaminlesson. 4 Contentreview,games.

Quotationsgallerywalk:Teacherplacesquotesaroundclassroom.Studentswillwalkaroundingroupstoshareandrespondtoideasandquotations,placestickynoteslabellingeachwithatheme/briefanalysis–commentonotherstudentsanalysis–isituseful?Isitdetailed?Isitclear?

Butcherpaper.Stickynotes.

Crossib le.docx

Findquotesforeachthemetobringtolesson.

5 Practiceinclasswithquotesprovidedbystudents.Teacherwilldiscusswhatmakesagoodquote.

AuthorComment[22]:Criticalagency–askingstudentstobecriticaloftheirownandothersideas.

SchoolB“TheCrucible”Unitplan-2017

Week7 1 ProvidepracticeexamwithfeedbackRecapweek/feedback/reteaching–ALLWEEK

2 Timedpracticesandproofreading 3 Studentjudgmentaboutwhattheyfeeltheyneedtorevise

–sharewithclass–seeifotherscan‘fillintheblanks’forthem

4 Teacherjudgmentaboutwhatismostappropriateforstudentstorevise