Crucible Connections

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Crucible Connections

EDU 327: Teaching to the Standards

Daemen College, Spring 2009

Sara A. Barlow

April 28, 2009

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Placement District: North Tonawanda Placement School: North Tonawanda

High School Cooperating Teacher: Mrs. Stawisuck

District and School

*This information can be found on p.2 of the written L.E.

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Grade Level/Ability of Students

Level: Regents English 11

Ability: Wide range of ability (Since there are no Honors sections provided in NT’s curriculum, all students are grouped into the Regents courses, in all subject areas. )

*This information can be found on p.5 of the written L.E.

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Additional Student Information

Special Needs: No additional modifications were necessary other than those on the modification table.

Number of Students: 3 sections of Regents English 11, 72 students total, 22 students in the class represented by the data in this Learning Experience

*This information can be found on p.5 of the written L.E.

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Time Frame

Planning: 3-4 hours

Implementation: 3 days

Assessment: about 15 minutes per student for all 3 assessments together

Schedule: This L.E. makes up the last 2 days of a five-week unit on The Crucible.

*This information can be found on pp. 28-29 of the written L.E.

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Goals/Purpose

To have students understand McCarthyism.

To have students be able to express the connection between their own experiences and those in The Crucible and McCarthyism through structured written response.

*This information can be found on p. 4 of the written L.E.

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Objectives

Explain in verbal and written form an understanding of McCarthyism

Express orally and compositionally a solid understanding of how McCarthyism of the 1950s relates to The Crucible, set during the Salem Witch Trials of the 1600s

*This information can be found on p. 4 of the written L.E.

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Essential Questions

How does The Crucible relate to both McCarthyism and life today?

How can your new knowledge of McCarthyism help you to understand why Arthur Miller wrote The Crucible?

What is the importance of making connections with literature?

*This information can be found on p. 4 of the written L.E.

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Enduring Understanding

Students’ understanding of both The Crucible and McCarthyism can be used as motivation to become an independent thinker, one who thinks for him/herself and is not easily influenced by those around them.

*This information can be found on p. 4 of the written L.E.

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Alignments

Standard Area: English Language Arts

New York State Learning Standard: ELA

Key Idea: Writing

Standard: (1) – Students will read, write, listen, and speak for information and understanding.

Performance Indicators: (▪a) Use both primary and secondary sources of information for research

*This information can be found on p. 3 of the written L.E.

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Alignments Continued

(▪b) Analyze and integrate data, facts, and ideas to communicate information

Standard: (2) – Students will read, write, listen, and speak for literary response and expression.

Performance Indicators: (▪c) Use resources, such as personal experience, knowledge from other content areas, and independent reading, to create, literary, interpretive, and responsive texts

*This information can be found on p. 3 of the written L.E.

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Additional Alignments

New York State Learning Standard: Social Studies

Standard: (1) History of the United States and New York

Key Idea: (3) Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

*This information can be found on p. 3 of the written L.E.

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Additional Alignments Cont’d

Performance Indicators: (▪b) research and analyze the major themes and developments in New York State and United States history (e.g., colonization and settlement; Revolution and New National Period; immigration; expansion and reform era; Civil War and Reconstruction; The American labor movement; Great Depression; World Wars; contemporary United States)

*This information can be found on p. 3 of the written L.E.

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Students’ Tasks

Before Day 1: – Complete McCarthyism Pre-Test in

class– McCarthyism Research Assignment

*This information can be found on p. 17 of the written L.E.

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Students’ Tasks Cont’d

Day 1:– Research-based Discussion– The Crucible/ McCarthyism

Comparison Group Activity Day 2:

– Personal Connections Discussion– Reflection Essay

*This information can be found on p. 22-25 of the written L.E.

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McCarthyism Pre-Test

*This information can be found on p. 12 of the written L.E.

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McCarthyism Research Assignment

*This information can be found on p. 14 of the written L.E.

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McCarthyism Research Assignment Rubric

J. Twist Daemen College, 2008*This information can be found on p. 15 of the written L.E.

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McCarthyism Research Assignment Rubric Continued

*This information can be found on p. 15 of the written L.E.

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Teacher Exemplar

*This information can be found on pp. 16-17 of the written L.E.

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Student Work- Distinguished

*This information can be found on pp. 36-38 of the written L.E.

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Student Work- Distinguished

*This information can be found on pp. 36-38 of the written L.E.

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Student Work- Proficient

*This information can be found on pp. 39-40 of the written L.E.

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Student Work- Proficient

*This information can be found on pp. 39-40 of the written L.E.

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Student Work- Developing

*This information can be found on pp. 41-43 of the written L.E.

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Student Work- Developing

*This information can be found on pp. 41-43 of the written L.E.

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Assessments

Pre-Assessment: McCarthyism Pre-Test

Formative Assessment: McCarthyism Research Assignment

Summative Assessment: Reflective Essay

*This information can be found on pp. 10-11 of the written L.E.

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Congruency Table

*This information can be found on p. 7 of the written L.E.

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Congruency Table Continued

*This information can be found on p. 8 of the written L.E.

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Assessment Scores- Pre-Assessment

*This information can be found on p. 13 of the written L.E.

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Assessment Scores- Formative Assessment

*This information can be found on p. 18 of the written L.E.

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Assessment Scores- Summative Assessment

J. Twist Daemen College, 2008

*This information can be found on p. 20 of the written L.E.

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Pre-Assessment / Post-Assessment Comparison

J. Twist Daemen College, 2008

*This information can be found on p. 21 of the written L.E.

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Sample Modifications

*This information can be found on p. 27 of the written L.E.

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Reflection

From this Learning Experience, my students now understand, and some appreciate, that The Crucible is more than a story about the Salem witch trials.

Compared to the pre-test scores, the scores on the final assessment show complete success.

Thank you to my Peer Review group!

*This information can be found on pp. 29-31 of the written L.E.

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Student Quotes

One boy said, “While you were teaching, I definitely did not show you what kind of student I really am. I think that despite all the things [assignments] I’ve failed, this quarter I’ve learned more about a book than ever before.”

Another student said, “…you made me look at things in a different way, not just the same way every time.”

*This information can be found on p. 30 of the written L.E.