​​​What common human problems do Acts Three and Four of The Crucible illustrate?
Objective: Students will interpret the wider implications of themes as they fully play out in a drama.
1. We previewed the final exam we will take next week.
2. We experienced the final two acts of The Crucible by watching a Hollywood version of the play. (The play's text is available here and here.)
​3. WN #51
4. We submitted our Writer's Notebooks for notebook checks.
​For next time: Come prepared for the final exam.

​​What motivates characters in The Crucible to act the way they do? How do people act in similar ways today?
Objective: Students will interpret the wider implications of themes developed in a drama.
1. We returned textbooks from all of our classes to the school textbook repository.
2. We reviewed the plot of the first two acts of The Crucible by watching clips from a Hollywood version of the play. After each clip, we discussed character motivations and current connections.
​For next time: Bring your Writer's Notebook for notebook checks.

​What common human problems does Act Two of The Crucible illustrate?
Objective: Students will interpret the wider implications of themes developed in a drama.
1. Together as a class, we read along while listening to a recording of a dramatic performance of Act Two of The Crucible.
2. WN #50
3. In small groups, we discussed out notebook entries from the last few days. 
​For next time: No homework.

What common human problems does Act One of The Crucible illustrate?
Objective: Students will interpret the wider implications of themes introduced in the first act of a drama.
1. In small groups, we discussed out notebook entries from last time, then we shared ideas as a class..
2. Together as a class, we finished reading Act One of The Crucible (p. 1245-1263 of this link).
3. WN #49
​For next time: No homework.

How do witch hunts begin?
Objective: Students will analyze the introduction of character conflicts in a drama.
1. In small groups, we read sections of Arthur Miller's introductory commentary to The Crucible (p. 1234-1237 of this link) then shared paraphrases of each section.
2. Together as a class, we read the first six and half pages of Act I of The Crucible (p. 1237-1244 of this link).
3. WN #48
​For next time: No homework.

What is the historical background for The Crucible?
Objective: Students will use online resources to build background knowledge about the Salem witch trials and McCathyism.
1. We used laptop computers to use these instructions to work individually on this introductory assignment, a notebook entry (WN #47) and this webquest assignment.
​For next time: Complete the web assignment.

​​How does The Great Gatsby​ comment on its historical time period?
Objective: Students will plan and compose an on-demand, single-draft essay so that it effectively addresses a required task.
1. We submitted our Interior Monologue & Analysis assignments. 
2. We individually completed a DBQ (document-based question) essay about The Great Gatsby.
​For next time: Come prepared to begin our final unit!