UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Ms. Hartford
Grade Level: 11th
Date of Lesson: Day 6
Topic: Timeline & map
Objectives
Student will understand that recurring themes are used to provoke readers to form opinions about
characters and events.
Student will know related vocabulary, crucial details and pertinent people and events.
Student will be able to apply themes found in literature to real life.
Maine Learning Results Alignment
English Language Arts –A. Reading
A2 Literary Texts –Students read text, within a grade appropriate span of text complexity, and
present analyses of fiction, nonfiction, drama, and poetry, using excerpts from the text to defend their
assertions.
Grades 9- Diploma (The Crucible)
b. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text
Rationale: Understanding the surrounding factors –chronological and physical—relates the theme
to real life; this lesson allows students to examine and fully understand the surrounding environment that
allowed havoc to reign in Salem.
Assessment
Formative (Assessment for Learning)
A rough map will be created to accompany the eventual timeline; this map will depict the isolation
of the town, which will aid students’ understanding of how the environmental factors that contributed to
the hysteria that came to be. A blog entry will also be created during or after the construction of the
timeline in which the students will evaluate their old understanding versus their new opinions of how the
“witch hunt” was allowed to occur. They will also consider this question: What factors made it possible
for everything surrounding the Salem Witch Trials to occur? This blog entry will be read and I will give
feedback, but it will not be graded; I will simply use it to gauge how ready students are for the upcoming
final project –knowledge of these environmental factors will help with their task performance.
Summative (Assessment of Learning)
Students will create a timeline of events leading to and from the Salem Witch Trials, all the while
considering how the environment that allowed it to happen was created. This will help students
understand that authors write with a purpose, and that themes are meant to make us think or teach us a
lesson and be applied to real life. It will be graded with a rubric.
Integration
Technology: Students are required to write a blog entry conveying their old and new opinions of
contributing factors, what they know, etc.
Geography: Students will depend mostly on previous knowledge of events leading up to, during
and after the Salem Witch Trials to create a timeline depicting the cultural and environmental factors that
contributed to the occurrence of this phenomenon. A rough sketch of a map of the contributing physical
factors will also help students evaluate the consequences of these factors.
D1 Geographic Knowledge, Concepts, Themes, and Patterns
a. Students explain that geography includes the study of physical, environmental, and
cultural features at the local, state, national, and global levels in order to better predict and
evaluate consequences of geographic influences.
Groupings
Students will be in partners; they will pair up with their “autumn” partners to draw on current
knowledge and do research to create their timelines and their maps. They will write their blog entries on
their own.
Differentiated Instruction
Strategies
Spatial: The construction of a timeline and a map will appeal to spatial learners.
Interpersonal: This is a partner activity.
Intrapersonal: Students will write a reflective blog entry.
Logical: The sequential aspect of the timeline will appeal to logical learners.
Naturalistic: The creation of the map that looks at the environment at the time and the role
it played addresses this intelligence.
Linguistic: Students will write a reflective blog entry.
Modifications/Accommodations
I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and
accommodations.
Absent students are responsible for the information they missed; they may see either
myself or another classmate to get the missing work. They will have two days to make up the
missing work.
Extensions
Students will analyze the environmental factors –physical and cultural—that contributed to
the Salem Witch Trials; they will use this analysis and resulting knowledge to predict and avoid
such possible circumstances in real life, including certain current events.
The reflective blog entry that students will write, as well as the feedback they will receive
and utilize, integrates Type II technology.
Materials, Resources and Technology
Materials:
Paper
Rulers
Colored pencils, crayons, markers, etc.
Laptops
“The Crucible”
Source for Lesson Plan and Research
Content:
See Content Notes
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by
providing learning opportunities that support their intellectual, physical, emotional, social, and
cultural development.
Rationale: This lessons addresses six out of the eight multiple intelligences; they support student
intellect, emotion, and social and cultural development. Understanding the surrounding factors –
chronological and physical—supports students’ intellect as well as their social and cultural development.
Reflecting on their learning fosters their emotional and intellectual development.
•
Standard 4 - Plans instruction based upon knowledge of subject matter, students,
curriculum goals, and learning and development theory.
Rationale: This lesson addresses a Maine Learning Result in reading; creating the timeline and map will
help students better understand the theme of “The Crucible” by coming to a full understanding of the
environment that allowed havoc to reign.
•
Standard 5 - Understands and uses a variety of instructional strategies and appropriate
technology to meet students’ needs.
Rationale: Students will watch the hook as a class, then they will break up into their “autumn” pairs to
create the timeline. They will self-reflect on their blogs for homework; the blog and the hook integrate
technology into this lesson.
•
Standard 8 - Understands and uses a variety of formal and informal assessment
strategies to evaluate and support the development of the learner.
Rationale: The map and the blog entry will act as formative assessments for this lesson; the map will
provide a visual depiction of the isolation of the community, which will aid students’ understanding of the
environmental factors that contributed to the hysteria. The blog entry will help me gauge how ready the
students are for the upcoming final project. The summative assessment will be the timeline of events
leading up to, during and following the Salem Witch Trials; this activity reiterates the idea that authors
write for a purpose, and teaches them that themes are meant to make us think or teach us a lesson. This is
a partner activity, but the reflective blog entries will be individual.
Teaching and Learning Sequence:
Agenda
-Hook
-Partner divvy-up
-Work on timelines using books & laptops
-Read play as a group
The desks will be set up in pairs facing the whiteboard. We will begin class with a short
presentation of a series of clips/pictures of events surrounding –leading up to, during and after—the
Salem Witch Trials to get students in the right mindset for the lesson. Students will understand that
recurring themes are used to provoke readers to form opinions about characters and events. Students will
read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction,
drama and poetry, using excerpts from the text to defend their assertions. At the end of the lesson,
students will understand authors write with a purpose; themes are meant to make readers think and teach
us a lesson that we in turn apply to real life. (10 minutes)
Hook, What, Why, Where, Tailor: Visual, Musical, Logical, Linguistic
Students will pair up with their “autumn” partners. In these pairs, they will draw on current
knowledge and do research to create a timeline depicting events that occurred before, during and after the
Salem Witch Trials in attempt to discover patterns. Either before or while they are constructing the
timeline, the partners will make a sketch of a map that will also depict environmental and physical factors,
but in a more visual way. Students will know related vocabulary, critical details, and pertinent people and
events. (70 minutes)
Explore, Equip, Rethink, Revise, Tailor: Interpersonal, Visual/Spatial, Logical, Naturalistic
In the remaining ten minutes of class, we will come together as a class to discuss the homework
and the next class. Homework will be to finish the timelines and write a blog entry in which they will
self-evaluate their old understanding versus their new understand now that we are nearing the end of the
unit. We will begin the WebQuest next class. (10 minutes)
Evaluate, Tailor: Intrapersonal, Interpersonal, Linguistic, Logical
Reflection: