th
August 31-September 4 , 2015
The Crucible, Characterization, Plot, Theme, and Socratic Seminars
Quickwrite: Who is your favorite
character in The Crucible? Why?
Who do you like the least in The
Crucible? Why?
31 August 2015 Essential Questions: What is
characterization? In what ways
does an author reveal a character’s
personality and background? What
can I look at to know “who” a
character is?
Finishing
The Movie
You will write a movie review for The
Crucible. Here’s is what you’ll need to
consider:
1. What did the movie do well? What did
the movie do poorly?
2. What could have improved the movie?
3. Did the movie remain true to the play? If
not, did the changes in the movie take
away or add to the story?
4. Did you like the movie? Why/Why not?
SATDO is an acronym for a characterization chart that
allows you to track the development of a character.
What is Characterization?
Characterization is a literary device that is used step by
step in literature to highlight and explain the details
about a character in a story.
Introducing
SATDO
S- What the character SAYS
A- The character’s APPEARANCE
T- The character’s THOUGHTS
D- What the character DOES (both inward and outward
behavior)
O- What OTHERS say about the character / how
OTHERS interact with the character.
1. Choose a character that appears in most,
if not all of The Crucible.
Your Task
2. Using the sample SATDO chart on the
back of your paper, create your own
SATDO chart.
3. Remember, you must cite your source—
meaning you must put the page number
you found your information.
Closing
What might be the importance of
understanding a character’s
development in a story?
Turn In
Movie Review & SATDO Chart
Homework
Bring in your binders for tomorrow.
Remember you need five dividers.
Quickwrite: What do you find most
frightening about The Crucible, if
anything? Why? If you don’t find
anything frightening, how do you
1 September 2015 feel about what happened during
the Salem Witch Trials?
Essential Questions: What is a Socratic
Seminar? How may I effectively engage in a
Socratic Seminar?
Binder Set-Up
Syllabus
1. Quickwrites/Notes/Closing (QWNC)
2. Annotated Articles/Reader Response
(AA/RR)
3. Writing Workshops / Socratic Seminar
(WW/SS)
4. Projects
5. Poetry
1. Create a T-Chart
(Positives/Negatives)
2. Watch the following video
http://youtu.be/QxZMGK6IdEs?t=35
Introduction to
s
Socratic
Pay
attention
to
the
students
and
Seminar
the way they interact rather than
the video quality
3. List 4 positives of the video, 4
negatives.
So what is a
Socratic
Seminar?
Socratic Seminars are class discussions
generated by asking questions, inspired by
the Greek Philosopher Socrates who
believed learning was generated through
inquiry and discussion.
Claim /
Counter Claim
Claim: an argument or opinion that is
powerful, unique, and can be
supported by evidence. This is another
word for “thesis” or “controlling idea.”
Counterclaim: the prefix “counter”
means against, so the counterclaim to
your claim is any opposing idea.
Anticipate, mention, and disprove
counterclaims as a part of presenting
your claim.
Academic
Versus Casual
Language
Academic Language: language
used in textbooks, in classrooms,
and on tests. It is different in
structure and vocabulary from the
everyday spoken English of social
interactions. In other words, it is
FORMAL English.
Casual Language: Language used
in everyday communication.
Informal English.
Using
Appropriate
Language
What is appropriate language for a
scholarly setting?
Academic language. You shouldn’t use
curses or slang within a scholarly setting.
What other ways do we communicate
outside of using words? Hand gestures
and body language.
Why is it important to be mindful in how
we present ourselves in conversation?
To give a good impression, a credible
presentation of ideas, and provide a
positive academic environment.
Appropriate
Language
1. What is the importance of using
appropriate academic language
while in a scholarly setting?
2. Why is it important to be respectful
while building off claims, refuting
claims, or presenting new evidence?
Discussion
Questions
Discussion questions are questions
that have no real right or wrong
answer, but require deeper thinking
than a simple “yes” or “no” answer.
Discussion questions generate
conversation.
Discussion questions are debatable.
Discussion questions should promote
further thinking and discussion.
The Roles in
Socratic
Seminars
Speakers: participate directly in discussion
using claims/counterclaims in an appropriate
and respectful manner. They take notes of key
points in discussion or ideas/ thoughts/
questions that they have during discussion.
Coaches: take key notes of discussion and take
notes of the things their speaker does well and
things their speaker can improve on. They also
take notes on what they think might help
strengthen their speaker’s arguments or
credibility.
The Set-Up
You will choose a partner to work with.
The Socratic Seminar is split into two
discussions—Discussion A and Discussion
B.
During Discussion A, one person will be
speaker and the other will be the coach.
During Discussion B, the roles will switch
between partners.
EVERYONE WILL BE A SPEAKER OR A
COACH.
During The
Seminar
You are not only answering the discussion
questions, but promoting discussion by asking
others related questions, building off the
claims/counterclaims of others, and being sure
to include everyone in discussion.
EVERYONE who is a speaker at that time MUST
SPEAK.
The only person speaking should be the person
holding Dr. Wiggles. Do not throw him to the
same people over and over again. Be sure
everyone gets a chance to speak.
Creating Your
Own
Questions
You have two minutes to find a partner. After
the time is up, I will simply pair you up if you
have not found one.
Next you will create two discussion questions
about The Crucible. You should consider the
historical context, themes, conflicts, etc.
Remember, discussion questions should
generate discussion! It can not simply be YES or
NO for an answer.
Closing:
Come up with two rules that you think we
should have during the Seminar. Be
prepared to explain WHY you think those
rules should be implemented.
T-Chart, Appropriate Language Questions,
and Discussion Questions
Turn In:
When you are done, work on any
missing work or extra credit you
have.
Quickwrite: In your opinion, are names
important? What is the significance of a
name? Why might people believe their
name is important? Why might others
think their name doesn’t matter?
2 September 2015
Essential Questions: What conflicts are in
The Crucible? Why might these conflicts be
important to the events that occurred in
The Crucible? What are some conflicts in
today’s society that have an impact both in
our own culture and global culture?
Vocabulary
Conflict: literary element that involves a
struggle between two opposing forces.
Protagonist: the central character or leading
figure in poetry, narrative, novel or any other
story. A protagonist is sometimes called a
“hero” by the audience or readers.
Antagonist: a character or a group of
characters which stand in opposition to the
protagonist or the main character.
Exposition: a literary device used to introduce
background information about events,
settings, characters etc. to the audience or
readers.
 Symbolism: the use of symbols to signify ideas and
qualities by giving them symbolic meanings that are
different from their literal sense.
Vocabulary
Continued
 Foreshadowing: a literary device in which a writer
gives an advance hint of what is to come later in the
story.
 Irony: a figure of speech in which words are used in
such a way that their intended meaning is different
from the actual meaning of the words (verbal irony). It
may also be a situation that may end up in quite a
different way than what is generally anticipated
(situational irony). In simple words, it is a difference
between the appearance and the reality.
 External Conflict: conflict between a character and an
OUTSIDE force.
 Internal Conflict (Person vs. Self): a character struggles within
him/herself. Usually the character is pulled into two different
courses of action or differing emotions which may lead to a
dynamic change in the character.
Types of
Conflict
 Person vs. Person (AKA Man vs. Man): a character struggles
with another. Usually the setting of “good” guy vs. “bad” guy.
 Person vs. Nature: a character is struggling against the natural
elements of the world. Most of the time this is depicted through
a character simply trying to survive.
 Person vs. Society: a character challenges a law, tradition, or
institution. Usually this character will advocate for what they
believe is right, even if it is against the majority of society.
Your Task
Today
1. In each section of your conflict chart, list
at least two conflicts in The Crucible.
2. Explain the conflict and who it is
between (be specific!).
3. Explain why this conflict is important
(hint: how does this conflict influence the
actions of the characters and how the
story moves along?).
Closing:
Turn In:
Why is it important to note conflicts in
a story? What seems to be the role of
conflicts in a story? Why is it important
to understand the conflicts around you
in general?
Conflict Chart & Plot Diagram
Quickwrite: In your opinion, what might be
the importance of having evidence to
support your claims? Why is evidence so
important
both
in
writing
and
in
our
own
3 September 2015
world?
Essential Questions: How do I build claims
using textual evidence? What is textual
evidence? What is the importance of having
textual evidence?
Inferences
What happens
when I read?
Inference: A conclusion the reader is
able to draw or come to based on the
information given.
The information is not directly
stated, but the writer does use
figurative language and other writing
techniques to give you “hints” to help
you make your inference or draw
your conclusion.
1. I think (what you think has
happened) because (how do you
know?).
What is
happening?
2. How
do these two people know one another?
I think___________________
because_______________________________.
What is
happening?
Opinions
What happens
when I read?
Opinion: judgments made about something
stemming from a person’s own personal
beliefs and values; what that person believes
to be important/true.
Example: Pit bulldogs
 Some people think they are scary dogs.
OPINION
 Some people think these dogs are very sweet
and loveable. OPINION
Your OPINION is what YOU think or feel
about a certain topic, idea, action, etc.
Stereotypes
What happens
when I read?
Stereotype- a broad, overgeneralization about a particular
group of people or things.
EX- All jocks or athletes are dumb,
women can’t drive, etc.
These stereotypes are usually
untrue and can be very hurtful, so
beware of them.
Facts
What happens
when I read?
Fact: A statement that is known to
be true.
How do we know if something is
true?
We must PROVE IT!
This PROOF is what is known as our
evidence.
Textual Evidence: finding support or
“the proof” from the author or writer
of a text to support or back up our
facts and opinions.
What is textual
If you’re going to make a judgment
evidence?
(creating an opinion), state a fact, or
make an inference, you need to be
able to state WHY you feel or believe
what you are saying.
Examples of
textual
evidence
Example: Based on what I saw in the
picture, the man on the ground slipped
and fell because the floor was wet.
Example: I believe the woman and child
from the picture are grandma and
grandson because they are hugging
fiercely, the woman is older and has the
look of a “grandmother”, and they are in a
home-style setting.
Textual
Evidence
Words /
Phrases
Because...
The
text stated...
Textual
Evidence Words
According to the text...
The author said...
Based on what I read...
For example...
For instance...
On page____, the author said...
In paragraph ___, the author stated...
From the text, I can...
Based on what the author said...
1. Read the discussion questions on your Socratic
Seminar Chart.
2. On a separate piece of paper, write down your
immediate answer or claim.
Your Task
3. Now, look through your packet of articles and book.
These articles and the book contain information that
may help support your claims.
4. Once you have found evidence you believe will
support your claims, write your claim down on your
chart (under Our Claim/s and Evidence from The
Crucible, the class, and the world) with your
evidence. If your claim has changed due to this new
evidence, that’s okay! Write that down instead!
Now
1. Under the column labeled as
Anticipated Counterclaims and how we
can refute them you will try to predict
what someone else will say to argue
against you (hint: you and your partner
can help one another by discussing what
you think).
2. Once you have a prediction, write it
down.
Closing:
What questions do you still have
about textual evidence and/or
creating claims/counterclaims?
Homework:
If you are not done filling out the
Socratic Seminar Chart, take it
home and finish it.
Sit with your partner. Whoever is to be a speaker first will
sit in the front row and the coach will sit behind them.
Quickwrite: What are your goals for
today’s Socratic Seminar? How do you
plan to reach these goals? (Have at least 2
goals)
4 September 2015
Essential Questions: How may I properly
engage my peers in a Socratic Seminar?
How can I best support my
claims/counterclaims in discussion? How
may I build off the claims of others? How
can I help propel the discussion at hand?
Evaluations
You have received an evaluation sheet. This
sheet is to be filled out during your time as a
coach.
You will fill out the evaluation sheet about your
speaker.
You will list two things your speaker did well on
and two things your speaker can improve on.
Make sure to also take down at least 4-5 key
points made in discussion. You may write these
on the back.
How do the witch trials empower
individuals who were previously powerless?
Group A
Question 1
Consider: What made someone powerful
in The Crucible? Who was in power? How
were they in power? What did they do to
maintain that power? Why might it have
been important to them to be in power?
Coaches and speakers are to
discuss courses of actions, areas of
strengths, areas of improvement,
and what key points have been
5 minute Break
made.
We will then begin the next
question
Group A
Question 2
What were the Puritan ideals/beliefs
of the time? What characters went
against these ideals/beliefs? How did
they go against these ideals?
Consider: What characteristics the
characters had that were OPPOSITE
of typical Puritan behavior.
Group B
Question 1
What events have we seen in current
societies that are similar to the witch
hunts of Salem? How are these events
similar and what do you believe it says
about society and history?
Consider: Power struggles,
discrimination, oppression, intolerance,
crimes/punishments, and the motives
of people’s actions.
Coaches and speakers are to discuss
courses of actions, areas of strengths,
areas of improvement, and what key
5 minute Break points have been made.
We will then resume the discussion.
Group B
Question 2
Why do you believe John Proctor refused to
sign his name despite that it would save his
life? What did Proctor’s name mean to him?
Why might not signing the confession be
important to him?
Consider: What is in a name? What sort of
significance comes with a name? Consider
personal experience, what Proctor says in
the text, and any cultures you can think of.
Closing
Turn In
Did you meet your goals for the
Socratic Seminar? How? What do
you feel went well with the
Seminar? What do you feel needs
improvement? BE DETAILED.
Socratic Seminar Chart (the
questions w/ answers) and the
coach evaluations