Unit 2: Do people get what
they deserve?
The Crucible by Arthur Miller
Narrative Journal Entry
W.11-12.3 I can write a narrative to develop a real or imagined experiences or events
using effective techniques, well-chosen details, and well-structured event sequences.
 Describe an experience you have had with gossip.
Include well-chosen details, at least one narrative
technique (dialogue, description, sensory language,
precise words, etc.), and well-structured event
sequences.
 Underneath your narrative, identify which narrative
technique you used. Underline that technique in your
writing.
Unit 2 Standards Overview
 Write an argument (W.11-12.1)
 Analyze multiple interpretations of an American Drama. (RL.1112.7)
 Demonstrate knowledge of 18th, 19th, and 20th century
foundational works of American literature. (RL.11-12.9)
 Integrate and evaluate multiple sources of information
presented in different media formats. (RI.11-12.7)
 Evaluate reasoning in seminal U.S. texts. (RI.11-12.8)
 Analyze 17th, 18th, and 19th century foundational U.S.
documents of historical and literary significance. (RI.11-12.9)
 Evaluate a speaker’s point of view, reasoning, and use of
evidence and rhetoric. (SL.11-12.3)
 ACT English Standards
Memo
 Tomorrow: Lab #220 to work on Crucible research.
 Theme project (Twitter, song, comic) due Wednesday.
 Friday: Lab #222 to work on ILP’s with Ms. Chilko.
The Crucible Anticipation Guide
W.11-12.1a I can introduce a precise, knowledgeable claim.
 Choose five of the following statements and write a claim
stating whether you agree or disagree and why.
1. The truth always prevails.
2. Gossip is harmless.
3. Different ages do not matter in a loving relationship.
4. Adultery is never acceptable.
5. People should be innocent until proven guilty.
6. Going to church makes you a good person.
7. Allowing evil to happen makes you equally guilty.
8. You should be willing to die for your beliefs.
9. Lying to protect yourself or others is forgivable.
10.Conforming to the crowd is acceptable if it saves your life.
Unit Focus: Writing Claims
W.11-12.1a I can introduce a precise, knowledgeable claim.
 A CLAIM is a statement that asserts a belief or position. In
an argument, a claim needs to be stated in a THESIS and
requires support with REASONS.
 A CLAIM should be stated as a fact, not an opinion;
therefore, there should be no personal pronouns such as
“I” or “my”.
 Choose one statement from the anticipation guide that you
feel very strongly about. Write a thesis that includes your
claim and three potential reasons for your claim.
 Different ages matter in a relationship due to differences in
emotional, mental, and sexual maturity.
 Going to church does not necessarily make you a good person
because many evil people attend religious services, true
goodness requires faith as well as works, and there are many
good people who choose not to attend worship.
Unit Focus: Writing Claims
W.11-12.1a I can introduce a precise, knowledgeable claim.
 Directions: Of the three prompts given, choose one. On a separate sheet of paper,
write a clear and concise thesis statement for the prompt of your choice.
 1. All-girl schools have been gaining popularity in recent years because of the belief
that girls learn better when they aren’t competing with or intimidated by boys, who
statistically get more attention in the classroom. Do you think single-sex schools are
a good idea? Write a letter to the school board in which you use specific reasons and
examples to support your position.
 2. Today’s top professional athletes often have salaries and bonuses in the tens of
millions of dollars. Do you think these athletes deserve such high compensation?
Why or why not? Write an opinion piece for ESPN in which you explain your position
and use specific reasons and examples.
 3. According to a Czechoslovakian proverb, “Better a lie that soothes than a truth
that hurts.” Do you agree? Why or why not? Write a personal narrative in which you
use specific reasons and examples to explain your answer.
 Rubric for Thesis Statement
4 - No use of personal pronouns, clear and concise claim, and 3 logical reasons
3 - Missing one element from the 4 level
2 - Missing two elements from the 4 level
1 - Missing three elements from the 4 level
0 - Did not do assignment/ thesis does not fit the prompt
ACT English Diagnostic
Assessment
 In the previous unit, we focused on ACT Reading
standards; this unit will focus on the English standards.
Explanatory Journal Entry
W.11-12.2 I can write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
 “Good stories about the past are stories about the present.”
Using examples from The Great Gatsby or another historical
novel, discuss and explain this quote. Your entry should include
a clear thesis statement with a claim and at least one reason.
The Crucible Background
Research
W.11-12.7 I can conduct short research projects to answer a
question and demonstrate understanding of the subject under investigation.
 Read your group’s assigned article and answer the questions.
 When the class is finished reading, meet with your group to
create an informational poster
The Crucible Background
Research
W.11-12.7 I can conduct short research projects to answer a
question and demonstrate understanding of the subject under investigation.
1. What was life like in Puritan New England?
Grace Online Library: “Family and Government in Puritan New England”
 What values were important to the Puritans?
 What form of government did the Puritans use?
2. What were the Salem Witch Trials?
Salem Witch Museum: “The Salem Witch Trials of 1692”
Smithsonian: “A Brief History of the Salem Witch Trials”
 What were the major events of the Salem Witch Trials?
 How were the witch trials a result of the time and place they occurred?
3. What is McCarthyism?
PBS: “McCarthyism”
 Who was Senator McCarthy?
 What is Communism and why did Americans feel threatened by it?
4. Who was Arthur Miller?
NEH: “Arthur Miller Biography”
The Crucible Background
Research
W.11-12.7 I can conduct short research projects to answer a
question and demonstrate understanding of the subject under investigation.
 Choose a different article than the one you have already read
to complete the Before Reading section of The Crucible Reading
Log.
 Gale Virtual Reference Library
 Identify the article and its location.
 List the key events, ideas, and details from the article.
 Summarize the article in one paragraph.
Argument Journal Entry
W.11-12.1 I can write arguments to support claims using valid reasoning and relevant
and sufficient evidence.
 Turn in Theme Project (twitter feed, theme song, comic strip)
to crate; take out reading journal and Before Reading page
from yesterday.
 Choose a statement from the Anticipation Guide that you could
logically argue for or against. Write a thesis for your position in
one sentence:
 Claim
 Three logical reasons
 No personal pronouns
The Crucible Background
Research
W.11-12.7 I can conduct short research projects to answer a
question and demonstrate understanding of the subject under investigation.
 Puritans
 Moved to American colonies for religious freedom
 Very strict rules; no belief in a private life
 Man was the head of a household; women had no power
 The church was the law; trials and courts were held by church officials
 Strong belief in the supernatural, especially that Satan was active on earth
 The Salem Witch Trials
 1692 in Salem, Massachusetts and nearby towns
 Betty Parris and Abigail Williams were having fits, crawling, screaming, throwing
things; no physical ailment was found so it was assumed to be supernatural
 Women of every class were accused; a slave, Tituba from Barbados, was accused
 Evidence that the women accused of witchcraft were part of a family feud over land
and power
 Spiraled out of control as everyone accused everyone else
 Only proof was that of the supposed victims, called spectral evidence
 Women confessed simply to avoid the execution
 Ended when a higher court was brought in that did not allow spectral evidence
The Crucible Background
Research
W.11-12.7 I can conduct short research projects to answer a
question and demonstrate understanding of the subject under investigation.
 McCarthyism
 Now means to accuse without evidence
 Came from Senator McCarthy, who led a campaign against supposed
Communists in the 1950’s
 Thousands of Americans were accused of being Communist and were part
of torturous questioning; targeted government employees and people in
the entertainment industry
 Many people accused others to prove their own innocence
 Like the witch trials, there was little evidence to cause people to lose their
jobs and suffer imprisonment
 Arthur Miller
 American playwright, wrote The Crucible as a reaction to McCarthyism
 Testified against McCarthyism
 Received a Pulitzer Prize for Drama
 Married to Marilyn Monroe
The Crucible Reading Log
L.11-12.4 I can determine or clarify the meaning of unknown words using context and
reference materials.
RL.11-12.1 I can cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
 BEFORE READING: Historical Context
 completed yesterday with lab research
 DURING READING: Vocabulary Log
 For each half of the book, identify your own contextual
vocabulary words and complete activities
 There will still be a quiz every other week
 DURING READING: Reading Log
 As you read, stop every five pages to answer question with
textual evidence and inferences.
Explanatory Journal Entry
W.11-12.2 I can write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
 Read “A Note on the Historical Accuracy of this Play” on page 2
of The Crucible. In your reading journal, explain how and WHY
the play is different than the actual historical record. Begin with
a clear thesis statement and use specific details from the text.
 When writing The Crucible, Arthur Miller took some creative
liberties with the historical record. For instance, he adapted the
number of victims, changed Abby’s age, and condensed the
multiple judges into only two. His reasons for these changes
included dramatic purposes, meaning he needed the changes to
make the story more interesting. He also employed his
imagination to fill in gaps from the historical record.
Memo
 Tomorrow: Lab #222 to work on ILP’s with Ms. Chilko.
 Monday: Lab #220 to edit narrative drafts; Mr.
Thornsbury will be coming around to make id’s.
The Crucible: Character Map
RL.11-12.1 I can cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
 Create a character map
on the back of the first
page of your reading
packet.
 Identify and describe
major characters.
 Trace the connections
between characters.
The Crucible Act 1
RL.11-12.1 I can cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
 Stage Directions/Narrator
 Reverend Parris (MAJOR)
 Tituba
 Abigail Williams (MAJOR)
 Susanna Walcott
 Ann Putnam
 Thomas Putnam (MAJOR)
 Mercy Lewis
 Mary Warren
 Betty Parris
 John Proctor (MAJOR)
 Rebecca Nurse
 Giles Corey (MAJOR)
 Reverend John Hale (MAJOR)
 Read dialogue and stage
directions (in italics) for the
Act One.
 As you read, stop occasionally
to discuss with the group to
make sure everyone knows
what is happening. Reread
and discuss difficult or
confusing parts.
 When you come to the longer
prose passages (pg. 3-8, pg.
32-36), read only the first two
paragraphs, then skip ahead
to dialogue. We will do close
readings of these passages in
class.
The Crucible Reading Log
L.11-12.4 I can determine or clarify the meaning of unknown words using context and
reference materials.
RL.11-12.1 I can cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
 CHARACTER MAP: identify and describe characters as
they are introduced, trace their connections
 DURING READING: Vocabulary Log
 Complete at least 2 entries for this week
 DURING READING: Reading Log
 Complete an entry for every five pages; when you have
finished Act One, you should have 9 entries.
Explanatory Journal Entry
W.11-12.2 I can write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
 Explain how different mediums, such as a written drama or
novel and its filmed version, could interpret a story differently.
What might be similar? What might be different? Provide an
example from The Great Gatsby.
The Crucible and Multiple
Interpretations
RL.11-12.7 I can analyze how authors interpret a source text in different mediums.
 Elements of the medium itself
 Script: stage directions, dialogue
 Live performance: cast, scenery, props, costumes, make-up, speech,
sound and lighting, music
 Audio: speech, music, sound effects
 Film: locations, camera angles, close ups, special effects, editing, larger
cast
 The author’s interpretation: each person who has control of the
source material may choose to adapt it differently, changing the
characters, settings, and even themes based on what he or his
potential audience finds important
 History: Who chooses what history is recorded?
 Playwright: Why did Arthur Miller change history for his play?
 Stage director: Why might a stage director make changes?
 Film director: Why did Lurhmann put Nick in a sanitarium?
The Crucible and Multiple
Interpretations
RL.11-12.7 I can analyze how authors interpret a source text in different mediums.
 Other mediums: music, video games, drawing, painting, comics,
architecture, animation, dance, photography, sculpture, graffiti,
pyrotechnics,
 Interpretations of The Wizard of Oz
 L. Frank Baum’s The Wizard of Oz
 L. Frank Baum’s sequels to The Wizard of Oz
 MGM’s The Wizard of Oz film (one of MANY film versions)
 Wicked by Gregory Maguire
 Wicked Broadway Musical
 Disney’s Oz the Great and Powerful
 Describe an example of multiple versions that you have
experienced.
The Crucible and Multiple
Interpretations
RL.11-12.7 I can analyze how authors interpret a source text in different mediums.
Plot
Element
Exposition
Setting
Characters
Plot
Script
Film
The Crucible and Multiple
Interpretations
RL.11-12.7 I can analyze how authors interpret a source text in different mediums.
 Choose a plot element from the chart and analyze the differences
between the play and the film. Discuss why the authors of the two
interpretations included the plot element differently.
 Begin with an introductory sentence that states your topic and
identifies which plot element you are discussing. Use “texting”
sentence starters to explicitly reference evidence and examples.
 Use capitalization and complete sentences.
 Use transitional words and phrases.
 The novel and the film version of The Great Gatsby present
the story differently. This contrast shows particularly in the
frame narrative. In F. Scott Fitzgerald’s original text, Nick is
writing the story from his home in the midwest. The film version by
Baz Luhrman instead places Nick in a sanitarium, constructing his
narrative while also attempting to reconstruct his mental stability.
While Fitzgerald wanted to maintain Nick’s authority as a narrator,
Luhrman chose to emphasize the madness that results from the
carelessness of the rich.
Introducing a Claim
W.11-12.1a I can introduce a precise, knowledgeable claim and establish its significance.
 Find the claim you chose from the anticipation guide. (We did this
on 10/16).
 Review: What makes a successful introduction?
 Engage and orient the reader
 State your purpose (thesis statement)
Introducing a Claim
W.11-12.1a I can introduce a precise, knowledgeable claim and establish its significance.
 Ways of beginning an argument:
1. Explain the larger conversation or debate around the topic
2. Offer background information and details
3. Define key terms or concepts
4. Find common ground with interests and feelings of audience
5. Provoke the audience
Introducing a Claim
W.11-12.1a I can introduce a precise, knowledgeable claim and establish its significance.
 On the back of your notes, number 1-5 with room for the below
questions:
A. For each example, identify the way of beginning.
B. Locate and record the thesis statement of each beginning.
C. State the purpose of the writing: argument or informational.
Introducing a Claim
W.11-12.1a I can introduce a precise, knowledgeable claim and establish its significance.
#1
Let’s use the F word here. People say it’s inappropriate, offensive,
that it puts people off. But it seems to me it’s the best way to
begin, when it’s simultaneously devalued and invaluable. Feminist.
Feminist. Feminist.
-Anna Quindlen, “Still Needing the F Word”
Introducing a Claim
W.11-12.1a I can introduce a precise, knowledgeable claim and establish its significance.
#2
Last April, on a visit to the new Mall of America near Minneapolis, I
carried with me the public-relations press kit provided for the
benefit of reporters. It included an assortment of “fun facts” about
the mall: 140,000 hot dogs sold each week, 10,000 permanent
jobs, 44 escalators and 17 elevats, 12,750 parking places, 13,300
short tons of steel, $1 million in cash disbursed weekly from 8
automatic-teller machines. Opened in the summer of 1992, the
mall was built on the 78-acre site of the former Metropolitan
Stadium, a five-minute drive from the Minneapolis – St. Paul
International Airport. With 4.2 million square feet of floor space –
including twenty-two times the retail footage of the average
American shopping center – the Mall of America was “the largest
fully enclosed combination retail and family entertainment complex
in the United States.”
-David Guterson, “Enclosed. Encyclopedic. Endured: The Mall of
America”
Introducing a Claim
W.11-12.1a I can introduce a precise, knowledgeable claim and establish its significance.
#3
In universities and on Capitol Hill, in workplaces and newsrooms,
authorities are declaring that there is no place for racism, sexism,
homophobia, Christian-bashing, and other forms of prejudice in
public debate or even in private thought. “Only when racism and
other forms of prejudice are expunged,” say the crusaders for
sweetness and light, “can minorities be safe and society be fair.” So
sweet, this dream of a world without prejudice. But the very last
thing society should do is seek to utterly eradicate racism and other
forms of prejudice.
-Jonathan Rauch, “In Defense of Prejudice”
Introducing a Claim
W.11-12.1a I can introduce a precise, knowledgeable claim and establish its significance.
#4
We all want to feel safe. Most Americans lock their doors at night,
lock their cars in parking lots, try to park near buildings or under
lights, and wear seat belts. Many invest in expensive security
systems, carry pepper spray or a stun gun, keep guns in their
homes, or take self-defense classes. Obviously, safety and security
are important issues in American life. However, many safety
measures in airports have gotten out of control, costing us valuable
time and causing considerable frustration.
-Andy McDonie, “Airport Security: What Price Safety?”
Introducing a Claim
W.11-12.1a I can introduce a precise, knowledgeable claim and establish its significance.
#5
To many people, the word “fragrance” means something that smells
nice, such as perfume. We don’t often stop to think that scents are
chemicals. Fragrance chemicals are organic compounds that
volatilize, or vaporize into the air – that’s why we can smell them.
They are added to products to give them a scent or to mask the
odor of other ingredients. The volatile organic chemicals (VOCs)
emitted by fragrance products can contribute to poor indoor health
quality and are associated with a variety of adverse health effects.
-Health Care without Harm, “Fragrances”
Introducing a Claim
W.11-12.1a I can introduce a precise, knowledgeable claim and establish its significance.
A. On a clean sheet of paper, draft an introduction with your claim at the
end.
A. Remember, a CLAIM is a statement that asserts a belief or position. In an
argument, a claim needs to be stated in a THESIS and requires support with
REASONS.
B. Identify the way of beginning you are using and explain why you chose
it.
Introducing a Claim
W.11-12.1a I can introduce a precise, knowledgeable claim and establish its significance.
 Common Formative Assessment on Thesis Statements - #2
 Choose one of the three prompts and write a clear, concise thesis
statement.
 To score a four:
 No personal pronouns
 Clear, concise claim
 Three logical reasons
 No spelling or punctuation errors.
 One sentence.
Explanatory Journal Entry
W.11-12.2 I can write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
 “A misplaced comma can create more confusion than a
conversation with a teenager.”
-The Complete Idiot’s Guide to Grammar and Style
 Explain the purposes of a comma and give specific examples.
 Take out reading log.
The Crucible Reading Log
L.11-12.4 I can determine or clarify the meaning of unknown words using context and
reference materials.
RL.11-12.1 I can cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
 Vocabulary Log
 By end of Wednesday, first vocab sheet COMPLETED.
 Reading Log
 By end of Wednesday, 15 reading log entries completed.
Pause and Effect
ACT English: I can use commas appropriately.
Comma: a
punctuation
mark that
creates a
pause or
separation
between ideas
Pause and Effect
ACT English: I can use commas appropriately.
Compound
sentences
Series of
three or
more items
Introductory
elements
Comma
Additions at
the end
Interrupting
details
Pause and Effect
ACT English: I can use commas appropriately.
With a FANBOY
(for, and, nor,
but, or, yet) to
make a
compound
sentence
The roof
rafters are
exposed, and
the wood
colors are raw
and
unmellowed.
Pause and Effect
ACT English: I can use commas appropriately.
We have
inherited
this belief, it
has helped
and hurt us.
The American
continent
stretched
endlessly west
and it was full
of mystery for
them.
Pause and Effect
ACT English: I can use commas appropriately.
After an
introductory
element
(AAAWWUBBIS:
after, although,
as, when, while,
until, because,
before, if since)
As the curtain
rises, Reverand
Parris is
discovered
kneeling beside
the bed.
Pause and Effect
ACT English: I can use commas appropriately.
When a new
farmhouse was
built friends
assembled to
“raise the
roof.”
When one
rises above the
individual
villainy
displayed, one
can only pity
them all.
Pause and Effect
ACT English: I can use commas appropriately.
With
interrupting
details
His daughter,
Betty Parris,
aged ten, is
lying on the
bed, inert.
Pause and Effect
ACT English: I can use commas appropriately.
It was also in
my opinion
one of the
things that a
John Proctor
would rebel
against.
The Salem
tragedy which
is about to
begin in these
pages
developed from
a paradox.
Pause and Effect
ACT English: I can use commas appropriately.
Set off
additions
A candle still
burns near
the bed,
which is at
the right.
Pause and Effect
ACT English: I can use commas appropriately.
The people of
Salem
developed a
theocracy a
combination of
state and
religious power.
There was a
good supply of
ne’er-do-wells
in Salem who
dallied at the
tavern.
Pause and Effect
ACT English: I can use commas appropriately.
Separate a
series of
three or
more
items
A chest, a
chair and a
small table
are the other
furnishings.
Pause and Effect
ACT English: I can use commas appropriately.
He never conceived
that children were
anything but thankful
for being permitted to
walk straight eyes
slightly lowered arms
at the sides and
mouths shut until
bidden to speak.
Their self-denial
their purposefulness
their suspicion of all
vain pursuits and
their hard-handed
justice made them
perfect for conquest
of this space.
Argument Journal Entry
W.11-12.1 I can write arguments to support claims using valid reasoning and relevant
and sufficient evidence..
 Turn in Comma homework on projector; pick up a pen of each
color: red, purple, blue, black
 Take out The Crucible Reading Log.
 After introductions are passed back, rewrite according to
feedback; if you did not turn one in, write one now.
 YOUR INTRODUCTION SHOULD END WITH A CLEAR THESIS
STATEMENT:
 CLAIM + THREE REASONS = THESIS STATEMENT
 MEMO:
 Reading Log check on Friday
 Vocab Quiz Friday (4 words from vocab log)
 Review Quiz Friday:
 Claims (thesis = claim + reasons)
 Commas (5 rules)
 Introducing claims (5 ways of beginning)
 Developing claims (7 types of evidence)
 Visit my website if you need notes:
clarkenglish3honors.wikispaces.com
The Crucible Reading Log
L.11-12.4 I can determine or clarify the meaning of unknown words using context and
reference materials.
RL.11-12.1 I can cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
 Vocabulary Log
 Act One and Two Vocab sheet completed
 Reading Log
 Fifteen entries completed
Developing Claims
W.11-12.1b I can develop claims and counterclaims fairly and thoroughly, supplying
relevant evidence.
W.11-12.1 I can use words, phrases, and clauses to clarify relationships between claims
and reasons, between reasons and evidence, and between claims and counterclaims.
 A body paragraph should develop the claim by including:
1. A topic sentence that provides a reason that supports the
claim
2. Evidence to support the reason
3. Explanation of how evidence supports reason
4. Transitions to connect claims and reasons, reasons and
evidence
Developing Claims
W.11-12.1b I can develop claims and counterclaims fairly and thoroughly, supplying
relevant evidence.
W.11-12.1 I can use words, phrases, and clauses to clarify relationships between claims
and reasons, between reasons and evidence, and between claims and counterclaims.
 Types of Evidence
1. Facts: ideas accepted as true
2. Statistics: Numerical data produced through research
3. Examples: Specific instances that illustrate general
statements
4. Authorities: experts on the subject
5. Anecdotes: brief narratives
6. Scenarios: hypothetical situations
7. Textual evidence: quotations, paraphrases, summaries
Developing Claims
W.11-12.1b I can develop claims and counterclaims fairly and thoroughly, supplying
relevant evidence.
W.11-12.1 I can use words, phrases, and clauses to clarify relationships between claims
and reasons, between reasons and evidence, and between claims and counterclaims.
 Underline or highlight each of the below in the sample
paragraphs with various colors
1. Topic sentence that relates reason to claim (Purple)
2. Evidence to support reason (Red)
3. Explanation of how evidence supports reason (Blue)
4. Transitions to connect claims and reasons, reasons and
evidence (Green)
 In the left margin, identify the types of evidence used.
 In the right margin, identify the purpose of commas.
Developing Claims
W.11-12.1b I can develop claims and counterclaims fairly and thoroughly, supplying
relevant evidence.
W.11-12.1 I can use words, phrases, and clauses to clarify relationships between claims
and reasons, between reasons and evidence, and between claims and counterclaims.
Although obnoxious emails never entirely cease, the
flow of spam is often seasonal. It slows in the spring, and
then, in the month that technology specialists call “black
September”—when hundreds of thousands of students
return to college, many armed with new computers and
access to fast Internet connections—the levels rise sharply.
As a result, students who should be focusing on academics
become bogged down in junk mailboxes with the rest of
society.
-Michael Specter, “Damn Spam”
Developing Claims
W.11-12.1b I can develop claims and counterclaims fairly and thoroughly, supplying
relevant evidence.
W.11-12.1 I can use words, phrases, and clauses to clarify relationships between claims
and reasons, between reasons and evidence, and between claims and counterclaims.
While protein is an important nutrient, proportions in
this country are out of hand. Americans are downing close
to 200 pounds of meat, poultry and fish per capita per year
(dairy and eggs are separate, and hardly insignificant), an
increase of 50 pounds per person from 50 years ago. We
each consume something like 110 grams of protein a day,
about twice the federal government’s recommended
allowance; of that, about 75 grams come from animal
protein. (The recommended level is itself considered by
many dietary experts to be higher than it needs to be.) It’s
likely that most of us would do just fine on around 30
grams of protein a day, virtually all of it from plant sources.
In brief, we consume far more protein than our bodies
actually require.
-Mark Bittman, “Rethinking the Meat Guzzler”
Developing Claims
W.11-12.1b I can develop claims and counterclaims fairly and thoroughly, supplying
relevant evidence.
W.11-12.1 I can use words, phrases, and clauses to clarify relationships between claims
and reasons, between reasons and evidence, and between claims and counterclaims.
Even sure-footed natives on a dark night could
misjudge the lay of the land, stumbling into a ditch or off a
precipice. For example, in Aberdeenshire, a fifteen-year-old
girl died in 1739 after straying from her customary path
through a churchyard and tumbling into a newly dug grave.
Likewise, the Yorkshireman Arthur Jessop, returning from a
neighbor’s home on a cold December evening, fell into a
stone pit after losing his bearings. Without artificial lighting
to clarify paths, many people went tragically astray in their
own territories.
-A. Roger Ekirch, At Day’s Close: Night in Times Past
Developing Claims
W.11-12.1b I can develop claims and counterclaims fairly and thoroughly, supplying
relevant evidence.
W.11-12.1 I can use words, phrases, and clauses to clarify relationships between claims
and reasons, between reasons and evidence, and between claims and counterclaims.
One way to realize the potential of the earth’s shrinking
wood cover is to reclaim deforested land. Reed Funk,
professor of plant biology at Rutgers University, believes
the vast areas of deforested land can be used to grow
trillions of genetically improved trees for food, mostly nuts,
and for fuel. Funk sees nuts used to supplement meat as a
source of high-quality protein in developing-country diets.
He also sees trees grown on this deforested land, much of
it now wasteland, being used for conversion into ethanol for
automotive fuel. As Funk’s ideas show, humans can rethink
the global economy to create a sustainable world.
-Lester R. Brown, Plan B 2.0: Rescuing a Planet under
Stress and a Civilization in Trouble
Developing Claims
W.11-12.1b I can develop claims and counterclaims fairly and thoroughly, supplying
relevant evidence.
W.11-12.1 I can use words, phrases, and clauses to clarify relationships between claims
and reasons, between reasons and evidence, and between claims and counterclaims.
When I was down in Houston visiting evacuees a few
days after Katrina, I met a woman in the Reliant Center
who had long known these storms in her life. She told me,
"We had nothing before the hurricane. Now we got less
than nothing." We had nothing before the hurricane. Now
we got less than nothing. I think about her sometimes. I
think about how America left her behind. And I wonder
where she is today. America failed that woman long before
that failure showed up on our television screens. We failed
her again during Katrina. And - tragically - we are failing
her for a third time. That needs to change. It's time for us
to restore our trust with her; it's time for America to rebuild
trust with the people of New Orleans and the Gulf Coast.
-Barack Obama, “Rebuilding Trust with New Orleans”
Developing Claims
W.11-12.1b I can develop claims and counterclaims fairly and thoroughly, supplying
relevant evidence.
W.11-12.1 I can use words, phrases, and clauses to clarify relationships between claims
and reasons, between reasons and evidence, and between claims and counterclaims.
Christmas is indeed a magical time, shown first by the impossibility
of Santa’s Christmas Eve delivery schedule Let's assume that Santa
only visits those who are children in the eyes of the law, that is, those
under the age of 18. There are roughly 2 billion such individuals in the
world. However, Santa started his annual activities long before diversity
and equal opportunity became issues, and as a result he doesn't handle
Muslim, Hindu, Jewish and Buddhist children. That reduces his workload
significantly to a mere 15% of the total, namely 378 million. However,
the crucial figure is not the number of children but the number of
homes Santa has to visit. According to the most recent census data,
the average size of a family in the world is 3.5 children per household.
Thus, Santa has to visit 108,000,000 individual homes. (Of course, as
everyone knows, Santa only visits good children, but we can surely
assume that, on an average, at least one child of the 3.5 in each home
meets that criterion.) That’s quite a challenge, overcome only by magic.
-Keith Devlin, “The Mathematics of Christmas”
Developing Claims
W.11-12.1b I can develop claims and counterclaims fairly and thoroughly, supplying
relevant evidence.
W.11-12.1 I can use words, phrases, and clauses to clarify relationships between claims
and reasons, between reasons and evidence, and between claims and counterclaims.
The scenes where Jim and Huck are in consensus on the
raft contain the moments in which they are most relaxed. For
instance, in chapter twelve of the novel, Huck, after escaping
capture from Jackson’s Island, calls the rafting life “solemn”
and articulates their experience as living “pretty high” (Twain
75-76). Likewise, after escaping the unresolved feud in chapter
eighteen, Huck is unquestionably at ease on the raft: “I was
powerful glad to get away from the feuds… We said there
warn’t no home like a raft, after all. Other places do seem so
cramped up and smothery, but a raft don’t. You feel mighty
free and easy and comfortable on a raft” (Twain 134). In each
of these instances, Huck’s own words describe how comfortable
he feels on the raft.
-Dave Nichols, “’Less All Be Friends’: Rafts as Negotiating
Platforms in Twain’s Huckleberry Finn”
 Take out your reading log for The Crucible.
 Turn in any missing work:
 Introduction
 Comma homework
 Developing Claim analysis
 MEMO:
 Reading Log check on Friday
 Vocab Quiz Friday (4 words from vocab log)
 Review Quiz Friday:
 Claims (thesis = claim + reasons)
 Commas (5 rules)
 Introducing claims (5 ways of beginning)
 Developing claims (7 types of evidence)
 Visit my website if you need notes:
clarkenglish3honors.wikispaces.com
The Crucible Reading Log
L.11-12.4 I can determine or clarify the meaning of unknown words using context and
reference materials.
RL.11-12.1 I can cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
 Vocabulary Log
 Act One and Two Vocab sheet completed
 Reading Log
 Fifteen entries completed
The Crucible and Multiple
Interpretations – ACT TWO
RL.11-12.7 I can analyze how authors interpret a source text in different mediums.
New Scene
Arrival of
judges
Goody trials
Trial of
George
Jacobs
John and
Abby in
woods
Abby with a
needle
Description
Purpose
The Crucible and Multiple
Interpretations
RL.11-12.7 I can analyze how authors interpret a source text in different mediums.
 Choose an added scene from the chart to describe and analyze the
director’s purpose.
 Begin with an introductory sentence that states your topic and
identifies which plot element you are discussing.
 Use “texting” sentence starters to explicitly reference evidence
and examples.
 Use transitional words and phrases.
 Use capitalization and complete sentences.
 In Baz Luhrman’s film version of The Great Gatsby, a scene was
added to the story between the first and second chapters. In this
scene, the camera cuts from the flashback storyline to Nick talking
to a therapist. Because Nick is so troubled by his tragic tale, the
therapist encourages him to write his story down. The director may
have included this scene to foreshadow the ending, demonstrate
Nick’s turmoil over the matter, and explain why he wrote the book.
Developing Claims
W.11-12.1b I can develop claims and counterclaims fairly and thoroughly, supplying
relevant evidence.
W.11-12.1 I can use words, phrases, and clauses to clarify relationships between claims
and reasons, between reasons and evidence, and between claims and counterclaims.
 Write a body paragraph to support your claim; again,
use the colors to identify the important parts.
1. Topic sentence that relates reason to claim (Purple)
2. Evidence to support reason (Red)
3. Explanation of how evidence supports reason (Blue)
4. Transitions to connect claims and reasons, reasons and
evidence (Green)
 In the left margin, identify the types of evidence used.
 In the right margin, identify the purpose of commas.
The Crucible and Multiple
Interpretations
RL.11-12.7 I can analyze how authors interpret a source text in different mediums.
 Discuss which version you find most effective so far. Avoid stating
opinions; support your claim with specific examples from the play
and film.
 Design a new interpretation of The Crucible. Choose a medium and
describe how it would represent the major plot elements of Act
One.