the crucible

The Crucible

9-16 through

Mr. Stanberry English III

Journal Entry : September 8, 2014 Copy the Academic Vocabulary terms and definitions.

Analysis – the study of a literary work, separating it into parts in order to determine its nature.

Argument – a statement or the main point of a piece. Author’s purpose – the reason (s) an author has for

writing a piece; to inform, persuade, or entertain. Citation – the acknowledgement of ideas found in

outside sources Claim – a statement or assertion presented as fact.

Daily Classwork : 9-8-14

Journal Entry / DefinitionsRead : Life in the New World (Pg. 14) Notes: Presentation ColonizationPicture DayObjectives : - Establish formal literary vocabulary. - Discuss the importance of religious beliefs of the early American

Settlers.

PuritanismIn 1620, after years of separation, the Puritans migrated to the

Massachusetts Bay colony.

The early settlers created churches that follow the traditional form of theology that was carried over into Plymouth.

The church consisted of deacons, preaching elders, and, though not right away, a communion restricted to full church members, or “saints”.

These Puritans called themselves “non-separating

Congregationalists,” by which they meant that they had not repudiated the Church of England as a false church.

Puritanism / ContinuedPuritans believed that all members of an immediate family had a

specific role.

Daily responsibilities for families included: hunting/preparing food (men), making clothes (women) and furniture (men), teaching children how to read/worship (both), maintaining positive social order (all), and being responsible for the well being of one another.

The father served as the “head of the household.” Men had a specific skill set or trade that would keep the family financially stable.

Puritanism / ContinuedThe role of women was hindered to the concept of “traditional”

female roles in society.

Women were not allowed to vote, and they had a very limited role in the community.

Most importantly, women (and children) were never allowed to question church doctrine.

Clergymen were highly regarded by the community due to their “direct line of contact” with God.

Puritan CommunitiesCommunity involvement was vital for Puritans.

The church served as a sort of checks and balances system for individual families, as well as the children of all families collectively.

Journal Entry : September 9, 2014 Copy the Academic Vocabulary terms and definitions. Ethos – The appeal of a speakers own credibility. Logos - The appeal of reason; often made through facts. Pathos - The appeal to common human emotion. Connotative meaning – an association for a word that is implied by the

word’s ideas or qualities Imagery - visually descriptive or figurative language Repetition - The return of a word, phrase, stanza form, or effect in any

form of literature Allusion - A figure of speech making casual reference to a famous

historical or literary figure or event.

Daily Classwork

Journal Entry / DiscussionIntroduction Material / Jonathan Edwards (Pg. 88)Read : Sinners in the Hands of an Angry God (Pg. 90)Answer review questionsToday I Learned – Exit Slip

Objectives: Relating literature to a historic period / Identifying imagery / Understanding

connotation / Identifying allusion / Learn Aristotle’s Appeals (Ethos, Logos, and Pathos)

Sinners in the Hands of an Angry God What is the purpose of the sermon? According to Edwards, how can mankind save itself? Identify some messages, images, or phrases that Edwards repeats

frequently. What is the purpose of this repetition? What is the effect? Give 5 examples of imagery from the sermon. What biblical allusion is made in the sermon? Edwards puts emphasis on the “pleasure of God.” How would you define

the ‘pleasure of God’? What kind of picture of God does Edwards paint for his listeners when he discusses the ‘pleasure of God’?

What does Edwards assume his audience is afraid of? How does he utilize these fears to his advantage? What new fears does he cultivate?

Journal Entry : September 10, 2014

Describe how Jonathan Edwards created Aristotle’s Appeals in Sinners in the Hands of an Angry God.

Ethos / Logos / and Pathos

You can use your definitions for the journal entry.

Daily ClassworkJournal Entry / DiscussionVocab QuizRead : Before the Read / Anne Bradstreet (Pg. 82)Read : Upon the Burning of Our House (Pg. 84) and

To My Dear and Loving Husband (Pg. 85)Respond : Questions 1-5 (Pg. 86)Objectives : - Create an inference on the author’s beliefs /

Understand culture through literature / Review parts of poetry


On this a day of remembrance, discuss the feelings or emotions that you have in relation to “9/11.” (Four sentences)

Do you feel safe as a citizen of the U.S. ? Why/why not?

Daily ClassworkJournal Entry / DiscussionReview : Upon the Burning of Our HouseRead : Background Information (Pg. 74)Read : A Narrative of the Captivity and Restoration of Mrs.

Mary Rowlandson (Pg. 76)

Objectives : Analyze the historical conflict between Native Americans and Europeans. / Acknowledge and identify the use of allusion.


It’s Free Write Friday,

This is haiku poetry,

You can haiku too!

Daily ClassworkJournal Entry / DiscussionRead : The Captivity and Restoration of Mrs. Mary

Rowlandson (Continued)Read : (Independent Reading) The Life of Oloudah

Equiano (Pg. 68)Assignment : Handout / Written ResponseObjectives:

- Responding personally, critically, and analytically to non-fiction texts / Compare and contrast like works of non-fiction. / Continue learning the form of non-fiction known as slave narratives.

Journal Entry / Summary Complete Act IAct I ReviewObjectives:CCS:

Daily Classwork

For today's bell work, select the character that you will use for the Character Analysis assignment.

In your journal, write your selected character’ s name and a brief rationale about why you selected him/her.

Upon completion of this task, take the first 10 minutes of class to gather information (quotes, character description, etc.) for your chart. Please do so independently.

Journal Entry : 9-17-13

Journal Entry / Character Selection Classroom AssignmentCharacter Maps

Objectives:CCS:

Daily Classwork

The Crucible Vocabulary Pt. 1Copy the terms and the definitions.Dissembling- to disguise or conceal behind false appearance.Conjure- to summon (devil/spirits) by magical or supernatural power.Vindictive- disposed to seek revenge; revengefulPropriety- the state of conforming to conventionally accepted standards of behavior or morals.Diametrically- completely; directlyUse one of the terms above in a complete sentence.


Journal Entry Act I Review : Take 2! : Literature Book Pg. 1045 Questions 1-8 & 1-2 Dialogue (20 minutes)TPCASTT Poetry Analysis Introduction / Example“Upon the Burning of our House” Pg. 84 (Literature Book)“Half-Hanged Mary”Questions / DiscussionObjectives:CCS:

Daily Classwork

The Crucible Vocabulary Pt. 2Copy the terms and definitions.Defamation- the action of damaging the good reputation of someone : slander or libelMalign- evil in disposition, nature, or intentFiend- an evil spirit or demonIniquity- immoral or grossly unfair behaviorMalevolence- having or showing a wish to do evil to othersUse one of the words above in a complete sentence.


Journal Entry Begin Act IIObjectives:CCS:

Daily Classwork

It's yet again time for Free Write Friday!

If you prefer a topic, make your prediction for the Battle of the Big Cats! Write about your excitement for tonight's game.

Once you have finished, review the vocabulary terms from Wednesday and Thursday. It’s vocab quiz time!!


Journal Entry Finish Act IIObjectives:CCS:

Daily Classwork

22nd Hour Questions1. Briefly discuss the lie told by John Proctor to his wife Elizabeth.2. Explain what was meant in the narration “she has suddenly lost

all faith in him”3. Does Elizabeth have just reasoning for her frustration?4. Discuss the shift of the conversation. How does John Proctor

regain the upper hand?5. Describe Mary Warren’s character as she arrives home.6. What “gift” does she bring? Who does she give it to?7. The number of accused went from ____ to ____.8. What is Goody Proctor accused of? (Don’t write witchcraft Kody)9. What was Sarah Good accused for?10. What was the justification of the court?

1. 2. 3. 4.

Journal Entry: 9-23-13We finished Act II of The Crucible on Friday. Complete the chart below using the chain of events from Act II. Use FOUR key events in chronological order.

Journal Entry / Chain of EventsAct I & II ReviewBegin Act IIIObjectives:CCS:

Daily Classwork

The Crucible Vocab. Pt. 3Copy the terms and definitions.Inert – lacking the ability or strength to move.Anarchy – A state of disorder due to absence or lack of recognition to authority.Prodigious – unnatural or abnormal.Calumny – the making of false and defamatory statements in order to damage someone's reputationFaction – a small, organized, dissenting group within a larger oneUse one of the terms above in a complete sentence.


The Crucible Vocab. Pt. 4Copy the terms and definitions.

Pallor – an unhealthy pale appearanceBase – without moral principlesCondemnation –the expression of very strong disapproval Daft – silly; foolishAnonymity- the condition of being anonymous

Use one of the terms above in a complete sentence.


Journal Entry 9/26/13Write a brief summary of yesterday’s reading.

Journal Entry : 9/27/13You know what to do; for it is Friday…

If you prefer a topic, briefly discuss what you are looking forward to doing this weekend.

Or, you could write about your favorite character in The Crucible.

Archetypal Tragic HeroNoble Stature: since tragedy involves the "fall" of a tragic hero, one theory is that one must have a lofty position to fall from, or else there is no tragedy (just pathos). Another explanation

of this characteristic is that tragedies involving people of stature affect the lives of others.

Tragic Flaw (Hamartia): the tragic hero must "fall" due to some flaw in his own personality. The most common tragic flaw is hubris (excessive pride). One who tries to attain too much

possesses hubris.

Free Choice: while there is often a discussion of the role of fate in the downfall of a tragic hero, there must be an element of choice in order for there to be a true tragedy. The tragic hero

falls because he chooses one course of action over another.

The Punishment Exceeds the Crime: the audience must not be left feeling that the tragic hero got what he deserved. Part of what makes the action "tragic" is to witness the injustice

of what has occurred to the tragic hero.

Hero has Increased Awareness: it is crucial that the tragic hero come to some sort of an understanding of what went wrong or of what was really going on before he comes to his end.

Produces Catharsis in Audience: catharsis is a feeling of "emotional purgation" that an audience feels after witnessing the plight of a tragic hero: we feel emotionally drained, but

exultant.

Journal Entry: 9/30/13Tell me about your project.

Which project did you choose?

How is your project coming along?

Tell me a difference between the movie and the book version.

Journal Entry : 9/30/13Grammar Review / Subject Verb Agreement1. Everyone (has/have) done his or her homework.2. Each of the students (is/are) responsible for doing his or

her work.3. Either my father or my brothers (is/are) going to sell the

car.4. Neither my sisters nor my mother (is/are) going to sell

the house.5. The samples on the tray in the lab (need/needs) testing.6. Mary and John usually (plays/play) together.7. Both of the dogs (has/have) collars.8. Neither the dogs nor the cat (is/are) very hungry.9. Either the girls or the boy (walk/walks) in the evening.10. Either the boy or the girls (walk/walks) in the evening.

Answers1. Everyone has done his or her homework.2. Each of the students is responsible for doing his or her

work.3. Either my father or my brothers are going to sell the

car.4. Neither my sisters nor my mother is going to sell the

house.5. The samples on the tray in the lab need testing.6. Mary and John usually play together.7. Both of the dogs have collars.8. Neither the dogs nor the cat is very hungry.9. Either the girls or the boy walks in the evening.10. Either the boy or the girls walk in the evening.

Journal Entry: 10-1-13Fix the run-on sentences.1. The woman’s skills are perfect for the new

position we intend to promote her. 2. The team lost seven games in a row,

consequently, the coach was fired. 3. Here is the chief administrator, he will solve

our problems. 4. He phoned his fiancée repeatedly but she

refused to return his calls. 5. I have good ideas I can’t put them into a

sentence.

Answers1. The woman’s skills are perfect for the new

position, so we intend to promote her.2. The team lost seven games in a row;

consequently, the coach was fired.3. Here is the chief administrator; he will solve

our problems.4. He phoned his fiancée repeatedly, but she

refused to return his calls.5. I have good ideas, yet I can’t put them into a

sentence.

Journal Entry: 10-2-13Provide an example of the following types of

figurative language:

1- simile2- metaphor3- hyperbole

4- personification5- allusion

Journal Entry: 10-4-13It is Friday; enjoy the free-write!

If you would like a topic, tell me you concerns with essay writing.

Or, tell me about the process of creating your project.

Write for the first five minutes of class.

the crucible

Documents

church members

false church

church of england

church doctrine

literary figure

appeal of reason

clothes women

specific role