The Crucible

1
The Crucible
Mr. Stanberry English III
9-16 through
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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.
• Authors 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.

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Daily Classwork 9-8-14

• Journal Entry / Definitions
• Read Life in the New World (Pg. 14)
• Notes Presentation Colonization
• Picture Day
• Objectives
• - Establish formal literary vocabulary.
• - Discuss the importance of religious beliefs of
  the early American Settlers.

4
Puritanism

• In 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.

5
Puritanism / Continued

• Puritans 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.

6
Puritanism / Continued

• The 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.

7
Puritan Communities

• Community 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.

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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 words 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.

9
Daily Classwork

• Journal Entry / Discussion
• Introduction Material / Jonathan Edwards (Pg. 88)
• Read Sinners in the Hands of an Angry God (Pg.
  90)
• Answer review questions
• Today I Learned Exit Slip
• Objectives
• Relating literature to a historic period /
  Identifying imagery / Understanding connotation /
  Identifying allusion / Learn Aristotles Appeals
  (Ethos, Logos, and Pathos)

10
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?

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Journal Entry September 10, 2014

• Describe how Jonathan Edwards created Aristotles
  Appeals in Sinners in the Hands of an Angry God.
• Ethos / Logos / and Pathos
• You can use your definitions for the journal
  entry.

12
Daily Classwork

• Journal Entry / Discussion
• Vocab Quiz
• Read 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 authors beliefs /
  Understand culture through literature / Review
  parts of poetry

13
Journal Entry September 11, 2014

• 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?

14
Daily Classwork

• Journal Entry / Discussion
• Review Upon the Burning of Our House
• Read 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.

15
Journal Entry September 12, 2014

• Its Free Write Friday,
• This is haiku poetry,
• You can haiku too!

16
Daily Classwork

• Journal Entry / Discussion
• Read The Captivity and Restoration of Mrs. Mary
  Rowlandson (Continued)
• Read (Independent Reading) The Life of Oloudah
  Equiano (Pg. 68)
• Assignment Handout / Written Response
• Objectives
• - 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.

17
Daily Classwork
Journal Entry / Summary Complete Act I Act I
Review Objectives CCS
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Journal Entry 9-17-13

• 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.

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Daily Classwork
Journal Entry / Character Selection Classroom
Assignment Character Maps Objectives CCS
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Journal Entry 9-18-13

• The Crucible Vocabulary Pt. 1
• Copy 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 revengeful
• Propriety- the state of conforming to
  conventionally accepted standards of behavior or
  morals.
• Diametrically- completely directly
• Use one of the terms above in a complete sentence.

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Daily Classwork
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 / Discussion Objectives CCS
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Journal Entry 9-19-13

• The Crucible Vocabulary Pt. 2
• Copy the terms and definitions.
• Defamation- the action of damaging the good
  reputation of someone slander or libel
• Malign- evil in disposition, nature, or intent
• Fiend- an evil spirit or demon
• Iniquity- immoral or grossly unfair behavior
• Malevolence- having or showing a wish to do evil
  to others
• Use one of the words above in a complete sentence.

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Daily Classwork
Journal Entry Begin Act II Objectives CCS
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Journal Entry 9-20-13

• 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. Its vocab
  quiz time!!

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Daily Classwork
Journal Entry Finish Act II Objectives CCS
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22nd Hour Questions

1. 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 Warrens 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? (Dont write
   witchcraft Kody)
9. What was Sarah Good accused for?
10. What was the justification of the court?

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Journal Entry 9-23-13
We 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.
1.
2.
3.
4.
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Daily Classwork
Journal Entry / Chain of Events Act I II
Review Begin Act III Objectives CCS
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Journal Entry 9-24-13

• The Crucible Vocab. Pt. 3
• Copy 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
  reputation
• Faction a small, organized, dissenting group
  within a larger one
• Use one of the terms above in a complete sentence.

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Journal Entry 9-25-13

• The Crucible Vocab. Pt. 4
• Copy the terms and definitions.
• Pallor an unhealthy pale appearance
• Base without moral principles
• Condemnation the expression of very strong
  disapproval
• Daft silly foolish
• Anonymity- the condition of being anonymous
• Use one of the terms above in a complete sentence.

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Journal Entry 9/26/13

• Write a brief summary of yesterdays reading.

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Journal Entry 9/27/13

• You 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.

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Archetypal Tragic Hero

• Noble 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.

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Journal Entry 9/30/13

• Tell 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.

35
Journal Entry 9/30/13

• Grammar Review / Subject Verb Agreement
• 1. 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.

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Answers

• 1. 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.

37
Journal Entry 10-1-13

• Fix the run-on sentences.
• 1. The womans 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 cant put them into a
  sentence.

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Answers

1. The womans 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 cant put them into a
   sentence.

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Journal Entry 10-2-13

• Provide an example of the following types of
  figurative language
• 1- simile
• 2- metaphor
• 3- hyperbole
• 4- personification
• 5- allusion

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Journal Entry 10-4-13

• It 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.