Unit 2 Anchor Texts
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The Crucible: Act I
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Vocabulary
Vocabulary
Concept Vocabulary
vindictive
calumny
defamation
Skill Vocabulary
dialogue
stage directions
dramatic exposition
Analyze Craft & Structure
Analyze Craft & Structure
Focus: Structural Elements of Drama
Standard(s)
🔍 11-12.RL.7 Analyze how an author develops a text through complex and/or dynamic characters, interaction with other characters, and advancement of the plot or development of the theme.
11-12.R.10 Analyze and evaluate the effectiveness of structures across multiple texts about similar topics/themes, including whether the structures make points or events clear, effective, convincing, or engaging.
Supports/Resources
TED-Ed Video: What Really Happened at the Salem Witch Trials?
Word Study
Word Study
Focus: Latin Root: -fama-
Standard(s)
11-12.R.9 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
Supports/Resources
Conventions & Style
Conventions & Style
Focus: Personal Pronouns
Support/Resources
CommonLit Minilessons: Pronoun Case
*key words: pronoun, personal pronouns, nominative case, objective case, possessive case
The Crucible: Act II
Vocabulary
Vocabulary
Concept Vocabulary
condemnation
magistrates
proceedings
Skill Vocabulary
plot
external conflict
internal conflict
Analyze Craft & Structure
Analyze Craft & Structure
Focus: Literary Elements in Drama
Standard(s)
🔍 11-12.RL.7 Analyze how an author develops a text through complex and/or dynamic characters, interaction with other characters, and advancement of the plot or development of the theme.
11-12.R.10 Analyze and evaluate the effectiveness of structures across multiple texts about similar topics/themes, including whether the structures make points or events clear, effective, convincing, or engaging.
Supports/Resources
Word Study
Word Study
Focus: Technical Words
Standard(s)
11-12.R.9 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
Supports/Resources
Speaking & Listening
Speaking & Listening
Focus: Whole Class Discussion
Standard(s)
11-12.SL.1 Participate effectively in a range of conversations and collaborations on topics, texts, and issues.
Supports/Resources
The Crucible: Act III
Vocabulary
Vocabulary
Concept Vocabulary
remorseless
effrontary
callously
Skill Vocabulary
characterization
direct characterization
indirect characterization
motivations
irony
dramatic irony
verbal irony
connotation
Analyze Craft & Structure
Analyze Craft & Structure
Focus: Character Development
Standard(s)
🔍 11-12.RL.7 Analyze how an author develops a text through complex and/or dynamic characters, interaction with other characters, and advancement of the plot or development of the theme.
🔍 11-12.R.11 Analyze how an author’s geographic location, identity or background, culture, and time period affect the perspective, point of view, purpose, and implicit/explicit messages of a collective body of work.
Supports/Resources
Word Study
Word Study
Focus: Connotation
Standard(s)
11-12.R.9 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
Supports/Resources
Author's Style
Author's Style
Focus: Literary Devices
Standard(s)
🔍 11-12.RL.7 Analyze how an author develops a text through complex and/or dynamic characters, interaction with other characters, and advancement of the plot or development of the theme.
🔍 11-12.R.11 Analyze how an author’s geographic location, identity or background, culture, and time period affect the perspective, point of view, purpose, and implicit/explicit messages of a collective body of work.
Supports/Resources
The Crucible: Act IV
Vocabulary
Vocabulary
Concept Vocabulary
conciliatory
adamant
disputation
Skill Vocabulary
allegory
literal meaning
symbolic meaning
theme
biblical allusions
realism
setting
plot
dialogue
theme
claim
support
textual evidence
Analyze Craft & Structure (there are two)
Analyze Craft & Structure (there are two)
Focus: Literary Forms
Standard(s)
🔍 11-12.RL.6 When reading texts, including those from diverse cultures, determine two or more themes and analyze their development, including how they interact and build on one another to produce a complex account, and provide an objective summary that includes textual evidence.
Supports/Resources
Sharing Perspectives Discussion Prompts
TED-Ed: What is McCarthyism and How Did it Happen?
____________________________
Focus: Biblical Allusions
Standard(s)
11-12.R.4 Determine the meaning and impact of words and phrases on tone and mood, including words with multiple meanings. Analyze figurative language, connotative meanings, and figures of speech. Examine how the author uses and refines the meaning of domain-specific vocabulary and how language differs across historical time periods, cultures, regions, and genres.
Supports/Resources
Word Study
Word Study
Focus: Etymology
Standard(s)
11-12.R.9 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
Supports/Resources
Author's Style
Author's Style
Focus: Realism
Standard(s)
🔍 11-12.RL.7 Analyze how an author develops a text through complex and/or dynamic characters, interaction with other characters, and advancement of the plot or development of the theme.
Supports/Resources
Writing to Sources
Writing to Sources
💡 Teacher Tip: Choose between the Writing to Sources task and the Speaking & Listening task.
💡 Teacher Tip: Keep this writing task brief (1-2 paragraphs, using RACE writing strategy).
Focus: Argumentative Essay
Standard(s)
🔍 11-12.W.1 Write arguments to support claims in an analysis of complex topics or texts, using logical reasoning and relevant, sufficient evidence, and provide a conclusion that follows from and supports the argument presented.
Support/Resources
Speaking & Listening
Speaking & Listening
💡 Teacher Tip: Choose between the Writing to Sources task and the Speaking & Listening task.
Focus: Thematic Analysis
Standard(s)
🔍 11-12.W.1 Write arguments to support claims in an analysis of complex topics or texts, using logical reasoning and relevant, sufficient evidence, and provide a conclusion that follows from and supports the argument presented.
Support/Resources
The Crucible: Act I (audio performance)
💡 Teacher Tip: You may choose to teach this at the end of the play, as it is organized in the curriculum OR you may teach it after reading Act I of the play.
Vocabulary
Vocabulary
Concept Vocabulary
audio play
inflection
expression
Skill Vocabulary
critical review
💡Writing to Compare
💡Writing to Compare
💡 Teacher Tip: You may decide to use this writing task instead of the Performance Task as your extended/process writing. If not, keep this writing task brief (1-2 paragraphs, using the RACE Writing strategy).
Focus: Critical Review
Standard(s)
11-12.R.5 Cite relevant textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including analyzing where the text implies ambiguity.
🔍 11-12.RL.12 Analyze how a subject and/or content is presented in two or more mediums by determining which details are emphasized, altered, or absent in each account and how these details influence audiences’ experiences and interpretations.
🔍 11-12.W.1 Write arguments to support claims in an analysis of complex topics or texts, using logical reasoning and relevant, sufficient evidence, and provide a conclusion that follows from and supports the argument presented.
Supports/Resources
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