Appendix on Implementing District Standards
Standards -- Oklahoma Academic Standards for English Language Arts -- 11th grade. These standards can be easily cross-referenced to other standards.
11.1.R.3 Students will engage in collaborative discussions about appropriate topics and texts, expressing their own ideas by contributing to, building on, and questioning the ideas of others in pairs, diverse groups, and whole class settings.
Students will participate in small group and whole class settings when discussing the Puritan way of life, witchcraft pamphlets, and characterization while reading the play.
11.3.R.1 Students will evaluate the extent to which historical, cultural, and/or global perspectives affect authors’ stylistic and organizational choices in grade‐level literary and informational genres.
Investigating the objects and homes from colonial times will provide much needed historical context for understanding the play, as well as studying the witchcraft pamphlets which will allow students to understand the real fear of the Devil and witchcraft during this time period.
11.3.R.2 Students will evaluate points of view and perspectives in more than one grade‐level literary and/or informational text and explain how multiple points of view contribute to the meaning of a work.
By reading against the grain, students will ask themselves about Miller’s characterizations of the historical figures from the Salem Witch Trials and think about the different perspectives and ways to think about these characters and what Miller was trying to say about race and gender.
11.3.W.3 Students will elaborate on ideas by using logical reasoning and illustrative examples to connect evidence to claim(s).
When writing their rationales in the Fiction Museum Curation activity, students will have to present solid logic for their choices, connecting objects to characterization and what they want their reader/ viewer to think about while looking at their fictional exhibition.
11.7.R.1 Students will analyze and evaluate the various techniques used to construct arguments in written, oral, visual, digital, non‐verbal, and interactive texts, to generate and answer applied questions, and to create new understandings.
Students will analyze the word choice and images found within witchcraft pamphlets from the 16th and 17th centuries to see how the makers of these pamphlets were trying to sway their audience.
11.7.W.2 Students will construct engaging visual and/or multimedia presentations using a variety of media forms to enhance understanding of findings, reasoning, and evidence for diverse audiences.
Students are designing two different multimodal presentations for this unit. First, students are creating a sensationalist headline and image for their chosen character to mimic the witchcraft pamphlets, showing their understanding of how words and images have power to sway an audience. At the end of the unit, students are creating a fictional museum curation to have their audience consider the deep, complicated characters from the play and the critical issues that those characters make us think about.
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