Fishbowl Lesson The Crucible

AGENDA
Standard: (2.1) Develop community within the classroom by practicing acceptance and support with your classmates. Lesson Objective: Students develop an ability to recognize character motivation(s) and cultivate the skills needed to express their thoughts and arguments in a small group and large group setting. Activator: For 5-7 minutes, students write down their thoughts on a character (or two) from The Crucible. Consider this characters personality and why they act, say or do within the play. Mini Lesson: Pull out your character motivation sheet. Discuss character motivation again in more detail. Use Abigail Williams as an example to show how to discover character motivation and how to analyze these motivating factors within the story. Learning Activities: : *Fishbowl Exercise* Students use their writing warm-up from the beginning of class to come to the center of the room and express their thoughts. The three people in the center ought to have a conversation about the question. If someone else wishes to say something about this question, they will come sitting the forth empty chair, and someone that has already spoken exits the small group. If discussion drops out, another question will prompt a new group in the center. Students should take turns speaking. They must briefly summarize what the person before them said, and then agree/ add-on or contrast that point. Everyone should enter the inner circle and share at least one idea. Checking for Understanding: Have a student (random selection) remind the class what the definition of character motivation is.

Checking for Understanding: Have a few students volunteer to repeat the directions for the Fishbowl Exercise.

Wrap Up: Students write on the same piece of paper whether or not their thoughts about their character have changed completely or shifted after the activity. Explain how and why their thoughts on their characters motivation have changed (last ten minutes of class). Homework: Finish Vocabulary Packet Formative Assessment: Assess the students understanding of character motivation and the text by listening to their thoughts while in the center circle. Summative Assessment: Students will demonstrate their comprehension of The Crucible and character motivation in their exam at the end of the unit. There will be a quote provided and they must explain what the motivations behind the characters actions were.

Differentiation Strategies Used/Accommodations Made: Accommodations for certain students will include: coming into the circle to repeat what a classmate said and simply agreeing or disagreeing, writing their thoughts down and handing that paper in for full participation grade, and coming to the room after school and delivering their ideas. Materials and resources needed: -Pencils -Paper -4 extra chairs -rearrange seating Fishbowl Discussion questions: What are some motivations that you noticed within Act 1 and Act 2 of The Crucible? Does any character have more than one motivator; if so who and what are they? Are any of these motivations at odds with one another? Last question: How does the Puritan view of the supernatural differ from the modern view?