Welcome to CAILAB

Announcement!

For your last four character journal entries, you will get no hints in the form of number of errors to correct. Your teacher will show you your errors, but you will need to proofread closely before turning in your work because you will be graded on the first draft of what you turn in.

The good news is that your teacher will take your three highest scores and discount the lowest. So the best strategy is to: 1) proofread very carefully, 2) wait until you get feedback before writing your next entry, and 3) apply what you learned from your mistakes to successive entries.

This quarter we read: The Crucible

“Because it is my name! Because I cannot have another in my life! Because I lie and sign myself to lies! Because I am not worth the dust on the feet of them that hang! How may I live without my name? I have given you my soul; leave me my name!”
― Arthur Miller, The Crucible


Quarter Standards

Grade 11-12 - Reading:Literature

The Crucible

CCR.ELA-Literacy.RL.11-12.1, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCR.ELA-Literacy.RL.11-12.3, Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

CCR.ELA-Literacy.RL.11-12.4, Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

CCR.ELA-Literacy.RL.11-12.6, Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

CCR.ELA-Literacy.RL.11-12.7, Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

CCR.ELA-Literacy.RL.11-12.10, By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

The Crucible

Grade 11-12 - Grades 6-12 Literacy - Writing

CCR.ELA-Literacy.WHST.11-12.1c, Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

CCR.ELA-Literacy.WHST.11-12.1d, Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCR.ELA-Literacy.WHST.11-12.2c,Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

CCR.ELA-Literacy.WHST.11-12.2d Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

CCR.ELA-Literacy.WHST.11-12.2e Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

CCR.ELA-Literacy.WHST.11-12.4, Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCR.ELA-Literacy.WHST.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

CCR.ELA-Literacy.WHST.11-12.6, Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

CCR.ELA-Literacy.WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.