Multiple Choice questions Reconstruction up to WW1
Lesson Outline
Take quizzes on Historyteacher.net
Assignment
None
Session Minutes
75
Minutes Student Attended
65
Lesson Comments
Trevor amazed me today. Sometimes I question whether he is really retaining all of the info we discuss, but today he proved it. He scored 100% on two quizzes. Fantastic!!!
(Cont.) Modern dram and Arthur Miller's THE CRUCIBLE
Lesson Outline
— Conclude reading of Miller's THE CRUCIBLE
— Discuss content of Act 2 of the play, so as to ensure that student has understood motivations of characters and ramifications of themes explored by the playwright in this historical drama
Assignment
None
Session Minutes
75
Minutes Student Attended
75
Lesson Comments
We concluded reading the play, and had a productive discussion. On our next session, we will discuss the relationship between the time of writing (United States during early 1950s) and the time in which the action of the play transpires.
Call Mrs. Keating to take the oral assessment for module 4
Session Minutes
60
Minutes Student Attended
50
Lesson Comments
Trevor received a 75.5% on his module 2 exam. He must take his time and actually write out the problems. On multiple choice problems, he tries to do them in his head or guesses. I am working to change his strategy on multiple choice questions.
— Read and discuss third and fourth scenes of THE CRUCIBLE, with the main objective of ensuring that student understands content (historical language and references)
— Discuss salient features of life in New England during late 1600s
— Read and discuss first two scenes of Arthur Milller's THE CRUCIBLE, with the primary objective of ensuring that the student understands principal conflict and ramifications
Assignment
None
Session Minutes
75
Minutes Student Attended
75
Lesson Comments
Trevor is, once again, very interested in the reading.
Historical backdrop of Arthur Miller's THE CRUCIBLE (New England in late 1600s)
Lesson Outline
— Have student revise his justification of DEATH OF A SALESMAN as a tragedy (a two-page paper, now filed in the student's binder)
— In preparation for reading of Arthur Miller's THE CRUCIBLE, and with input from student, create list of ten questions about New England in late 1600s
— Have student perform guided research in order to answer list of ten questions (above)
Major differences between classical and modern (twentieth-century) tragedy
Lesson Outline
— General discussion about DEATH OF A SALESMAN
— Prompt student to justify (or not) the play as a tragedy, in light of Aristotle's definition of tragedy which states that such plays deal with the misfortunes of "great" characters such as members of nobility
— Have student write his justification of the play as tragedy, in particular of Willie Loman (the salesman) as a "great" man
Assignment
None
Session Minutes
75
Minutes Student Attended
75
Lesson Comments
We have made very good progress. The reading of this play, and in future weeks of Arthur Miller's THE CRUCIBLE, will provide enough material to engage student in extensive analysis and essays.
Read and discuss second half of Arthur Miller's DEATH OF A SALESMAN, with particular attention to tragic elements and its relation to Aristotle's definition of tragedy
Assignment
None
Session Minutes
75
Minutes Student Attended
75
Lesson Comments
Trevor identifies with one of the sons in the play, and is very much interested in the family dynamics explored by Miller in this play
