| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English |
| What topic | I, Tituba, Black Witch of Salem |
| What length (min) | 30 |
| What age group | Year or Grade 11 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
I, Tituba, Black Witch of Salem
Year/Grade 11
English
20 students
30 minutes
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction | 5 | Briefly introduce Tituba and the context of the Salem witch trials. Use a guiding question to engage students. |
| 2 | Guided Reading | 10 | Read selected passages from the text as a class. Discuss the significance of the language and characterization. Encourage students to annotate in their copies. |
| 3 | Group Discussion | 10 | Divide students into small groups (4-5 each) to discuss guided questions provided in the handout. Focus on themes of race, gender, and power. Assign a recorder for each group to take notes. |
| 4 | Class Debrief | 3 | Reconvene as a full class and ask each group to share one key point from their discussion. Highlight different perspectives. |
| 5 | Homework Assignment | 2 | Explain the homework assignment: write a reflective essay on how Tituba’s story reflects historical societal views. Remind them that the homework will be checked, but no presentation will be required. |
This lesson aligns with the Common Core State Standards for reading literature, which includes the analysis of character development and themes. It also encourages critical thinking and collaborative skills among students.
Students will write a reflective essay about the relevance of Tituba's story today. Essays are due in the next class and will be checked for understanding without student presentations.