Crucible Unit

Unit Project:
The Crucible
Michael Giaimo
JOHN CARROLL UNIVERSITY
December 9, 2015
Link to state/ content standards and list STUDENT LEARNING GOALS

a. State Standards Addressed (Organized by lesson)
a. Lesson 1:
CCSS ELA- Literacy. W.11-12.3: Engage and orient the reader by setting
out a problem, situation, or observation and its significance, establishing
one or multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or events.
b. Lesson 2:
CCSS ELA- Literacy. RL.11-12.3: Analyze the impact of the authors
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).
c. Lesson 3:
CCSS ELA- Literacy. RL.11-12.5: Analyze how an authors choices
concerning how to structure specific parts of a text (e.g., the choice of
where to begin or end a story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and meaning as well as its
aesthetic impact.
CCSS ELA- Literacy. RI. 11-12.7: Integrate and evaluate multiple sources
of information presented in different media or formats (e.g., visually,
quantitatively) as well as in words in order to address a question or solve a
problem.
d. Lesson 4:
CCSS ELA- Literacy W.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.
CCSS 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.)
e. Lesson 5:
CCSS ELA- Literacy W.11-12.4: Produce clear and coherent writing in
which the development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 13 above.)
f. Lesson 6:
CCSS ELA W.11-12.9: Draw evidence from literary or informational texts

to support analysis, reflection, and research.
g. Lesson 7:
CCSS ELA-Literacy L.11-12.3: Evaluate a speakers point of view,
reasoning, and use of evidence and rhetoric, assessing the stance,
premises, links among ideas, word choice, points of emphasis, and tone
used.
CCSS ELA-Literacy RL.11-12.6: Analyze a case in which grasping point
of view requires distinguishing what is directly stated in a text from what is
really meant (e.g., satire, sarcasm, irony, or understatement).
h. Lesson 8:
CCSS ELA-Literacy RL.11-12.6: Analyze a case in which grasping point
of view requires distinguishing what is directly stated in a text from what is
really meant (e.g., satire, sarcasm, irony, or understatement).
i. Lesson 9:
CCSS ELA-Literacy W.11-12.1-Write arguments to support claims in an
analysis of substantive topics or texts, using valid reasoning and relevant
and sufficient evidence
j. Lesson 10:
CCSS ELA-Literacy SL.11-12.1-initiate and participate effectively in a
range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 1112 topics, texts, and issues,
building on others ideas and expressing their own clearly and
persuasively.
CCSS ELA-Literacy RI.11-12.7- Integrate and evaluate multiple sources
of information presented in different media or formats (e.g., visually,
quantitatively) as well as in words in order to address a question or solve a
problem.
k. Lesson 11:
CCSS ELA-Literacy RL.11-12.3: Analyze the impact of the authors
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).
l. Lesson 12:
CCSS ELA-Literacy RL.11-12.2- Determine two or more themes or
central ideas of a text and analyze their development
CCSS ELA-Literacy RL.11-12.5- Analyze how an authors choices

concerning how to structure specific parts of a text (e.g., the choice of
where to begin or end a story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and meaning as well as its
aesthetic impact.
m. Lesson 13:
CCSS ELA-Literacy SL.11-12.1D- Respond thoughtfully to diverse

perspectives; synthesize comments, claims, and evidence made on all
sides of an issue; resolve contradictions when possible; and determine
what additional information or research is required to deepen the
investigation or complete the task.
n. Lesson 14:
CCSS ELA-Literacy L.11-12.3 Apply knowledge of language to
understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading
or listening.
CCSS ELA-Literacy SL.11-12.1C- Propel conversations by posing and
responding to questions that probe reasoning and evidence; ensure a
hearing for a full range of positions on a topic or issue; clarify, verify, or
challenge ideas and conclusions; and promote divergent and creative
perspectives
b. Learning Goals
1.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
Knowledge
K-1 Character relationships.
K-2 History behind the story, any factual information.
K-3 Symbols found throughout the story.
K-4 Key themes throughout the story. We will particularly focus on religion,
love, honor, and hysteria.
Key vocabulary used throughout the lesson (hysteria, the Red Scare,
McCarthyism).
K-5 Students will know the moral message of the story.
K-6 Examples in history in which a witch hunt has impacted a society, i.e.
with the Holocaust.
K-7 Students will know how to make creative projects and write in relation
to the story.
K-8 Students will know to analyze the dynamic changes of characters from
2.
I.
the beginning of a story to the end.

Understanding
U-1 The Crucible contains an example of a witch-hunt where innocent
II.
people were blamed for crimes and punished with little or no evidence.
U-2 Key terms from the text, being able to define in-text terms and
III.
decipher language while reading.

U-3 Arthur Miller wrote this fictional story based off of real events and real
IV.
people in Salem.
U-4 While these events actually did happen, students should understand
that he was motivated to write this through McCarthyism.
4
V.
U-5 Make sure that students understand a brief history about McCarthyism,
VI.
VII.
VIII.
as well as the meaning of communism.

U-6 Character development is necessary to telling a story.
U-7 Symbolism is a key tool used in this play.
U-8 Personal freedoms. Previously we talked about the American Dream
and opportunities that we have. They should understand how these were in
3.
jeopardy.
Skills/Capacities
I.
SC-1 Students will develop performance skills by strengthening their
II.
III.
IV.
V.
reading skills in the play format. They will each adopt a role.
SC-2 Students will interact in the class discussion/activity.
SC-3 Students will be reading in the play structure.
SC-4 Students will develop tracking skills.
SC-5 Students will strengthen their knowledge of technology and creative
VI.
VII.
analysis.
SC-6 Students will be able to compare the play to movie clips.
SC-7 Students will be able to converse (in small group activities) with each
VIII.
other in the class.

SC-8 Students will have a good understanding of figurative language and
4.
I.
history behind a story.

Attitudes and Values
AV-1 Students will be confronted with the difficulty of language during the
II.
Puritan period. .
AV-2 Students will be posed with the complexity of character development.
Students will have to recognize the universal trait of evaluating ones
III.
5.
I.
II.
III.
character in real life.

AV-3 Students will speculate the difficult core problems with the Puritans
values.
Overarching/Essential Questions
Is scapegoating an unavoidable human quality?
Are there religious values that should not be taught?
How do we define sin and do we all commit it on some level?
Motivating Introduction
For a motivating introduction to this unit on Arthur Millers The Crucible, students will be
given individual pieces of paper, fairly large.
The instructor will say:
I want you all to grab some crayons, makers, colored pencils. Go back to your paper. I
want you to stop and think about something.
Once the students collect all their materials get back to their seats, the instructor will
say:
Take 5-10 minutes and write down your own definition of a witch. Draw some symbols
that we commonly associate with witches. Think about particular holidays that witches
are commonly present in.
You can draw any symbol that jumps into your head. If you would rather draw symbols,
rather than write down a definition. Leave some space at the bottom of your paper
though. Think about your freedoms you have in this country.
Imagine how you would feel if those freedoms were taken away because someone
accused you of belonging to a specific group of people that were seen as bad. Write a
feeling down, just one word, which would be your response to this question.
Once students have finished their personal drawings, definitions, and feelings. We will
hang them up. Students can put their names on the back if they do not want their own
personal name to be on display for the class. The instructor might say:
Look at all these symbols. I see hats, cats, and caldrons. Some drew symbols that
related to Halloween.
The teacher will ask if there are any other definitions or if anyone knows some history
about witchcraft in real life. Also, they will be asking how they would respond if someone
falsely accused them of being apart of a certain group, and they were punished for it.
Would this hurt their feelings?
But what If I told you that although these things are all good examples of how we see
witches, what if they were actually false. I asked you how you would feel if someone
falsely labeled you and took away all your rights. In the story we are going to read, a
group of men and women were suspected as witches, and they were punished for it.
In this story, we are going to be talking about a lot of mature themes about religion,
corruption, witchcraft, strict punishments, and redemptions. This story speaks about a
bit of history of America. We are going back to a time when people were punished
without any evidence. While we are reading, I want you to put yourself in the position of
the accused. How would you respond if the very people in this room, sitting around
you, turned around and accused you of a crime you did not commit?
In this introduction, I hope that I would be able to get the students engaged with the
many lessons they are going to tackle in The Crucible. Obviously, I believe that students
will not understand the real meaning of witchcraft, only the false one that is painted from
Halloween. I want to turn this subject on the students. I want them to start thinking about
what it would mean if they lived in a world where they could be accused of doing a
crime without any evidence. This will transition into issues of McCarthyism, which
really influenced the writing of The Crucible. I think the best way to get them involved
with this lesson is having them think about their own freedoms and the possible threat
towards them. Students will put themselves in the perspective of the characters, which
will lead to their final project of writing journal entries.
Verbatim Introductions To Lessons
1. Lesson 13- Procters Promises
Good morning/afternoon everyone!
Lately, we have led up to the point in the play were John has to make a choice. He
either has to confess to his sins (cheating on his wife) or spend his days in prison. The
Puritans believe that he is linked with the devil because he committed this sin. Can
anyone tell me what John decided to do?
Students will briefly explain how he chose to confess his wrongdoings and sins that he
committed with Abigail.
Correct, he chose to admit to everything that he did wrong. But then, he rips up the
confession when they say they are going to hang his name and wrongdoings on the
Church door. This is seen as an offense and he is hanged for this.
I want you all to raise your hands if you think John should have not ripped up the
confession. This means he would have lived, but lived in shame. He knew, if he ripped it
up, that this would be seen as a serious offense. Do you think John made the right
choice? Raise your hands.
This is a short activity that will only take a couple minutes. This will be a great way to
create a mini class debate. Also, this will help the students be reminded of where they
are in the text. I think this should prove a interesting discussion. What is more
important? Him living or his honor?
2. Lesson 2- How Pure Were The Puritans?
Hello everybody and good morning/afternoon!
I want you to step back and relax. Imagine if one day you came to school and all your
classmates were talking about you. Everywhere you went today, there were people
talking behind your back, looking over their shoulders at you.
Imagine how you feel with everyone looking at you. How would you feel? Then, Imagine
the principle showed up and said you had to get out because people were saying you
were apart of some group that was widely feared in the school. This is not true but
everyone thinks it is true.
Would you try to set people straight? I want you to think how hard this would be if
everyone around you thought this about you. If everyone around you was too scared to
interact with you.
I want you to write down some ideas about how you would feel. What sort of emotions
would this cause. What would you do? Would you get out of school? Would you try to
prove that you were innocent? Take 5 minutes and write this down.
This introduction is meant to start aiming at the details of McCarthyism, which is a main
influence for The Crucible. You can easily tie this into the story, as well as describe the
term. This should get the students emotionally invested in the meaning behind false
accusations, and what it means to be accused of something you did not do.
CPD Dimensions
1. Choice
a) Students could choose what character they wanted to focus from the play and
make journal entries about them in Lesson 14
b) Students could choose what art images they wanted to interpret from the period
in Lesson 10.
c) Students could choose which character (Procter or Parris) they wanted to
analyze in Lesson 3
d) Students could choose which scenario they wanted to respond to in Lesson 9.
2. Community
a) The community of the story, which connected to their own community, was
evident in Lesson 12. They established how the community was effected, and
thought about their own community in the process.
b) The students had analogies that reflected the community and what it would mean
if those around them starting spreading rumors in Lesson 1.
c) Note the community structure in the poem. After every couple pages, make sure
that the students are clear on what is happening by giving them a quick summary
in Lesson 2.
d) This is playing on the multiple intelligences. This gives each person a role in the
group that they can exercise. Perhaps one person is more creative, they have
the ability to draw. In comparison, a person who is better at researching
information might look for the quotations. This creates community because each
student is adopting a role in Lesson 5
3. Critical Consciousness
a) Students were asked to reflect on how the community has changed from the
beginning of the novel in Lesson 13.
b) Students had to deal with how they traced characters and their opinions about
them changed throughout the play. Lesson 14.
c) Students had to deal with the concept of rumors and initial perceptions as they
redefined how people saw witches in Lesson 7.
d) Students focused on how reoccurring themes and their knowledge of figurative
language has strengthen over the unit in Lesson 14.
4. Advocacy
a) Students deal with significant issues about stereotyping, making assumptions,
and dealing with accusations in Lesson 1. They learned that a feeling in a
community can become so popular that everyone follows it without any thought in
Lesson 4.
b) Students will deal with personal injustices and deception. These themes can
often resonate into their actual lives. Lesson 11.
5. Authenticity
a) Students were asked to relate the events of the play into their own life. They
were asked how would they respond to these types of situation if they were
dealing with them directly in the Additional Evaluation.
b) Students were asked to consider both plot details and the effects of figurative
language in Lesson 7. This successfully incorporated both aspects of English,
while drawing opinions from the students.
6. Accountability to high standards
a) Students were asked to self-critique their classmates performances for the CAP
project in Lesson 14.
b) Jigsaw grouping and reflection worksheets hold students accountable for what
they understand in the unit. They are also responsible for tracking character
development as they read.
Lesson 8, Lesson 9, Lesson 2, Lesson 10.
Knowledge Across Disciplines

Lesson 1 and 2 rely heavily on the discipline of history and politics. We are
establishing how McCarthyism and the Red Scare were an influence for The Crucible.
This helps establish other lessons and redirects the theme of false accusations in the
play. Also, the whole play itself is a historical drama, which reinforces the history
discipline throughout the unit. Also, Lesson 10 incorporates art/history when students
must look at different pieces of artwork from the period and give their impressions on
them. This lesson incorporates a web activity, along with art, to help students that are
more creative than others.
Subject Specific Methods

1.
ED 337
a. Differentiated Learning (Lesson 3)
b. Prior Knowledge (Lesson 1)
2.
ED 255
a. Student-centered learning (Lesson 14)
b. Literature circles (Lesson 11)
c. Jigsaw Grouping (Lesson 8 & 10)
d. Pre-reading activities (Lesson 6)
PE
a. Character Sheet (Lesson 2)
b. Word Circle (Lesson 12)
c. Debate activity (Lesson 13)
d. Scenarios (Lesson 8)
e. Guided-reading (Mostly all the lessons)
3.
Individual Differences
1. In lesson 8, differentiate based allowing students to create their own scenarios if they
desired too. If the students wanted to respond to a personal example, rather than one of
the scenarios written out, they were able to do so. I have found that students write
better reflections when they are responding to their own ideas. This way, all students
10
are being posed with some difficult scenario, while working with what is appealing to
them.
2. In lesson 2, I tried to address different reading styles throughout the semester. I
thought that it would be beneficial to read the play in class, with each student having a
role, to increase participation and make the reading more appealing. When students
have a part, they are able to interact in a unique and responsible way. For the students
that do not like to read in public, or are having trouble understanding the text, I posed
that they would be able to listen to the audio book on their own. Also, the movies will
help these students grapple the language of the period. Therefore, this will create
different ways of reading, but overall everyone will read the same context.
3. In lesson 5, I tried to address different intelligences by providing students with the
opportunity to assign themselves roles in a group based on their strengths. Students
that were better at creativity were able to draw the picture, while the students who were
less artistic and mastery learners focused on finding in-text quotations and examples. I
tried to incorporate these intelligences so the students could feel that they brought their
own contribution to the group.
4. In lesson 14, I tried to differentiate the types of assignments that students turned in
based on character selection. I wanted to assign every member of the class to different
characters in the play so that there was differentiation in the assignments. While some
might prefer to write about a antagonist because they can get into the character better,
some might want to talk about the protagonists in the play and how they felt. Students
were given the option to choose which character worked best for them, which helped
make the class more diverse. I did not want to push any character on a student if they
were not interested.
Student Self-Evaluation
I will promote student self-evaluation through various methods throughout my
unit. Throughout the unit, there are various activities that involve students working with
each other. For example, Lesson 13 urges students to collaborate together as a team
to justify Procters decision. However, students then have to give a evaluation of how
the other team did. In lesson 14, there is a student self-evaluation form for the character
role play assignment. Students will judge how the other students preformed and who
they remembered the most.
Additional Evaluation
1. Essay
Directions: Read and respond to the question. Use as many in-text citations and
examples as possible.
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How do the events in this play relate to real life? Go back to question asked at the
beginning of the unit. How would you feel if you and many others were accused of
something you didnt do? How would you feel if you had to give names of people who
committed a wrong action, or be punished yourself? Use the play as a inspiration for
this response.
Critical Authentic Project

Character Journals
A) Students will choose one major character that they feel they can write about, and
write journal entries from that characters perspective (Abigail, Elizabeth, John,
Rev. Parris, Tituba). Pick an antagonist character if you want to sound malicious.
If you want to write about injustice, pick a protagonist. Pick the character that
interested you the most!
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B) You are going to be writing from the perspective of a character in the story, while
pretending that they have online journals. You should be personal with your
journals. Try to infer how you character would think.
C) Students who decide on the same character may want to work together to look
back through the story and find quotes, scenes, or parts of the story where there
character had a major role.
Remember that the character is your choice. If you want to do a character
nobody has done, do it! I welcome you to critically think about the
personalities and roles that the characters have in the play. Pick the
character you feel you can write about the best, this might help you earn
more points for creativity.
When you pick a character and a scene with them, think about how other
characters may look at your character.
D) When your writing your blogs, you can put in some fictional things that were not
written in the book. Go out and ask your parents, family, or friends about if
anyone ever falsely accused them of something they didnt do. Take these
feelings and incorporate them into your characters blog.
Think about character development when writing your journal entries. We
all evaluate each other and focus on our changes in everyday life. Do this
for the characters in the play.
E) Either on the laptop, or in your notebook. Write 4 journal entries that are well
developed and reflect your characters personality. WRITE AS IF YOU ARE
THAT CHARACTER! Each journal entry should focus around a different scene in
the book. Here are some questions you might ask yourself to write about:
How do other characters view me?

How am I feeling emotionally?
What is my position in the community? Am I a judge? Am I a Reverend?
What is my gender? How does this effect my role in the story?
What has happened so far in this story?
Am I going to survive these trials?
Has my freedom been taken away from me?
Am I any danger?
Who do I like in the story?
Who do I not like in the story?
How have I changed?
F) The journals will be read privately. On the final day, we will do a jigsaw activity.
We will try to split groups up so no group has more than two of the same
character. Then, you will talk about what kind entries you wrote as your character
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you chose. Were you evil? Were you decent? How did you feel about the trials?
Is character development and analysis a universal trait? In class we acted out the
play, so you will be acting out your character.
Daily Lessons
Lesson #1- Miller Is Mad About McCarthyism
A. Learning Goals
1. Knowledge: K-2, K-6,
14
2. Understanding: U-3, U-4, U-5
CCSS ELA- Literacy. W.11-12.3: Engage and orient the reader by setting out a
problem, situation, or observation and its significance, establishing one or
multiple point(s) of view, and introducing a narrator and/or characters; create a
smooth progression of experiences or events.
B. Activity Instructions
Act 1
Begin the class with the motivational opening activity. Have students draw their
perception of witches. What if someone accused them of something they didnt
do. (10 min)
o Analogy #1: Imagine how you feel with everyone looking at you. How
would you feel? Then, Imagine the principle showed up and said you had
to get out because people were saying you were apart of some group that
was widely feared in the school. This is not true but everyone thinks it is
true.
Act 2
Discuss student responses. What did they write about witches? Begin to
introduce Miller and The Crucible (5 min)
Act 3
PowerPoint introduction of The Crucible. (15 min). This should describe both the
story and elements of the story that deal with McCarthyism.
Act 4
Introduce what we are reading. Give the title and the author. Hand out the project
for the critical authentic project that will be due at the end. Explain it. (10 min)
Homework handout. Quickly explain what they are to do for homework.
C. Formative Assessment
Students will take home the political cartoon worksheet, if they do not get it
started in class. The students will focus on the cartoons, and tie in information
they gained from the lecture. They should bring this in for a beginning of the
class discussion tomorrow morning. (Attached)
D. Thought-Provoking Questions/Focus
The focus of this lesson is to introduce the students to the story in a interesting
and comprehensive way. This will involve some writing on their part, as well as a
lecture.
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How would you feel if you were accused of something you didnt do and the
consequences were severe? How would you feel if tomorrow you were thrown in
jail because someone spread a rumor about you?
E. Materials
1.
Smart Board
2.
The Crucible
3.
Drawing Materials
4.
Poster Board
F. Sparkle
Students have the ability to draw what they feel or know. This should urge them
to use their creativity and draw what they already know about the subject. I am hoping
that we can hang these up and display them around the class. This activity is bringing
the class together on a creative scale.
Name: _________________
POLITICAL CARTOON HOMEWORK ACTIVITY- MCARTYHISM
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Cartoon 1
Cartoon 2
What do you see? What did you first notice? (Colors, Words, Titles)
What symbols are used in the cartoons? (The Black Paint, The Man)
What message are the cartoonists trying to convey?
Does the message still apply today? Can you give some examples?
Lesson #2- How Pure Were the Puritans?
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A. Learning Goals
Understanding: U-2, U-3,
Skills: SC-4, SC-7
CCSS ELA- Literacy. RL.11-12.3: Analyze the impact of the authors 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).
Introduction: I might say, The play depicts devout Christians as the superior
members of society, degrading the other village members who may be less strict
about their religious practices. Is there more than one-way to be a to be a devout
follower of a given religion? Are people sometimes to strict about religion? (5
min)
o Analogy #2: Have you ever met a stubborn person in your life? A person
who believes only what they want to believe? Imagine this with music?
Have you ever met someone who totally hated your music choices
because it wasnt there choice? This is similar to the Puritans. They
believed what they wanted to believe, even if they were being unjust.
Students will spend some time going over the homework worksheet in class. I will
complete a quick overview to make sure they understand the concepts of
McCarthyism. I will skip this if I feel they have a good grasp on the subject. (5
min)
I will ask them to take out their English III book and turn to page ----- to begin
reading Act I of The Crucible. I will ask for volunteers from the class to read one
of the characters roles in Act I. If no one volunteers, assign character roles from
the role sheet. If I am having trouble getting volunteers, I will give 2 extra credit
points for those who read. I will read the narrator or stage directions, unless I
need more involvement from the class. (5 min)
o Tituba
o Rev. Parris
o Betty Parris
o Abigail Williams
o Susanna Walcott
o Mr. Putnam
o Mrs. Putnam
o Mercy Lewis
o Mary Warren
Read Act 1: Pages 3-19 together in class. (20-25 min)

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o Note the community structure in the poem. After every couple pages,
make sure that the students are clear on what is happening by giving them
a quick summary.
o ELL & IEP Students**: Students who have trouble following along with
the text in class have the option to listen to the audio book at home. We
will also go over the text by visually watching the movie
Detect a reading pace. Note how long it takes for the students to get through the
daily class reading. If there is any extra time. Have students pair off with those
sitting around them. On a sheet of paper write a response to these two
questions.
1. Why is Reverend Parris concerned about his reputation?
2. Did you notice anything about the community? What is the community
doing outside the room the characters are in?
Hand out the character guide of 1692 Salem, Massachusetts. This will connect to
the CAP project at the end, and help the students keep track of where they are in the
story. The students do not have to fill this all out at the moment, this should be a good
tracking tool as we move through the book. I will merely check this throughout the unit
to see that they are completing it, then they will hand it in towards the end.
Students will focus on the setting of the novel and how characters are introduced.
Students will focus on Puritan values that are explained in the first fifteen pages
of Act 1.
Does this resonate in a school setting? Do rumors ever get out of control and
dominate peoples opinions?
E. Materials
1.
Character Guide
2.
The Crucible story
3.
Piece of notebook paper
F. Sparkle
Students are beginning to use the process of tracking to gather an analysis of the
play. This is a beginning stage for preparing the students for the CAP project at the end
of the unit. Students also get the chance to read and assign themselves a role in both
the class and the play.
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Name: ___________________
Character Guide of 1692 Salem
Directions: Describe the characters with a few words. What happens to them?
Who are they? What do the stage directions say about them?
TitubaRev. ParrisBetty ParrisAbigail WilliamsSusanna WalcottMr. PutnamMrs. PutnamMercy Lewis-
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Mary Warren
John ProcterRebecca NurseGiles CoreyRev. John HaleElizabeth ProcterFrancis NurseEzekiel CheeverMarshal HerrickJudge HathorneGov. DanforthSarah GoodHopkins-
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Lesson #3- The Bunting of Two Heads

A. Learning Goals
Knowledge: K-1
Understanding: U-6
Skills: SC-6, SC-8
CCSS ELA- Literacy. RL.11-12.5: Analyze how an authors choices concerning

how to structure specific parts of a text (e.g., the choice of where to begin or end
a story, the choice to provide a comedic or tragic resolution) contribute to its
overall structure and meaning as well as its aesthetic impact.
CCSS ELA- Literacy. RI. 11-12.7: Integrate and evaluate multiple sources of
information presented in different media or formats (e.g., visually, quantitatively)
as well as in words in order to address a question or solve a problem.
Act 1
Review what we read yesterday in the 1996 film version of this play. I will show
the scene with Betty laying in bed and Parris confrontation of Abigail. I will only
spend about 10 minutes on this section, so we can move into the next part of Act
I.
Act 2
o Marry Warren
o Procter
o Mercy Lewis
o Abigail
o Parris
o Mrs. Putnam
o Putnam
o Giles Corey
o Rebecca Nurse
Read Act 1 19-34 (25 min)
o Remind students should focus specifically on Procter and Parris. What
kind of characters are they? How do they differ?
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Act 3
Students will look at two key characters that they have read so far. For the sake
of time, the students will get together in groups, by character, and work on the
character description worksheet. From this, they will be able to understand the
conflict between Procter and Rev. Parris that is foreshadowed in Act 1.
Foreshadowing = hinting at a future event in the story. Bring this term to the
students attention. They should write this down in their notes.
**ELL & IEP Students: Some of the language is tough. These students may
want to work in a private group with the cooperating teacher(s) if needed. This
will give them more individualized attention.
Act 4
Students should be reminded that this will be similar to their CAP project at the
end. They should be able to pick a character of their choosing and focus on how
that character is unique. If the students do not get this worksheet done in class,
they will have to finish it for homework.
Students will have their character guide worksheets checked. The students
should use their knowledge from the movie, along with the film, to clarify any
confusion about the plot.
Why does the author make Rev. Parris and Procter so different? Is this
foreshadowing a conflict between the two characters?
Students should focus on how the movie and the play work together to help tell
the story.
The students should focus on how characters are beginning to develop.
E. Materials
The Crucible
The Crucible (1996 Film)
Worksheet (Copies)
Highlighters to mark passages
Smart Board
F. Sparkle.
We are introducing students to characters by giving them a choice of whom they want to
focus on. This uses differentiation, in a group setting, by allowing the students to focus
on which character intrigues them. Perhaps they are planning to write about their
character in the journals. Also, students are comparing the film version to the written
23
version. This will help them clear up any confusion, while also helping them pair a name
with a face.
Name _____________
The Crucible: Procter vs. Parris

Directions: Using the knowledge that we have read so far in Act 1,
focus on these two characters by answering the questions below.
1. My name is _________ (Parris or Procter. You Choose!)

2. How am I introduced within the play? How does the narrator
describe me?
3. How do you feel about the church?
4. What is my power in the community?
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5. What is my personality like? (Key words or quotes)

Lesson # 4 Whats The Word Around Town?
A. Learning Goals
Knowledge: K-4,
Understanding: U-1
Skills/Capacities: SC-3, SC-5, SC-6
CCSS ELA- Literacy W.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.
Act 1
Students should focus on the theme of hysteria and fear. How does the
community start panicking? What happens towards the end of the chapter? Does
it seem ridiculous that they just start giving off random names.
o Analogy #3: Imagine if someone committed a crime in your community.
You all knew about it. You heard from your parents. Your parents told your
neighbor, and so on and so forth. This is how news of witchcraft spread in
1692 Salem. If your neighbor decided it was true, everyone thought it was
true. Even if there was no evidence, people were being accused left and
right.
Watch section of movie that deals with Procter and Parris in Act 1. The students
will view how they differ in terms of their personality. This will help review their
homework and what they learned the previous day (10 min)
Act 2
o Hale
o Parris
25
o
o
o
o
o
o
o
o
Rebecca Nurse
Mrs. Putnam
Putnam
Giles
Procter
Abigail
Tituba
Betty
Read Act 1 34-46 (25 min)
Act 3
We will move towards the activity for the day. This will involve some writing using
technology and the laptops. Students will get together in groups of 4 and
research the meaning behind the term Hysteria. They will look for examples
and definitions, then tie it into Act 1 of The Crucible. They will have a graphic
organizer to layout this activity.
Act 4
There will be two things to complete for homework, if the students have not
already done them
a. Complete the hysteria word search. Students are more than capable
of completing this at home if needed.
b. Update character sheet. Mark any new additions or page numbers.
Students should start thinking about what character they want to
choose for their final project.
Students will collaborate together and use technology to gather resources about
the word. The next day, they will present one of their graphic organizers to the
class. This builds on the class interaction skills, while also having peers work with
each other in a group setting.
Students should focus on vocabulary and themes today.
Students will focus on working together and using technology to complete the
activity.
What does hysteria mean and how is it a crucial part of this story?
E. Materials
Smart Board
Hysteria Worksheet
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The Crucible
The Crucible (1996)
F. Sparkle.
Students will not be overwhelmed by the wide array of words in the story, but rather
focus on how one word can also be a theme. They will be able to use technology and
resources in order to complete an exploration of the word. They will work together in
groups in order to develop a interesting analysis of the word and how it is used in the
story. This will take away from the constant reading and give students a chance to
interact.
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DEFINING HYSTERIA AND EXAMINING HOW IT RELATES TO THE CRUCIBLE

DIRECTIONS. Consider the word hysteria and other words and phrases associated with
it. Then, look up the actual definition for the word and determine which relates most
effectively to The Crucible. Brainstorm some examples of hysteria from our culture or
society. Finally, explain how the word hysteria relates to The Crucible. Write all of your
answers in the spaces provided.
EXAMPLES
DEFINITION
HYSTERIA
ASSOCIATED
WORDS
SYNTHESIZE
How does the definition of hysteria apply to The Crucible? Use specific examples from the
text to justify your response.
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Lesson #5- Which of You is Witch/ Who Am I?

A. Learning Goals
Understanding: U-6
Skills and Capacities: SC-1, SC-2, SC-6
Attitudes and Values: AV-2
CCSS ELA- Literacy W.11-12.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards
13 above.)
Act 1
Review what the groups gathered from Hysteria. For the sake of time, you will
have the students respond to what they found by moving through each section of
the graphic organizer.
o What are some examples?
o What are some definitions you found?
o How does this relate to the text?
One or two groups may be able to go, but we want to save time in the class for
watching the end of Act 1 (5 minutes)
Act 2
Next, show the end of Act 1. Specifically, show the part where Tituba is
interrogated and the girls start accusing others of witchcraft. Ask them specific
questions about Abigails character. (10 min)
o Do you feel that she is guilty?
o She says that she is a good girl. Do you think she is lying?
o What was her relationship with Procter?
Act 3
Begin the Who Am I activity.
In groups, you will draw and describe a character that is assigned to you in class
(Abigail, Paris, Hale, Tituba, and Giles, Putnam).
Next, you will begin to draw that character on a piece of poster paper.
29
Under that, briefly describe your character (his or her qualities) without listing
their name.
Write 1-2 lines of dialogue that this character spoke.
Act 4
In groups of 4, divide among these roles. 1) Drawing the character 2) Writing the
information down. 3) Looking for the dialogue. 4) Looking up character
description
Act 5
Complete the 5 discussion questions reviewing Act 1 for homework. You can turn
this in right on Google Classroom.
Students will be coming together to make creative projects, which relate to the
material. They would be working together in groups, and establishing roles to
complete the work. The ambiguity of the characters in the project provides a
summative assessment for the class to review characters that they have read.
This will be beneficial because it is important that the students understand the
characters and identify their personalities.
D. Thought-Provoking Questions/ Focus
Students will focus on group dynamics and what it means to work together.
Students will focus on how characters are depicted throughout the story. Each
possesses their own personality.
E. Materials
Smart Board
The Crucible
The Crucible (1996)
Poster Board
Drawing materials
F. Sparkle.
This is playing on the multiple intelligences. This gives each person a role in the
group that they can exercise. Perhaps one person is more creative, they have
the ability to draw. In comparison, a person who is better at researching
information might look for the quotations.
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Questions For The Crucible Act 1

Directions: Answer the questions, in reflection of Act I. This will help for your
upcoming quiz next week.
1. Where and when is the opening scene of the play set?
2. Why has Parris sent for Reverend Hale from Beverly?
3. What do we learn about how Abigail Williams is connected with the Proctor family?
4. What happens when John Hale interrogates Tituba? How does the scenes atmosphere
become hysterical?
5. How would you describe the atmosphere or mood at the end of this act? What might this
atmosphere foreshadow about future events in the town of Salem?
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Lesson # 6-Rumor Hysteria

A. Learning Goals
Knowing: K-4, K-7
Understanding: U-1, U-8
Skills/Capacities: SC-1, SC-2
Attitudes and Values: AV-1, AV-3
CCSS ELA W.11-12.9: Draw evidence from literary or informational texts to

support analysis, reflection, and research.
Act 1
As a pre-reading exercise, play a game of telephone.
How much does the sentence change as it moves around the circle?
Which is easier to believe the sentence at the beginning or the end? Play the
game with a fact about a celebrity, how does it change by the end? Do the same
with a rumor about a celebrity.
This will get the class engaged, and add some humor to the lesson. Make sure
you remind the students to keep the sentence appropriate! (10 min)
o Analogy: The "witches" represent the communist, the people who are
being accused of the respective social injustice. They represent the
innocent people who are being taken advantage of by the greedy.
Elizabeth proctor, for example, is accused by Abigail Williams of being a
witch. In fact, the driving plot in the story is the conflict between John and
Elizabeth Proctor, and Abigail Williams. Abigail is using the witch hysteria
to get rid of Elizabeth and have the opportunity to be with John, in much
the same way politicians in the 1920's used communism to get rid of their
opposing force.
Act 2
reading Act II of The Crucible. I will ask for volunteers from the class to read one
of the characters roles in Act II. If no one volunteers, assign character roles from
32
o Elizabeth Procter
o Procter
o Narrator
o Mary Warren
Read Act II 47-56 (15 min)
o Students should be filling in Elizabeth Procter on their character guide
worksheet.
o What is John Procter and Elizabeth Proctors marriage like?
Act 3
Hold a discussion with the class about the effect of rumors. In this first section of
Act II, we see the effect of two kinds of rumors. See if the students can go
through the text and identify them.
o Rumors have effected John and Elizabeths marriage because he
committed adultery with Abigail.
o Rumors have gotten over 39 people in prison because of the witch trials.
Act 4
Students should create their own witch test. They will be expected to have
rationale that would allow them to identify a witch. Students will have to write a 45 ways in which someone might identify witches, and whether they are
reasonable are not. This could be based on gender, physical attributes, actions.
As long as students keep it appropriate and respectable, anything (no matter how
ridiculous) goes.
Students will be making their own rumor guidelines. They will be putting
themselves into the mindset of the Puritan people by making a list of guidelines
that marks or makes someone seem suspicious of witchcraft. This is meant to
reflect on when Hale comes around to the homes and questions people about
their Christian devotion. This will be measuring both the students creative skills
and if they are grasping the societal trends in the story.
Students will focus on easing their personal lives into the play.
Students will focus on how the Puritan society was very suspicious and made
wrongful accusations.
How does rumors affect people in this story? What effect is it having on John and
Elizabeths marriage?
E. Materials
Smart Board
The Crucible
The Crucible (1996)
33
F. Sparkle.
Students have the chance to interact with a pre-reading activity. This helps them
engage in the material for today, which will be more beneficial then just throwing them
right into the play again. Students had the weekend off from homework, so this will be a
good way to ease them back into the routine.
Lesson # 7-Suspicous Behavior

A. Learning Goals
Knowledge: K-6
Skills/Capacities: SC-8, SC-3
CCSS ELA-Literacy L.11-12.3: Evaluate a speakers point of view, reasoning,

and use of evidence and rhetoric, assessing the stance, premises, links among
ideas, word choice, points of emphasis, and tone used.
CCSS ELA-Literacy RL.11-12.6: Analyze a case in which grasping point of view
requires distinguishing what is directly stated in a text from what is really meant
(e.g., satire, sarcasm, irony, or understatement).
Act 1
Yesterday we began the witch-hunt worksheet. Students should have a list of
qualities that they wrote down about how to identify witches. We should share
these in a large group setting.
Students should recognize what are reasonable reasons and what reasons are
not reasonable.
I believe witches wear the color black. I believe that witches are short people.
o These are some ridiculous reasons. Students should be influenced to
make very odd reasons.
Act 2
o Elizabeth
o Mary Warren
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o Procter
o Hale
o Focus on the theme of religion and suspicion in the play.
o What does Hale ask Procter and his wife?
o How does he inspect the homes for witchcraft?
Act 3
Introduce the concept of irony.

Irony =a technique of indicating, as through character or plot development, an
intention or attitude opposite to that which is actually
Explain that it means when one thing happens opposite of what is expected to
happen.
Where have we seen irony so far in this play?
The students will answer 3 reflection questions about the play so far. They will do
this by themselves and hand this in as an exit slip.
Act 4
1.
Abigail claims that she is a good girl and has never done any harm. Why is this
ironic?
This is ironic because Abigail is making all the accusations but she was the one
in the woods attempting to use witchcraft.
2.
3.
Why is it ironic that John Procter forgets the commandment about adultery
(cheating on your wife/husband)?
When Hale asked Proctor to recite the 10 commandments, he literally forgot that
adultery is a commandment, considering his affair with Abigail being a prime
example of adultery and the fact that he forgot to recite it.
What is ironic about Reverend Parris and his attitude towards his reputation and
the church?
He is more concerned with his reputation, rather than focusing on the Church. He
believes he is doing well by accusing people without any evidence.
Students will be completing the exit-slip in order to take their first steps into
learning new figurative language. Some might recognize this terms, but many will
not have analyzed it before. This will be a good way to help the students review
for their upcoming quiz.
Students will focus on figurative language in the story.
Students will focus on how people are questioned in the story.
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They will be able to relate this to themselves.

How would it feel if someone they knew was constantly questioning them to see
if they committed a wrongful action.
E. Materials
Witch Hunt Worksheet
Note Book Paper
Smart Board
The Crucible
The Crucible (1996)
F. Sparkle.
There is a sparkle in the lesson through the interactive witch-hunt activity. The students
are evaluating themselves and discovering what they would define as a witch. This goes
back to the first lesson, but takes the students to the next stage. They should be able to
understand the concept of witches in the play. Also, they should be understanding the
lack of morals in the story.
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Lesson # 8- Speaking Like a Puritan

A. Learning Goals
Knowledge: K-1
Understanding: U-7
Skills/Capacities: SC-2, SC-7, SC-8
CCSS ELA-Literacy RL.11-12.6: Analyze a case in which grasping point of view

requires distinguishing what is directly stated in a text from what is really meant
(e.g., satire, sarcasm, irony, or understatement).
Act 1
I will begin the class by showing the important scene from yesterdays reading.
We will watch the exchange between Hale and Procter, which should be a good
review over the theme of religion and the concept of irony
Students should be reminded of irony, and how it has been show in the film so
far. Only show 10 minutes of the film to allow time for the reading and ending
lesson.
Act 2
37
o Giles
o Procter
o Francis Nurse
o Hale
o Ezekiel Cheever
o Elizabeth
o Mary Warren
o Herrick
o Who is being charged?
o What is the one item that makes Elizabeth a suspect for witchcraft?
Act 3
Students will set forth with a jigsaw activity. They will be assigned to one of the
metaphors on the graphic organizer. I will have page numbers that direct them
too these metaphors in the story
Students will then pair up with other people in class that have that metaphor.
They will take about 10 minutes to analyze what the metaphor means.
Students will then form a different group; each member should have focused on
a different metaphor. They will teach each other what those metaphors mean.
Students will review the content in Act II by working together and learning how to
look at metaphors. Students will also prepare for a short quiz tomorrow. Students
will not have to complete this sheet for homework. Instead, they should review
the characters introduced in Act I and Act II. The test will be a general character
quiz.
Will students be able to grasp the details of the Act and the use of figurative
language?
Should I save the figurative language for another day?
Students should focus on what it means to teach each other and work together.
E. Materials
Smart Board
The Crucible
The Crucible (1996)
Metaphor worksheet
F. Sparkle.
Students have the chance to teach each other. They are continuing to work on figurative
language, but this is a way to take away from lecture. This might not be graded for
38
accuracy, but for completion. This is an excellent way for students to get out of their
usual groups and converse with other members of the class.
SPEAKING LIKE A PURITAN METAPHORIC LANGUAGE FROM ACT TWO OF THE

CRUCIBLE
DIRECTIONS. One of the ways Arthur Miller conveys the Puritan Setting and central
thematic images of The Crucible is through the use of metaphoric language. Read the
following lines from Act Two, and work with your group to determine the meaning behind
the metaphors.
METAPHOR
MEANING
1. Proctor: a funeral
marches round your
heart.
2. Elizabeth: the
magistrate sits in your
heart.
3. Proctor: I will curse

her hotter than the oldest
cinder.
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4. Abigail: My name is
soiled.
5. Francis Nurse: My wife

is the very brick and
mortar of the church.
Lesson #9- Sweeping Together What We Know

A. Learning Goals
Knowledge: K-4, K-8
Understanding: U-8
Skills and Capacities: SC-2
Overreaching and Essential Questions: I
CCSS ELA-Literacy W.11-12.1-Write arguments to support claims in an analysis

of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence
Act 1
The students will begin today by taking a quiz on general plot questions from Act
1 and Act 2 of The Crucible.
There is a bonus question on irony, so students should have a pretty good idea
of this term from last weeks worksheet. (15 min)
Act 2
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reading Act III of The Crucible. I will ask for volunteers from the class to read one
of the characters roles in Act III. If no one volunteers, assign character roles from
o Judge Hathorne
o Martha Corey
o Giles
o Danforth
o Herrick
o Hale
o Parris
o Francis Nurse
o Procter
o Mary Warren
o Cheever
Read Act III 77-87 (25 min)
o What are some of the reasons people are being accused of witchcraft?
o Books, dolls, disputes over land.
o Ask them if they find any reason behind these claims.
o Hale: Is every defense an attack on the court? (87).
What does Hale mean by this?
Does this prove that Parris is guilty or not telling the truth.
Act 3
There are a lot of different scenarios present right now in the play. Mary Warren
is being accused as a witness, Martha Corey is being suspected for reading
books, and Elizabeth Procter is being suspected for having a doll.
Think about a real life scenario that applies to you own life. These situations may
include situations in your every day life.
Pick a Scenario of your choosing.
Write a paragraph in response to that scenario that you chose. You will be
graded on how well you are able to respond to the scenario with references to
what is going on in the text.
Act 4
SCENARIO A
You and a friend steal the answer key upcoming test. The two of you use the answer
key to study the night before. Your friend, who is in a class period before you, gets away
with the cheating, but you get caught with a cheat sheet. The teacher tells you that you
will receive a 0 on the test, and you will be sent to the principal for possible expulsion if
you do not tell who else cheated with you. What will you do?
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SCENARIO B
You donated money to an organization last year. You attended one of its meetings six
months ago but did not get actively involved. Last week, you heard that a member put
the money towards something illegal. The FBI arrested that person, but it wants to
collect the names of everyone involved in the group so that it can prevent further
actions. The FBI agent tells you that you have to give him the names of all of the people
at the meeting you attended. If you do not give him the names, you will be held in
contempt and you could be put in jail until you give him the names. What will you do?
Students will be evaluated based on how well they can respond to real life examples of
what is occurring in the text. Students will also be assessed on a basic quiz that tests to
see if they are following along with certain characters in the play. This assessment will
primarily cover the events in Act 1 and Act 2 of the play.
Students will begin to focus on how the events of the play can happen in their
real lives.
Students will focus how there are unjust reasons for why people are being
accused of witchcraft
Do they believe they will ever be faced with something this extreme in their own
lives?
E. Materials
Notebooks
The Crucible
Smart Board
F. Sparkle.
Students have differentiation because they are able to choose their own scenario. I will
also allow them to make up their own scenario, based on their real life experiences, if
they wish. This should be a chance for students to apply the events of the play into
current and relatable examples. I am looking forward to how they would respond to the
different scenarios.
42
Lesson #10- Images of Despair

A. Learning Goals
Knowledge: K-3
Skills and Capacities: SC-5
CCSS ELA-Literacy SL.11-12.1-initiate and participate effectively in a range of

collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 1112 topics, texts, and issues, building on others ideas and
expressing their own clearly and persuasively.
CCSS ELA-Literacy RI.11-12.7- Integrate and evaluate multiple sources of

information presented in different media or formats (e.g., visually, quantitatively)
as well as in words in order to address a question or solve a problem.
Act 1
Today I will begin by having students go over their response to the scenarios.
This will be a good pre-reading activity because it exercises the courtroom scene
we are viewing in Act III. They will get in groups of 4 and communicate their
responses to the scenarios. (10 min)
o Would you turn other people in?
43
o Would you take the blame for something you did not do?
o How would this affect your personal freedoms?
Act 2
o Procter
o Mary Warren
o Danforth
o Marshal Herrick
o Giles
o Putnam
o Hathorne
o Procter
o Parris
o Hale
o Mary Warren
o Abigail
o Cheever
Read Act III 88-99 (25 min)
Act 3
Students should click this website. I will set up a classroom on Google
Classroom. http://salem.lib.virginia.edu/generic.html
Students will pick 2 pictures that are listed on this website that depict the trial and
capture many witches in Salem.
Students will answer the following questions:
o What is the title?
o What is happening in the picture?
o What is the mood like in the picture?
o Notice the people in the pictures. How are they portrayed? Are they
scared, angry, happy?
Act 4
If there is any time afterwards, students will do a more interactive activity.

Students should collaborate with their table partner and pick 1 picture to discuss
with their group.
This will be a post-reading activity. This will help students become accumulated
to the court setting
Students should discuss the features they analyzed.
44
Students should turn in this paper as an exit slip after the period is over.
Students will be assessed based on their critical analysis abilities. Students
Students will focus on how the artwork for the period reflects the events in the
story.
Students will focus on the courtroom setting and the physical depiction of the
trials.
E. Materials
The Crucible
Laptops
Smart Board
Scenario Homework.
F. Sparkle.
Students will be using differentiation by picking a picture and thinking about it creatively.
This will call for a higher degree of critical thinking, which will help students become
more interactive with the time period. Students will be able to cross over into the artistic
subjects, which will help those students that are more creative. At the same time, the
students who have more trouble indentifying the little details in the painting will be able
to read about them on the side.
45
Lesson #11- The Bonnets Are Off

A. Learning Goals
Knowledge: K-4
Understanding: U-4, U-6
Skills and Capacities: SC-4, SC-6
CCSS ELA-Literacy RL.11-12.3: Analyze the impact of the authors 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).
Act 1
46
o Parris
o Mary Warren
o Procter
o Danforth
o Abigail
o Mercy Lewis
o Susanna Walcott
o Hathorne
o Herrick
o Cheever
o Elizabeth
o Hale
Read Act III Pages 99-111 (25 min)
o Focus on the girls in the scene.
o How do they act?
o Do you believe them?
Act 2
It is crucial that we watch a first part of the movie clip to clear any confusion
about this part in the play. (5 min)
This part of the play is very hectic and involves a lot of characters. I believe that it
would be beneficial for the students to watch this scene in order to comprehend
what is going on.
o How do Abigail and the other girls act in court?
o Who do they accuse of having power over them?
o Why do you think they accuse Mary Warren out of all people?
Act 3
Watch the scene that deals with Johns confession. Note how he decides to tell
the truth, but his wife lies about his affair with Abigail. (5 min)
o Why do you think she lied?
o Was she protecting her reputation or did she honestly believe that John
would lie about his affair?
Act 4
Next, to give the students a break from homework. We will hold a class literature
circle that sums up the events that occurred in Act III. We will discuss the
questions to these answers on the worksheet.
Remind students that they should be filling in page numbers and descriptions of
the characters. What is happening to the characters in this Act? Who is being
accused? Who are the accusers?
o Analogy #4: The "witches" represent the communist, the people who are
being accused of the respective social injustice. They represent the
47
innocent people who are being taken advantage of by the greedy.

Elizabeth proctor, for example, is accused by Abigail Williams of being a
witch. In fact, the driving plot in the story is the conflict between John and
Elizabeth Proctor, and Abigail Williams. Abigail is using the witch hysteria
to get rid of Elizabeth and have the opportunity to be with John.
I want to make sure that I am tying the story into the big picture of the historical
context in which this play was written in.
Students will assessed based on their participation in the reflection activity for Act III.
They should all participate and come to a conclusion about the answers to these
questions. I want to make sure that the students are up to date with all that is going on
in the play.
Students will focus on the movie, especially in this part of the play
Students will focus on the character development in this scene.
How does Elizabeth try to protect her family?
How does Mary Warren change her views?
E. Materials
Notebooks
The Crucible
The Crucible (1996)
F. Sparkle.
The film analysis will be appealing to visual learners, while the reading might be helpful
to the others. I believe that the scene in this part of the play is so powerful, that it is
almost beneficial to show them the film version. This relates back to previous
terminology, like hysteria, that has come to define the play. All this brings together these
previous lessons we have taught.
48
Name: _____________
The Bonnets Are Off Act III Reflection

1. Consider the idea of a confession. In our modern society, why would someone
confess to a crime if he or she did not commit it?
2. Who do Abigail and the other girls accuse of witchcraft in the courtroom and why?
3. What does John Procter finally confess too? Why is Elizabeth sent to jail after her
confession?
49
4. Does Mary Warren truly believe in witchcraft or do you think she decides to agree
with Abigail because she fears being hanged?
5. Reflect on your understanding of Act Three of The Crucible and think about the type
of evidence that was used to prove someone guilty of witchcraft. In the space below,
list examples from Acts One, Two, and Three of the evidence that was used.
Lesson #12: A Fallen Community

A. Learning Goals
Knowledge: K-4, K-8
Understanding: U-6
Skills and Capacities: SC-6, SC-7
Questions: II
CCSS ELA-Literacy RL.11-12.2- Determine two or more themes or central ideas

of a text and analyze their development
CCSS ELA-Literacy RL.11-12.5- Analyze how an authors choices concerning

how to structure specific parts of a text (e.g., the choice of where to begin or end
a story, the choice to provide a comedic or tragic resolution) contribute to its
50
overall structure and meaning as well as its aesthetic impact.

Act 1
reading Act IV of The Crucible. I will ask for volunteers from the class to read one
of the characters roles in Act IV. If no one volunteers, assign character roles from
o Herrick
o Tituba
o Sarah Good
o Hopkins
o Danforth
o Cheever
o Parris
o Hathorne
o Elizabeth
Read Act IV 112-121
o What has happened to the community?
o What has happened to Rev. Parris? This is good character development.
Act 2
As a post-reading activity, students will take out a sheet of notebook paper for a
reflection on the first section of Act IV
Explain the meaning mood in a story.
o Mood= the presence in the story
Students will describe the community after the Salem Witch Trials. They will
complete this in one word.
We will quickly go around in a circle and list our words to get a collective feeling
of the tone in the play.
Act 3
Students will complete a graphic organizer that describes how the trials had a
effect on characters and the community
They should complete this on their own and either hand it in after class or for
homework the next day.
Students can use their character reflection sheets to review certain passages
and scenes in the play.
51
Students will be asked to develop their tracking skills throughout this play. This graphic
organizer will ask students to use tracking throughout the unit to find key passages and
key moments of character development.
They should be coming to understanding of the effect that the trials had on the
community.
Students should focus on how characters have developed.
How have Rev. Parris and Procter changed from the begging of the play? Are
they more similar now?
E. Materials
Graphic Organizer
The Crucible
The Crucible (1996)
Notebook paper
Crayons
F. Sparkle.
This is a good reflection of personal experiences and how situations like this can
seriously hinder a community. I believe this play serves as a warning about our history
as humans. I will urge students, if I have any free time, to think about how the
community is affected by these events. This would be a great time to take the play out
of the classroom and apply it to everyday life.
CAUSE AND EFFECT: THE SALEM WITCH TRIALS

Directions: Complete the graphic organizer as follows. In the center bubble, write 1692
Salem Witch Trials. Then, list several examples, using quotes from the text, to describe
how the trials effected the community.
52
Lesson #13- Procters Promises

A. Learning Goals
Knowledge: K-8
Skills and Capacities: SC-3, SC-4, SC-6
53
CCSS ELA-Literacy SL.11-12.1D- Respond thoughtfully to diverse perspectives;

synthesize comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional information
or research is required to deepen the investigation or complete the task.
Act 1
Watch the final scene of the movie. In this scene, Procter wants to keep his
name, even though he has confessed to his sins. He tears up the form of his
confession, which is a serious offense to the church. Then, he is executed for
defying against the church.
Ask students about their initial reaction to the film. (10 min)
Act 2
reading Act IV of The Crucible. I will ask for volunteers from the class to read one
of the characters roles in Act IV. If no one volunteers, assign character roles from
o Elizabeth
o Hale
o Danforth
o Parris
o Procter
o Hathorne
o Rebecca
o Herrick
Read Act IV 122-134 (15 min)
o Re-read the scene where Elizabeth and Procter talk about his execution.
o What does John Procter ultimately decide is the best choice?
Act 3
We will have an in-class debate about the ending of The Crucible.
The class will split into two groups.
Pro: One side will support John Procters decision to be executed.
o What was the one thing Procter wanted to keep?
o What was the church threatening to do?
o Why was Procters honor so important to him?
Con: One side will go against John Procters decision to be executed
o Should he of stayed alive for his family?
o Do you think he was being selfish?
o Was he more concerned with himself?
54
Students will only debate for half the class. However, they should use critical
thinking to understand the ending of the play.
o Opening statement
o Some in-text examples
o Closing statement.
Act 4
I will remind students that they need to finish their journal entries by tomorrow. It
will either be written in a notebook or typed online. If they typed online, they should
bring a copy of their journal entries to class. Tomorrow, we will begin a larger role play.
Students will go around from circle to circle and introduce themselves, while pretending
to be there characters. Also, students should review Act IV. We will have a short quiz on
Act IV.
Students will be evaluating each other through the debate format. I will organize the
lesson so the debate is appropriate and well structured. Students will be conversing
ideas that support their claims, and will be responding to each other in a mature way.
How do people interpret the ending of Act IV in different ways?
Does this change how you view the story, or do you want to stick with your initial
reaction?
Do you think John Procter is a hero?
Students should focus on how to debate in a mature and timely manner.
Hopefully, we will invoke some good class discussion.
E. Materials
The Crucible
The Crucible (1996)
Smart Board
Notebook paper.
F. Sparkle.
Students will gain the ability to evaluate themselves. This will be a chance for them to
lead the discussion. They will accumulate all they read and learned from the play, and
begin to apply it in a critical way. Hopefully, the debate structure will urge students to try
to prove their point. This is a talkative bunch, so this will be a good chance for them to
express their social skills.
55
Lesson #14- Who Am I? Part 2

A. Learning Goals
Knowledge: K-1, K-4, K-7, K-8
56
Understanding: U-6
Skills and Capacities: SC-1, SC-2, SC-7, SC-8
CCSS ELA-Literacy L.11-12.3 Apply knowledge of language to understand how

language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
CCSS ELA-Literacy SL.11-12.1C- Propel conversations by posing and
responding to questions that probe reasoning and evidence; ensure a hearing for
a full range of positions on a topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative perspectives.
Act 1
Students will take the quiz for today. The quiz will discuss some themes,
character matching, and terms used in the novel. The students should have a
general knowledge of the plot, which will help them with these questions.
Act 2
We will do an activity along with our CAP project. This project will involve
students interacting in a live role play experience.
They will take the knowledge they have gained from writing about their
characters and apply that knowledge in class.
On the final day, we are doing a jigsaw activity. We will try to split groups up so
no group has more than 2 of the same character. Then, you will talk about what
kind entries you wrote as your character you chose. Were you evil? Were you
good? How did you feel about the trials? In class we acted out the play, so you
will be acting out your character.
Act 3
They will use a student-centered approach to learning by filling out a critique

form. This will help them with their student-self evaluation. They should
determine how other students preformed in the role play experience.
Students will be critiqued based on their journals that they complete for their CAP
project. Students will take the quiz, which assess general knowledge that we have gone
over throughout the unit. Also, students will be assessed by each other.
57
How do characters develop in this story?
What are some reoccurring themes that have happened in this story?
Were you able to connect to your character that you wrote about?
E. Materials
CAP project
The Crucible
Quiz #2
Critique Sheet
F. Sparkle.
The class is more centered on inquiry-based learning. The student and teacher both
learn a lesson together by looking at creative examples of journal entries from students.
This will enrich their knowledge on how to analyze characters in future readings.
Conflict Role Play Critique Sheet
58
Directions: During our in class role play activity, keep track of some
characters you encountered. Make some notes about the characters.
Evaluate if the student portrayed that character.
Character You
Came Across
(Who played that
character)
Did they use direct They were

evidence from the creative and read
story?
some of their
journal entries
Did they have

enthusiasm about
their character?
1.
2.
3.
4.
CAP Project Guidelines

Category
5pts.
4pts.
2pts.
1pts.
0 pts.
59
To
Sc
Idea
Developmen
t
Your journals
incorporate
themes from a
1962 Puritan
Massachusett
s lifestyle.
Your journals
work together
to create a
short timeline
for your
character.
Grammar
Do you reflect
good grammar
in your journals
and are they
easy to
understand?
Your journals
are free from
spelling errors.
No run-on
sentences.
Your journals
contain correct
punctuation.
Character
Reflection
Do you reflect
on your
characters
personality by
reflecting on
certain scenes
in the book?
You reflected
on your
characters
personality
well by looking
back to many
scenes and
quotes from
text.
Completion
Did you
complete all 4
blogs and were
they at least
250 words?
You completed
your journals
by due date.
The journals
are at least
250 words.
Your journals
incorporates
some good
themes from
1962 Puritan
Massachusett
s lifestyle.
Your journals
mostly work
together to
create a short
timeline for
your character
Your journals
incorporate
few themes
from a 1962
Puritan
Massachusett
s lifestyle.
Your journals
jump around
and do not
really create a
short timeline
for your
character.
Your journals
Your journals
are mostly free need to be
of spelling
proofread for
errors. A few
spelling errors.
run-on
There are a
sentences.
few run-on
Your journals
sentences.
contain some
Your journals
incorrect
contain many
punctuation.
incorrect
punctuations.
You reflected
You reflected
on your
on your
characters
characters
personality
personality
okay by
poorly by not
looking back
looking back
to some
to many
scenes and
scenes and
quotes from
quotes from
text.
text.
You completed You completed
your journals
your journals
by due date.
by due date.
The journals
The journals
were close to
were not at
least 250
least 250
words.
words.
Your journals
incorporate
themes from a
1962 Puritan
Massachusett
s lifestyle.
Your journals
work together
to create a
short timeline
for your
character.
Your journals
contained
many spelling
errors. Many
few run-on
sentences.
Your journals
contained
many incorrect
punctuations.
You did not
reflected on
your
characters
personality.
You did not

complete your
journals by
due date. The
journals were
not at least
250 words.
60
Character
Developmen
t
In your journals,
did you focus
on the concept
of character
development?
Is this
something we
all do?
You reflected
on how
character
development
is a universal
trait that we all
exercise in our
everyday life.
You reflected
on how
character
development
is a basic trait
that we all
exercise in our
everyday life.
You
speculated
around the
concept of
character
development,
but did not
discuss it.
You ignored
character
development
and did not
recognize that
it is a universal
trait that we all
exercise in our
everyday life.
Blog 1
/2
Blog 2
/2
Blog 3
/2
Blog 4
/2
Total Score
/1
mailto:mgiaimo16@jcu.edumailto:mgiaimo16@jcu.edu?subject=Hey
61

Crucible Unit

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Unit Project:

Link to state/ content standards and list STUDENT LEARNING GOALS

CCSS ELA W.11-12.9: Draw evidence from literary or informational texts

CCSS ELA-Literacy RL.11-12.5- Analyze how an authors choices

CCSS ELA-Literacy SL.11-12.1D- Respond thoughtfully to diverse

the beginning of a story to the end.

decipher language while reading.

as well as the meaning of communism.

SC-1 Students will develop performance skills by strengthening their

other in the class.

history behind a story.

character in real life.

Knowledge Across Disciplines

Subject Specific Methods

Critical Authentic Project

How do other characters view me?

2. Understanding: U-3, U-4, U-5

Homework handout. Quickly explain what they are to do for homework.

What message are the cartoonists trying to convey?

Lesson #2- How Pure Were the Puritans?

Read Act 1: Pages 3-19 together in class. (20-25 min)

Character Guide of 1692 Salem

Lesson #3- The Bunting of Two Heads

CCSS ELA- Literacy. RL.11-12.5: Analyze how an authors choices concerning

The Crucible: Procter vs. Parris

1. My name is _________ (Parris or Procter. You Choose!)

4. What is my power in the community?

5. What is my personality like? (Key words or quotes)

Read Act 1 34-46 (25 min)

DEFINING HYSTERIA AND EXAMINING HOW IT RELATES TO THE CRUCIBLE

Lesson #5- Which of You is Witch/ Who Am I?

Questions For The Crucible Act 1

2. Why has Parris sent for Reverend Hale from Beverly?

Lesson # 6-Rumor Hysteria

CCSS ELA W.11-12.9: Draw evidence from literary or informational texts to

Lesson # 7-Suspicous Behavior

CCSS ELA-Literacy L.11-12.3: Evaluate a speakers point of view, reasoning,

Introduce the concept of irony.

They will be able to relate this to themselves.

Lesson # 8- Speaking Like a Puritan

CCSS ELA-Literacy RL.11-12.6: Analyze a case in which grasping point of view

SPEAKING LIKE A PURITAN METAPHORIC LANGUAGE FROM ACT TWO OF THE

3. Proctor: I will curse

5. Francis Nurse: My wife

Lesson #9- Sweeping Together What We Know

CCSS ELA-Literacy W.11-12.1-Write arguments to support claims in an analysis

Lesson #10- Images of Despair

CCSS ELA-Literacy SL.11-12.1-initiate and participate effectively in a range of

CCSS ELA-Literacy RI.11-12.7- Integrate and evaluate multiple sources of

If there is any time afterwards, students will do a more interactive activity.

Lesson #11- The Bonnets Are Off

CCSS ELA-Literacy RL.11-12.3: Analyze the impact of the authors choices

innocent people who are being taken advantage of by the greedy.

The Bonnets Are Off Act III Reflection

Lesson #12: A Fallen Community

CCSS ELA-Literacy RL.11-12.2- Determine two or more themes or central ideas

CCSS ELA-Literacy RL.11-12.5- Analyze how an authors choices concerning

overall structure and meaning as well as its aesthetic impact.

CAUSE AND EFFECT: THE SALEM WITCH TRIALS

Lesson #13- Procters Promises

CCSS ELA-Literacy SL.11-12.1D- Respond thoughtfully to diverse perspectives;

Lesson #14- Who Am I? Part 2

CCSS ELA-Literacy L.11-12.3 Apply knowledge of language to understand how

They will use a student-centered approach to learning by filling out a critique