Jessica DrennenENGL 4254 December 7, 20105 Lesson Plans Assignment

SECTION 1: Introduction and Overview

Topic and Themes:My five lesson plans have been designed to develop students’ reading, writing, thinking, and

language skills through exercises and activities related to The Crucible by Arthur Miller. Through reading Miller’s play, students will gain a better understanding of the Salem witch trials and the Puritans. This play is set in a theocratic society in which the church and the state are one, and the religion is a strict, austere form of Protestantism known as Puritanism. The major themes I will cover with my class include: intolerance, crime and punishment, individual vs. authority, and hysteria. A major symbol with the text that will definitely be covered is The Witch Trials and McCarthyism. There is little symbolism within the play, however in its entirety the play can be seen as symbolic of the paranoia that pervaded American in the 1950s.

General Description of Unit: Day 1 : Students will begin this unit by viewing a video about Puritan life and learning

about Arthur Miller and why he wrote The Crucible. Also today is Monday, so I will be sending out my bi-weekly progress report letters to students and parents for parent’s signatures and to answer any questions that students may have about their progress.

Day 2 : Students will do a Board-Talk pre-reading strategy that will introduce them to the play and together we will begin reading Act I orally.

Day 3 : Students will finish reading Act I and complete a role playing activity. Day 4 : Students will preview Act II with an anticipation guide activity using a

promethium board and then read Act II orally. Day 5 : Students will finish reading Act II orally. After reading Acts I and II students will

complete a vocabulary activity and then break into pairs to begin working on 1 of 2 writing assignment options. I will also be collecting bi-weekly progress report letters with parent signatures for 5 extra credit points on next assessment quiz.

Pre-requisites Required of Students:1. Successfully completion of English I and English II. 2. Students need to understand the concepts of theme and symbolism.3. Student will need to be able to conceptualize and articulate their thoughts in the forms of

class discussions, group activities, and writing assignments. 4. Students will need to be able to read and write at a high school level.

Classroom Context and Student Descriptions:These five lesson plans have been designed for an English III class that has 20 students.

The class has 11 male students and 9 female students. The ethnicity of the 20 students is as follows: 8 African American students, 1 Hispanic student, 10 Caucasian students, and 1 Asian student. For 18 of the students this is their first go around with English III and they are all performing at grade level; two of my students are repeaters. The first of the repeater students is

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performing at grade level with no official disability, however is not engaged, is bored, and is overall a lazy student. The second repeater student has ADHD and struggles with staying focused and sitting still in class.

Time allotted to Unit and the Role of Technology: The entire Unit for The Crucible will most likely take place over two and a half weeks. Because our society is turning towards technological advances to make out lives more

efficient, it is especially important today to integrate technology into the classroom. As technology becomes more advanced, our students should also become more aware of the technology that is being introduced.

The forms of technology I will utilize in my unit include a promethium board and DVDs.

English National/State Standards addressed by my Unit: 1.02 Reflect and respond expressively to texts 2.02 Examine and explain how culture influences language through projects 3.02 Select an issue or theme and take a stance on that issue 3.04 Demonstrate the ability to read, listen to and view a variety of increasingly complex

print and non-print argumentative texts appropriate to grade level and course literary focus

4.01 Interpret meaning for an audience 4.02 Develop thematic connections among works 5.01 Interpret the significance of literary movements as they have evolved through the

literature of the United States 5.02 Analyze the relationships among United States authors and their works

Social Studies National/State Standards addressed by my Unit: 10.03 Describe and analyze the effects of the war on American economic, social,

political, and cultural life. 11.06 Identify political events and the actions and reactions of the government officials

and citizens, and assess the social and political consequences.

SECTION 2: Rationale

Unit Justification:1. Through reading Miller’s The Crucible, students will gain a better understanding of the

Salem witch trials and the Puritans. 2. Students will demonstrate their understanding of the text on four levels: factual,

interpretive, critical, and personal. 3. Students will be exposed to a different era of American life, showing that many of

today’s conflicts are not new; they are rooted in our American history. 4. Students will be given the opportunity to practice reading aloud to improve their oral

reading skills.

SECTION 3: Construction Instructional Competencies

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Goals and Objectives:The introductory lesson introduces the students to the Puritans, Arthur Miller, and

witchcraft via a DVD, class reading and discussions and independent and group activities. Following the introductory activity, students are given a transition to explain how the activities relate to the play they are about to read.

The group activities allow students to work in small groups to discuss several important aspects of the play and develop these concepts into their own interpretations. This cooperative learning strategy also allows students to learn from each other and feel comfortable exploring their understanding and grow confidence. It is also significant to add that because the small groups present their work, the group activities also give students the opportunity to practice public speaking.

Writing assignments in this unit are designed to help students learn the art of informing, persuading, or expressing personal opinions. Specifically, students will demonstrate ability to write effectively to inform by developing and organizing facts to convey information. Students will demonstrate the ability to write effectively to persuade by selecting and organizing relevant information, establishing an argumentative purpose, and by designing an appropriate strategy for an identified audience. Students will demonstrate the ability to write effectively to express personal ideas by selecting a form and its appropriate elements. Also the writing assignments provide an opportunity to practice good grammar and improve students’ use of the English language.

The vocabulary work is intended to enrich students’ vocabularies as well as to aid in the students’ understanding of the play.

NCSCoS: 1.02 Reflect and respond expressively to texts 2.02 Examine and explain how culture influences language through projects 3.02 Select an issue or theme and take a stance on that issue 3.04 Demonstrate the ability to read, listen to and view a variety of increasingly complex

print and non-print argumentative texts appropriate to grade level and course literary focus

4.01 Interpret meaning for an audience 4.02 Develop thematic connections among works 5.01 Interpret the significance of literary movements as they have evolved through the

literature of the United States 5.02 Analyze the relationships among United States authors and their works

National Standards:1. Students will read a wide range of texts to build an understanding of texts, of themselves, and of the cultures of the U.S. and the world; to gain new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts is fiction, non-fiction, classic, and contemporary works.3. Students apply a wide range of strategies to comprehend, interpret, evaluation, and appreciate texts. They will draw on their prior experiences, their interactions with other

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readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features.6. Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.7. Students will conduct research on issues and interests by generating ideas and questions, and by posing problems.8. Students use a variety of technologies and information resources to gather and synthesize information and to create and communicate knowledge.9. Students will develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geography regions, and social roles.

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.12. Students use spoken, written, and visual language to accomplish their own purpose.

State and National Technology Standards (specific to English): 3.03 Select and use technological tools for class assignments, projects, and presentations.

SECTION 4: Specific Student Outcomes

Student Learning Outcomes:The group activities:

Allow students to work in small groups to discuss several important aspects of the play and develop these concepts into their own interpretations.

React to aspects of the play. Allows students to learn from each other and feel comfortable exploring their

understanding and grow confidence. Gives students the opportunity to practice public speaking.

Writing assignments: Allows students to develop informing, persuading, or expressing personal opinions in

writing. Specifically: a. Students will demonstrate ability to write effectively to inform by developing

and organizing facts to convey information. b. Students will demonstrate the ability to write effectively to persuade by

selecting and organizing relevant information, establishing an argumentative purpose, and by designing an appropriate strategy for an identified audience.

c. Students will demonstrate the ability to write effectively to express personal ideas by selecting a form and its appropriate elements.

d. Provide an opportunity to practice good grammar and improve students’ use of the English language.

Vocabulary work: Enrich students’ vocabularies as well as to aid in the students’ understanding of the play.

Differentiation:

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Specific to repeater student with ADHD:Because this student struggles with staying focused and sitting still in class I will make

the following accommodations:a. Preferential seating (most likely in front of class, close to me) so I can help keep the

student focused on in class reading of the Crucible.b. Making sure the student always has a specific role to read from Act I and Act II

during in class reading to keep him occupied. c. Providing activities, specifically Board-Talk, group, and Role Playing activity as an

option to express an understanding of the play since this student struggles with sitting still – student will be able to get up and move around (acting). NOTE: these activities are offered to the entire class as well so that ADHD student is not singled out.

d. Allowing the student to meet with me before, after, or during lunch/planning periods for extra time re-reading the play to fully comprehend the play and its themes and symbolism.

Specific to repeater student performing at grade level; however who lacks interest:Because this student’s biggest struggle is lack of interest I have picked several activities

that encourage and require individual student participation. By forcing individual student participation I am trying to pull out of this student what really “gets him/her”. He or she has to form an opinion or an interpretation. Specifically:

a. Reading the play as a class orally requires each student (including this student) to not just read the lines, but develop the lines into an actual character with a personality to really comprehend the character and play.

b. The Board-Talk activity requires that EVERY student (including this student) to get up and provide feedback.

c. The themes introduced by my anticipation guide deal with everyday, real life controversial issues sure to strike a chord.

d. Group activities are small and require very specific individual responsibility on each member of the group. This student will most certainly feel encouraged by his or her peers (or pressure from them to not let them down).

ALL STUDENTS:I will be available to all students who need extra help before, after, or during

lunch/planning periods.

SECTION 5: Content Knowledge

Candidate Content Knowledge:Introduction (Puritan Daily Life) –

Much of what we know about Puritan Life comes from court records, diaries kept during the time period, artifacts, portraits, and estate inventories.

A lot of the artifacts and estate inventories are still un-identified. On average, families would have as many as 15 children. This was because of the high

mortality rate among infants. Things like epidemic diseases, bacterial stomach infections, and simply unsanitary conditions caused this high infant mortality rate.

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By the age of seven, children in Puritan society became subject to the rigid discipline of Puritan life.

16 was the age where people became legally responsible for their actions. In the Puritan colonies, a lot of activities were looked down upon so much that people

were taken to court and punished if they involved themselves. Among these activities were neglecting work, dancing, ease-dropping, meddling in somebody else’s business when you were not wanted, gossiping, and celebrating Christmas. The Puritans related Christmas to Paganism and therefore did not celebrate Christmas or many other holidays for that matter.

The Salem witch trials were the Puritans most famous example of Justice. 700 people were accused of being a witch; 20 of those 700 were actually executed. The Salem witch trials started in 1692 and ended in 1693.

In Puritan society most people married in their mid-twenties. Women’s and men’s roles in Puritan society were drastically different. Men acted as the

breadwinner and managed the property while women managed the household duties and cared for the children. Women were not allowed to vote (women gained the right to vote on August 26, 1920 with the 19th Amendment). Keep in mind, men were not allowed to abuse their wives or talk down to them as they were in British society; also adultery was seriously unaccepted.

Funerals are actually the one ceremony Puritan’s celebrated and continued to adhere to. The actual funeral itself was brief and desolate, but they were usually followed by a large feast and gathering.

Puritans definitely had a hard and strict daily life, but they left behind many long lasting marks on our society today. Among the marks left by the Puritans include: importance of a strong work ethic, the foundation of our system of law, and also a strong sense of responsibility to our communities.

Introduction (Arthur Miller) – Arthur Miller was born in Harlem (New York) on October 17, 1915. He attended public schools, but quit before graduation. He held odd jobs such as farmhand, laborer, etc. Later, he got into The University of Michigan where he wrote and attended classes. In

1938 he graduated from The University of Michigan. In 1949 Mr. Miller won the Pulitzer Prize for Death of a Salesman. In 1953 The Crucible was produced on Broadway. The Crucible is about a witch hunt that took place in 1692 in Salem, Massachusetts

(Salem witch trials). In that witch hunt, Miller found parallels to the “Red Hunt” being conducted in the 1950s

in Washington, D.C., by Senator Joseph McCarthy. The “Red Hunt” refers to the hunt for Reds on America (Reds refers to Communist). Communism is a form of socialism that abolished private ownership; a political theory

favoring collectivism in a classless society. Miller was summoned before a congressional committee. He spoke freely about himself

and his occasional attendance, years before, as a guest at Communist meetings; but he refused to name names of other people in attendance.

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Miller was found in contempt of Congress, but his conviction was later overturned by the Supreme Court.

Other notable works by Arthur Miller include All My Sons, After The Fall, A View From The Bridge, The Price, Incident at Vichy, and The Misfits.

The Crucible (Act I SUMMARY ) –

The play is set in Salem, Massachusetts, 1692; the government is a theocracy—rule by God through religious officials. Hard work and church consume the majority of a Salem resident’s time. Within the community, there are simmering disputes over land. Matters of boundaries and deeds are a source of constant, bitter disagreements.

As the play opens, Reverend Parris kneels in prayer in front of his daughter’s bed. Ten-year-old Betty Parris lies in an unmoving, unresponsive state. Parris is a grim, stern man suffering from paranoia. He believes that the members of his congregation should not lift a finger during religious services without his permission. The rumor that Betty is the victim of witchcraft is running rampant in Salem, and a crowd has gathered in Parris’s parlor. Parris has sent for Reverend John Hale of Beverly, an expert on witchcraft, to determine whether Betty is indeed bewitched. Parris berates his niece, Abigail Williams, because he discovered her, Betty, and several other girls dancing in the forest in the middle of the night with his slave, Tituba. Tituba was intoning unintelligible words and waving her arms over a fire, and Parris thought he spotted someone running naked through the trees.

Abigail denies that she and the girls engaged in witchcraft. She states that Betty merely fainted from shock when her father caught them dancing. Parris fears that his enemies will use the scandal to drive him out of his ministerial office. He asks Abigail if her name and reputation are truly unimpeachable. Elizabeth Proctor, a local woman who once employed Abigail at her home but subsequently fired her, has stopped attending church regularly. There are rumors that Elizabeth does not want to sit so close to a soiled woman. Abigail denies any wrongdoing and asserts that Elizabeth hates her because she would not work like a slave. Parris asks why no other family has hired Abigail if Elizabeth is a liar. Abigail insinuates that Parris is only worried about her employment status because he begrudges her upkeep.

Thomas Putnam and his wife enter the room. Putnam holds one of the play’s many simmering grudges. His brother-in-law was a candidate for the Salem ministry, but a small faction thwarted his relative’s aspirations. Mrs. Putnam reports that their daughter, Ruth, is as listless as Betty, and she claims that someone saw Betty flying over a neighbor’s barn.

Mrs. Putnam had seven babies that each died within a day of its birth. Convinced that someone used witchcraft to murder them, she sent Ruth to Tituba to contact the spirits of her dead children in order to discover the identity of the murderer. Parris berates Abigail anew and asserts that she and the girls were indeed practicing witchcraft. Putnam urges Parris to head off his enemies and promptly announce that he has discovered witchcraft. Mercy Lewis, the Putnams’ servant, drops

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in and reports that Ruth seems better. Parris agrees to meet the crowd and lead them in a prayer, but he refuses to mention witchcraft until he gets Reverend Hale’s opinion.

Once they are alone, Abigail updates Mercy on the current situation. Mary Warren, the servant for the Proctor household, enters the room in a breathless, nervous state. She frets that they will all be labeled witches before long. Betty sits up suddenly and cries for her mother, but her mother is dead and buried. Abigail tells the girls that she has told Parris everything about their activities in the woods, but Betty cries that Abigail did not tell Parris about drinking blood as a charm to kill Elizabeth Proctor, John Proctor’s wife. Abigail strikes Betty across the face and warns the other girls to confess only that they danced and that Tituba conjured Ruth’s dead sisters. She threatens to kill them if they breathe a word about the other things that they did. She shakes Betty, but Betty has returned to her unmoving, unresponsive state.

John Proctor, a local farmer, enters Parris’s house to join the girls. Proctor disdains hypocrisy, and many people resent him for exposing their foolishness. However, Proctor is uneasy with himself because he had conducted an extramarital affair with Abigail. His wife, Elizabeth, discovered the affair and promptly dismissed Abigail from her work at the Proctor home.

Proctor caustically reminds Mary Warren, who now works for him, that he forbade her to leave his house, and he threatens to whip her if she does not obey his rules. Mercy Lewis and Mary depart. Abigail declares that she waits for Proctor at night. Proctor angers her by replying that he made no promises to her during their affair. She retorts that he cannot claim that he has no feelings for her because she has seen him looking up at her window. He admits that he still harbors kind feelings for her but asserts that their relationship is over. Abigail mocks Proctor for bending to the will of his “cold, sniveling” wife. Proctor threatens to give Abigail a whipping for insulting his wife. Abigail cries that Proctor put knowledge in her heart, and she declares that he cannot ask her to forget what she has learned—namely, that all of Salem operates on pretense and lies.

The crowd in the parlor sings a psalm. At the phrase “going up to Jesus,” Betty covers her ears and collapses into hysterics. Parris, Mercy, and the Putnams rush into the room. Mrs. Putnam concludes that Betty is bewitched and cannot hear the Lord’s name without pain. Rebecca Nurse, an elderly woman, joins them. Her husband, Francis Nurse, is highly respected in Salem, and many people ask him to arbitrate their disputes. Over the years, he gradually bought up the 300 acres that he once rented, and some people resent his success. He and Thomas Putnam bitterly disputed a matter of land boundaries. Moreover, Francis belonged to the faction that prevented Putnam’s brother-in-law from winning the Salem ministry. Giles Corey, a muscular, wiry eighty-three-year-old farmer, joins the crowd in the room as Rebecca stands over Betty. Betty gradually quiets in Rebecca’s gentle presence. Rebecca assures everyone that Ruth and Betty are probably only suffering from a childish fit, derived from overstimulation.

Proctor asks if Parris consulted the legal authorities or called a town meeting before he asked Reverend Hale to uncover demons in Salem. Rebecca fears that a witch-hunt will spark even

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more disputes. Putnam demands that Parris have Hale search for signs of witchcraft. Proctor reminds Putnam that he cannot command Parris and states that Salem does not grant votes on the basis of wealth. Putnam retorts that Proctor should not worry about Salem’s government because he does not attend church regularly like a good citizen. Proctor announces that he does not agree with Parris’s emphasis on “hellfire and damnation” in his sermons.

Parris and Giles bicker over the question of whether Parris should be granted six pounds for firewood expenses. Parris claims that the six pounds are part of his salary and that his contract stipulates that the community provide him with firewood. Giles claims that Parris overstepped his boundaries in asking for the deed to his (Parris’s) house. Parris replies that he does not want the community to be able to toss him out on a whim; his possession of the deed will make it more difficult for citizens to disobey the church.

Parris contends that Proctor does not have the right to defy his religious authority. He reminds Proctor that Salem is not a community of Quakers, and he advises Proctor to inform his “followers” of this fact. Parris declares that Proctor belongs to a faction in the church conspiring against him. Proctor shocks everyone when he says that he does not like Parris’s kind of authority and would love to find and join this enemy faction.

Putnam and Proctor argue over the proper ownership of a piece of timberland where Proctor harvests his lumber. Putnam claims that his grandfather left the tract of land to him in his will. Proctor says that he purchased the land from Francis Nurse, adding that Putnam’s grandfather had a habit of willing land that did not belong to him. Putnam, growing irate, threatens to sue Proctor.

Reverend Hale is an intellectual man, and he has studied witchcraft extensively. He arrives at Parris’s home with a heavy load of books. Hale asks Proctor and Giles if they have afflicted children. Giles says that Proctor does not believe in witches. Proctor denies having stated an opinion on witches at all and leaves Hale to his work.

Parris relates the tale of finding the girls dancing in the forest at night, and Mrs. Putnam reports having sent her daughter to conjure the spirits of her dead children. She asks if losing seven children before they live a day is a natural occurrence. Hale consults his books while Rebecca announces that she is too old to sit in on the proceedings. Parris insists that they may find the source of all the community’s troubles, but she leaves anyway.

Giles asks Hale what reading strange books means because he often finds his wife, Martha, reading books. The night before, he tried to pray but found that he could not succeed until Martha closed her book and left the house. (Giles has a bad reputation in Salem, and people generally blame him for thefts and random fires. He cares little for public opinion, and he only began attending church regularly after he married Martha. Giles does not mention that he only recently learned any prayers and that even small distractions cause him problems in reciting them.) Hale thoughtfully considers the information and concludes that they will have to discuss

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the matter later. Slightly taken aback, Giles states that he does not mean to say that his wife is a witch. He just wants to know what she reads and why she hides the books from him.

Hale questions Abigail about the dancing in the forest, but Abigail maintains that the dancing was not connected to witchcraft. Parris hesitantly adds that he saw a kettle in the grass when he caught the girls at their dancing. Abigail claims that it contained soup, but Parris insists that he saw something moving in it. Abigail says that a frog jumped in. Under severe questioning, she insists that she did not call the devil but that Tituba did. She denies drinking any of the brew in the kettle, but when the men bring Tituba to the room, Abigail points at her and announces that Tituba made her drink blood. Tituba tells Parris and Hale that Abigail begged her to conjure and concoct a charm.

Tituba insists that someone else is bewitching the children because the devil has many witches in his service. Hale counsels her to open herself to God’s glory, and he asks if she has ever seen someone that she knows from Salem with the devil. Putnam suggests Sarah Good or Goody Osburn, two local outcasts. In a rising tide of religious exultation, Tituba says that she saw four people with the devil. She informs Parris that the devil told her many times to kill him in his sleep, but she refused even though the devil promised to grant her freedom and send her back to her native Barbados in return for her obedience. She recounts that the devil told her that he even had white people in his power and that he showed her Sarah Good and Goody Osburn. Mrs. Putnam declares that Tituba’s story makes sense because Goody Osburn midwifed three of her ill-fated births. Abigail adds Bridget Bishop’s name to the list of the accused. Betty rises from the bed and chants more names. The scene closes as Abigail and Betty, in feverish ecstasy, alternate in piling up names on the growing list. Hale calls for the marshal to bring irons to arrest the accused witches.

Analysis:

The Crucible is a play about the intersection of private sins with paranoia, hysteria, and religious intolerance. The citizens of Arthur Miller’s Salem of 1692 would consider the very concept of a private life heretical. The government of Salem, and of Massachusetts as a whole, is a theocracy, with the legal system based on the Christian Bible. Moral laws and state laws are one and the same; sin and the status of an individual’s soul are public concerns. An individual’s private life must conform to the moral laws, or the individual represents a threat to the public good.

Regulating the morality of citizens requires surveillance. For every inhabitant of Salem, there is a potential witness to the individual’s private crimes. State officials patrol the township, requiring citizens to give an account of their activities. Free speech is not a protected right, and saying the wrong thing can easily land a citizen in jail. Most of the punishments, such as the stocks, whipping, and hangings, are public, with the punishment serving to shame the lawbreaker and remind the public that to disagree with the state’s decisions is to disagree with God’s will.

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In Puritan Salem, young women such as Abigail, Mary, and Mercy are largely powerless until they get married. As a young, unmarried servant girl, Mary is expected to obey the will of her employer, Proctor, who can confine her to his home and even whip her for disobeying his orders

The ritual of confession in the witch trials also allows the expression of sentiments that could not otherwise be verbalized in repressive Salem. By placing her own thoughts in the devil’s mouth, Tituba can express her long-held aggression against the man who enslaves her. Moreover, she states that the devil tempted her by showing her some white people that he owned. By naming the devil as a slave owner, she subtly accuses Parris and other white citizens of doing the devil’s work in condoning slavery. Tituba is normally a powerless figure; in the context of the witch trials, however, she gains a power and authority previously unknown to her. No one would have listened seriously to a word she had to say before, but she now has a position of authority from which to name the secret sins of other Salem residents. She uses that power and authority to make accusations that would have earned her a beating before. The girls—Abigail and Betty—follow the same pattern, empowering themselves through their allegedly religious hysteria.

The Crucible (Act II SUMMARY) -

John Proctor sits down to dinner with his wife, Elizabeth. Mary Warren, their servant, has gone to the witch trials, defying Elizabeth’s order that she remain in the house. Fourteen people are now in jail. If these accused witches do not confess, they will be hanged. Whoever Abigail and her troop name as they go into hysterics is arrested for bewitching the girls.

Proctor can barely believe the craze, and he tells Elizabeth that Abigail had sworn her dancing had nothing to do with witchcraft. Elizabeth wants him to testify that the accusations are a sham. He says that he cannot prove his allegation because Abigail told him this information while they were alone in a room. Elizabeth loses all faith in her husband upon hearing that he and Abigail were alone together. Proctor demands that she stop judging him. He says that he feels as though his home is a courtroom, but Elizabeth responds that the real court is in his own heart.

When Mary Warren returns home, she gives Elizabeth a doll that she sewed in court, saying that it is a gift. She reports that thirty-nine people now stand accused. John and Mary argue over whether Mary can continue attending the trials. He threatens to whip her, and Mary declares that she saved Elizabeth’s life that day. Elizabeth’s name was apparently mentioned in the accusations (Mary will not name the accuser), but Mary spoke out in Elizabeth’s defense. Proctor instructs Mary to go to bed, but she demands that he stop ordering her around. Elizabeth, meanwhile, is convinced that it was Abigail who accused her of witchcraft, in order to take her place in John’s bed.

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Hale visits the Proctors because he wants to speak with everyone whose name has been mentioned in connection with witchcraft. He has just visited Rebecca Nurse. Hale proceeds to ask questions about the Christian character of the Proctor home. He notes that the Proctors have not often attended church and that their youngest son is not yet baptized. Proctor explains that he does not like Parris’s particular theology. Hale asks them to recite the Ten Commandments. Proctor obliges but forgets the commandment prohibiting adultery.

At Elizabeth’s urging, Proctor informs Hale that Abigail told him that the children’s sickness had nothing to do with witchcraft. Taken aback, Hale replies that many have already confessed. Proctor points out that they would have been hanged without a confession. Giles and Francis rush into Proctor’s home, crying that their wives have been arrested. Rebecca is charged with the supernatural murders of Mrs. Putnam’s babies. A man bought a pig from Martha Corey and it did not long afterward; he wanted his money back, but she refused, saying that he did not know how to care for a pig. Every pig he purchased thereafter died, and he accused her of bewitching him so that he would be incapable of keeping one alive.

Ezekiel Cheever and Herrick, the town marshal, arrive with a warrant for Elizabeth’s arrest. Hale is surprised because, last he heard, Elizabeth was not charged with anything. Cheever asks if Elizabeth owns any dolls, and Elizabeth replies that she has not owned dolls since she was a girl. Cheever spies the doll Mary Warren gave her. He finds a needle inside it. Cheever relates that Abigail had a fit at dinner in Parris’s house that evening. Parris found a needle in her abdomen, and Abigail accused Elizabeth of witchcraft. Elizabeth brings Mary downstairs. Mary informs the inquisitors that she made the doll while in court and stuck the needle in it herself.

As Elizabeth is led away, Proctor loses his temper and rips the warrant. He asks Hale why the accuser is always considered innocent. Hale appears less and less certain of the accusations of witchcraft. Proctor tells Mary that she has to testify in court that she made the doll and put the needle in it. Mary declares that Abigail will kill her if she does and that Abigail would only charge him with lechery. Proctor is shocked that Abigail told Mary about the affair, but he demands that she testify anyway. Mary cries hysterically that she cannot.

Analysis:

Abigail and her troop have achieved an extremely unusual level of power and authority for young, unmarried girls in a Puritan community. They can destroy the lives of others with a mere accusation, and even the wealthy and influential are not safe. Mary Warren is so full of her newfound power that she feels able to defy Proctor’s assumption of authority over her. She invokes her own power as an official of the court, a power that Proctor cannot easily deny.

When Proctor asks indignantly why the accusers are always automatically innocent, he comments upon the essential attractiveness of taking the side of the accusers. Many of the accusations have come through the ritual confession of guilt—one confesses guilt and then proves one’s “innocence” by accusing others. The accusing side enjoys a privileged

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position of moral virtue from this standpoint. Proctor laments the lack of hard evidence, but, of course (as Danforth will later point out), in supernatural crimes, the standards of evidence are not as hard and fast. The only “proof” is the word of the alleged victims of witchcraft. Thus, to deny these victims’ charges is almost a denial of the existence of witchcraft itself—quite a heretical claim. Therefore, those who take the side of the accusers can enjoy the self-justifying mission of doing God’s will in rooting out the devil’s work, while those who challenge them are threatening the very foundations of Salem society.

Hale, meanwhile, is undergoing an internal crisis. He clearly enjoyed being called to Salem because it made him feel like an expert. His pleasure in the trials comes from his privileged position of authority with respect to defining the guilty and the innocent. However, his surprise at hearing of Rebecca’s arrest and the warrant for Elizabeth’s arrest reveals that Hale is no longer in control of the proceedings. Power has passed into the hands of others, and as the craze spreads, Hale begins to doubt its essential justice.

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Content Knowledge with Students:The group activities:

Requires students to work in small groups to discuss several important aspects of the play and develop these concepts into their own interpretations,

Requires students to react to aspects of the play, Requires students to learn from each other and feel comfortable exploring their

understanding and grow confidence, Thus illustrating comprehension of themes, symbolism, and the play.

Writing assignments: Requires students to critically develop informing, persuading, or expressing personal

opinions in writing. Specifically: e. Students will demonstrate ability to write effectively to inform by developing

and organizing facts to convey information. f. Students will demonstrate the ability to write effectively to persuade by

selecting and organizing relevant information, establishing an argumentative purpose, and by designing an appropriate strategy for an identified audience.

g. Students will demonstrate the ability to write effectively to express personal ideas by selecting a form and its appropriate elements.

h. Provide an opportunity to practice good grammar and improve students’ use of the English language.

Vocabulary work:

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Requires enrichment of students’ vocabularies as well as to aid in the students’ comprehension of the play.

Student Relevance: Through reading Miller’s The Crucible, students will gain a better understanding of the

Salem witch trials and the Puritans. Students will demonstrate their understanding of the text on four levels: factual,

interpretive, critical, and personal. Students will be exposed to a different era of American life, showing that many of

today’s conflicts are not new; they are rooted in our American history. Students will be given the opportunity to practice reading aloud to improve their oral

reading skills.

SECTION 6: Instructional Strategies and Activities:

Content Teaching Strategy (Modeling)

Student Activity (Directions & Day)

Technology Resources

Differentiation

Prior to watching the video, I will:

Hand out the wkst

With students read the questions.

After watching the video, I will:

Read the first question and answer it with the students.

Instruct students to answer the rest of the questions independently for 1-2 minutes and then we will go over as a class.

Puritan T/F wkst (day 1) –Students will watch Puritan Life video. Following the video, together as a class we will answer T/F questions based on the video.

DVD/VCR player Puritan Video

Walk by students and make sure they are actually answering the questions and not messing around.

Allow student(s) extra time to answer the T/F questions; either after class, during lunch/planning period, or after school.

1. Soul Music (day 1)- Have students listen to

Soul Music as they walk into class.

Discuss how Soul Music was influenced by the Civil Rights movement and the African American culture at the time the music was created.

RadioCD w/ Soul Music (Sam Cooke, Chuck Berry, Ray Charles, Marvin Gaye, etc.)

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I will read the question on the board while the class sits quietly and listens.

Question: I would rather die than confess to

something that I did not do.

I will tell them to sit for 2 minutes and think about how they might respond to the question.

I will then write my own response on the board.

I will explain to the students that I want them to do just like I did and respond to the question on the board.

Board-Talk pre-reading strategy (day 2) – I will read the

question on the board while the class sits quietly and listens.

I will tell them to sit for 2 minutes and think about how they might respond to the question.

After two minutes, I will randomly select three students at a time to walk up to the board and write a response. WITHOUT TALKING.

I will continue to select three students at a time until all students have responded.

I will then give an extra 5 minutes for anybody to go up and respond a second time to the original question, or to something somebody said.

ONLY THREE STUDENTS at the board at a time.

N/A Specifically my student with ADHD who struggles with sitting in his/her sit, I would allow this student to go up to the board first.

And the option for second responses may be for everybody, but designed with this student in mind.

I will read the directions of both options.

I will show a YouTube video of a student mock interview as an example of option 1.

For option 2 I will simply relate it to movies and tell them just pretend you are making a movie.

Role Playing activities (day 3) – Breaking into groups

of 2 OR 3 please pick one of the following choices.

Take 20 minutes within your group to prepare and conduct any research via my in class computer you need to.

Prepare a hand written script and present your scripts to the rest of the class.

Option 1: Conduct an interview. With a partner, research the author’s life. Write a script for an

In class computer Internet access YouTube

Continue to walk by students’ groups and make sure they are all focuses (specifically my two repeater students who struggle).

Not all groups will get to present today, give the groups that include my repeater struggling students the option to present next class period. Meaning do not pick them to present unless they volunteer (this will give them extra time to prepare).

By giving two options I am giving control to

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interview between a newspaper reporter and the author, shortly after publication of the play. Role-Play your script for the class.

Option 2: Select characters or a specific scene from the play and role-play your selection for the class. Be sure you are genuine and illustrate characteristics appropriate of the character or scene.

my struggling student who lacks interest. He is able to pick from a list of options as to which he prefers.

I will demonstrate how to use the Promethium board by taking the pointer pen and literally writing on the screen with it.

Then touching the bottom of the screen to rest the pen.

During Reading Anticipation Guide (day 4) – Pulling the document

up on the screen via the Promethium Board.

Please raise your hand and volunteer to come up and mark the board and share your response with the class.

Put a + if your agree, a – if your disagree, and a ? if you are not sure.

ComputerPromethium Board

I will allow both my struggling students to volunteer and extra time if he/she so choose.

If my struggling student who lacks interest does not volunteer by the second or third to last question, I may call on him/her to come up and give a response.

I will demonstrate the first question. I would illustrate the

concept of using clues from the sentence by picking on the word “spirits” and explaining that spirits is a supernatural being.

And I would illustrate prior knowledge by saying our play is about the Salem WITCH trials; which deals with witchcraft and magic.

So from those two ideas, I am going to assume that conjured means to summon a

Vocabulary Activity (day 5) – Part #1: On the wkst

are sentences in which vocabulary words appear in the text. Read the sentence. Use any clues you can find in the sentence combined with your prior knowledge, and write what your think the underlines words mean in the space provided.

Part #2: Determine the meaning. Match the words with their dictionary definition.

N/A Allow ALL students (including my struggling repeater students) to take this home and complete by next class period.

I will make myself available before, after, and during lunch/planning periods to provide any extra help needed.

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magical power (to summon the spirits).

Writing assignment options (day 5) –Option 1:Write a letter in your best cursive writing from Elizabeth Proctor to her condemned husband John. The letter should detail her grievances, any blame she might feel, or it may express her beliefs and/or her regrets. The language and style of the letter should reflect the way Elizabeth speaks in the play. On another sheet of paper, write a response from John that expresses how he may feel toward Elizabeth now and his beliefs and/or regrets. Prepare a final draft of each letter on plain white paper.

Option 2: Write an epilogue to extend the story. Your epilogue should include characters from the play in a new situation or facing a new conflict related to events in the story. It may be handwritten, but should be 1½ to 2 pages in length.

Choice either option 1 or 2 and write a 1 to 2 page paper as discussed in the option. Please make sure if your draft is handwritten it is neat and legible. If you type your draft, please double space, use 12-pt font, and Times New Roman font. Assignment due date: 2 weeks from today.

Computer (some students will turn in typed papers – if they do not have computer access at home I will find a way for them to use a computer lab or the library at school to complete their essay.)

Allow ALL students (including my struggling repeater students) to take this home and complete by next class period.

I will make myself available before, after, and during lunch/planning periods to provide any extra help needed.

If one of my struggling students has another idea for a topic, I will be open to listen to what it may be.

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SECTION 7: Assessment, Evaluation and Impact on Student Learning

Formal and Informal assessments: Informal:

a) True/False Puritan life worksheetb) Board-Talk responsesc) During-reading anticipation guide responses

Formal:a) Vocabulary worksheet –

Are all questions answered correctly? b) Role-Playing groups –

Did groups provide accurate information? (1-3) Were groups genuinely performing their roles? (1-3) Did each group member participate in the role-playing? (1-3) Did each group have a hand written script to turn in? (1-3) Extra: were groups creative? Did they put their own spin on their script? (1 or

2)

c) Writing Assignments –A paper - Students will demonstrate ability to write effectively to inform by developing

and organizing facts to convey information. Students will demonstrate the ability to write effectively to persuade by

selecting and organizing relevant information, establishing an argumentative purpose, and by designing an appropriate strategy for an identified audience.

Students will demonstrate the ability to write effectively to express personal ideas by selecting a form and its appropriate elements.

Provide an opportunity to practice good grammar and improve students’ use of the English language.

B paper – Students will demonstrate ability to write effectively to inform by developing

and organizing facts to convey information. Students will demonstrate the ability to write effectively to persuade by

selecting and organizing relevant information, establishing an argumentative purpose, and by designing an appropriate strategy for an identified audience.

Students will demonstrate the ability to write effectively to express personal ideas by selecting a form and its appropriate elements.

Student has minor grammar mistakes and illustrates promise in use of the English language.

C or D paper – Facts are incorrect or if structure of essay is disorganized. Student has not established and argument or information is not relevant or

structure of essay is not organized.

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Personal ideas were not conveyed and elements were not appropriately selected for essay.

Grammar is poor and needs serious improvement.

F paper – Does not turn in

Reflective analysis:If I happen to find myself having extra time after any of these activities, I will end class

with an activity called “what did you learn today?” In essence, I will have students stand and I will go around the room selecting students to answer questions on the topics we covered in class that day. Also I think because of all the choices I created in each activity I feel I will get the most out of my students. Meaning I will engage them more because they will feel a bit in control of the type of assignments they do.

SECTION 8: Daily Lesson Plans

Unit: Class: Date:American Literature (The Crucible) English III - Honors (Juniors) DAY 1

Monday 11/15/2010

Standards:   Overall Essential Question:5.01 – Interpret the significance of literary movements as they have evolved through the literature of the United States. What influenced Arthur Miller to write

The Crucible?5.02 – Analyze the relationships among United States authors and their works.

 

10.03 - Describe and analyze the effects of the war on American economic, social, political, and cultural life.

11.06 - Identify political events and reactions of the government officials and citizens, and assess the social and political consequences.

Key Vocabulary: Material(s) needed:

Salem Witch TrialsPuritan Life video (VCR

needed) Note cardsThe Red Hunt True/False Worksheet RadioCommunism The Crucible Playbook CD w/ Soul MusicJoseph McCarthy    

Focused Essential Questions:  1.) What major event was going on during the 1950's?2.) What was Arthur Miller accused of in 1956?  3.) Is there some kind of relationship between Communism and The Salem Witch Trials?

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Time: Activities:Today is Monday, so I will be sending out my bi-weekly progress report letters home to parents and students to be returned by Friday with parent signatures. Those returned Friday with signatures will receive 5 extra credit pts on their next assessment quiz. These progress reports communicate the student's progress thus far in the semester.

10-15 min **Anticipatory Guide:    1.) As students walk into the classroom, have the radio playing some Soul music like: A Change is Gonna

Come by Sam Cooke, A Brown Eyed Handsome Man by Chuck Berry, and What's Going On by Marvin Gaye.

  2.) As class gets started, explain that these songs are from the 50s and 60s, which is when the Civil Rights movement occurred. Elaborate that the music did not exist in a vacuum. The music was a product of the exiting environment of the time in which the musicians who created it lived; it very much parallels the Civil Rights movement. A lot of people might actually even say that Soul music and the Civil Rights movement did a duel impact on each other.

*** NOTE: This activity serves two purposes. First, the Civil Rights movement is something students will be activity working with in their US History classes. Second, it illustrates another culture (particularly African American culture) is very much influenced by society, politics, and it's environment just like Arthur Miller was when he wrote The Crucible.

*** This is a great example of how our environment influences the lyrical side of literacy, now lets see how it influences the world of drama (plays)literacy ***

10-15 min **Guided Practice:  

 

1.) Hand write on the board the overall essential question (what influenced Arthur Miller to write The Crucible?) and make students aware of the question so they know what they will be responsible for by the end of class.

  2.) Have students look over True/False questions and then show Puritan Life video clip (6 minutes)

 

3.) Go over True/False worksheet with students, discussing false answers so students understand the corrected form of the question/statement.

*** Now that we have a feel for the puritan life, let's read about Arthur Miller, who wrote about the puritan life in The Crucible.***

20-25 min **Guided Practice:    1.) Ask students to grab copies of their playbooks.

 

2.) As a class read pages 2-3 in playbook - Bio on Arthur Miller's life and "Why I Wrote The Crucible". We will do "popcorn" while reading.

 3.) After reading, ask students (making sure they raise their hands) to give 1-3 things about Arthur Miller from what we just read.

 

** Begin a class discussion about Arthur Miller's life, what was going on in the time period, and how one influenced the other. Be sure to pick on students if only 1 or 2 students seem to be dominating the conversation.

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*** So now that we know a few things about puritan life and Arthur Miller we should be able to answer What influenced him to write The Crucible.***

5-10 min **Independent Practice/Closure activity:  

 1.) Pass out note cards. On the UNLINED side have students write the Essential Question: Why did Arthur Miller write The Crucible?

 2.) On the LINED side of the note card students need to provide a detailed answer making sure to include ideas like communism, The Red Hunt, The Salem Witch Trials, and who Joseph McCarthy is.

  3.) Remind students:    a) this is to be done independently (I should hear no talking  

 

b) Cards need to be given to me as they walk out the door in order to receive in class participation credit for today.

This Exit Ticket will serve as an informal assessment to the day’s activities and help me ensure students comprehend the focus question: Why did Arthur Miller write The Crucible? Especially those who may be too shy to speak up during whole class discussions. And also students should be able to understand the terms: The Red Hunt and The Salem Witch Trials. Students should be able to explain who Joseph McCarthy was. Even though all of my students are performing at grade level, they are still learning and If I find that a student did not appropriately answer the question and address the key terms I will address this with them in a private conference either before or after class, before or after school, or during lunch/planning period. I will work with them on a one on one basis so that they gain the understandings behind today’s lesson.

 *** Today’s activity may focus on Arthur Miller’s reasons to write The Crucible ,

however it directly ties into what students will be learning in their US History classes (specifically social studies standards 10.3 & 11.6).***

Unit: Class: Date:American Literature (The Crucible)

English III - (Juniors) DAY 2 Tuesday 11/16/2010

Standards:   Overall Essential Question: 3.02 - Select an issue or theme and take a stance on that issue. What is one major theme we see

illustrated in Act I?1.02 - Develop thematic connections among works.  

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Key Vocabulary: Material(s) needed:Themes The Crucible playbooks  Symbolism White Board  Hypocrites    Anarchy    

Focused Essential Questions:  1.) What is Mary's argument to Mary?2.) What happened between Abigail and John Proctor prior to the opening of the play?3.) Giles says, "Think on it now, it's a deep think, and dark as a pit." To what is he referring literally and symbolically?

Time: Activities:  **Anticipator Set:  

10-20 min

Board-Talk Activity: Write the following question on the board and have students walk up to the board (3 at a time) to respond in writing (no talking).

  Question: I would rather die than confess to something I did not do.

       

** Admitting to something you did not do is common in Arthur Miller's The Crucible. Let's take a look at Act I **

         **Guided Practice:  30-40 min Assign students to roles in play.

 

Begin reading Act I together as a class. Make sure students understand we are reading a play, and should fully understand their roles so that when they read their lines they can do so with enthusiasm and "attitude".

 **Periodically stop students and pose questions like: Who is Rev. John Hale, and why does he come to Salem? Or What does Parris want? And What is Proctor's reason for his not regularly attending church.

 By posing these questions to the class, they will follow along, but also begin to see themes and begin to critically begin reading this play.

Unit: Class: Date:American Literature (The Crucible)

English III - (Juniors) DAY 3 Wednesday 11/17/2010

Standards:   Overall Essential Question:1.02 - Reflect and respond expressively to texts. What examples of individual and

authority to we begin to see?4.01 Interpret meaning for an audience  

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Key Vocabulary: Material(s) needed:Diabolism The Crucible playbook You Tube Clip Evade In class computer  Ecstatic Internet access  Bemused    

Focused Essential Questions:  1.) Who is Rev. John Hale and what is his significance?2.) To what did Tituba confess? Why?  3.) What do the girls do at the end of Act I?  

Time: Activities:  **Anticipator Set:  15 min Review what we have read up until now in Act I. Finish reading Act I.

       

** Now that we have completed an entire Act of The Crucible, let's dissect it with a bit of role-playing **

         **Guided Practice:  20 min Break students up in groups of 2-3. Have students pick from option 1 or option 2.

 

Option 1: Conduct an interview. With a partner, research the author’s life. Write a script for an interview between a journalist and the author. Write a script and present it.

 Option 2. Select characters or a specific scene and role-play it for the class. Prepare and script to turn in.

         **Presentations:  

15 min.Ask for volunteers to begin presenting their scripts.

Unit: Class: Date:American Literature (The Crucible)

English III - Honors (Juniors) DAY 4 Thursday 11/18/2010

Standards:   Overall Essential Question:3.04 - Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print argumentative

Continuation of yesterday: What examples of individual and authority do we continue to see within the text?

texts appropriate to grade level and course literary focus.

Key Vocabulary: Material(s) needed:Ascertain The Crucible playbook  Antagonist Promethium Board       

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Focused Essential Questions:  1.) What are the "suspicions" of Proctor and his family?2.) Why does Cheever come to Proctor house?  3.) What will happen to Proctor if he tries to discredit Abby?

 

Time: Activities:  **Anticipator Set:  

15-20 min

Anticipation Guide activity on Promethium board. Have students look over worksheet first and then after 5 minutes have volunteers come up to the P. Board and mark their response and share their reasons with the class.

        

** So now that we have explored some pretty complex, everyday issues, let's delve into Act II **

         **Guided Practice:  30-35 min Have students pick their roles to read.

 Begin reading Act II. Periodically stopping to ask the above Focused Essential Questions. Reading until bell.

   

Unit: Class: Date:American Literature (The Crucible)

English III - Honors (Juniors) DAY 5 Friday 11/19/2010

Standards:   Overall Essential Question:2.02 - Examine and explain how culture influences language through projects. Thus far, how has the Puritan culture

influenced the Salem witch trials?   

Key Vocabulary: Material(s) needed:Partisan The Crucible playbook Writing assignment worksheetConjured Vocab worksheet  inert Scripts from yesterday  Quail    

Focused Essential Questions:  1.) What is the deciding factor in Elisabeth's arrest?2.) On what charge(s) was Nurse Rebecca arrested?  3.) What was the evidence against Sarah Good?  

Time: Activities:

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I will be collecting bi-weekly progress report letters with parent signatures for 5 extra credit points on next assessment quiz.

  From Yesterday  15-20 min Finish reading Act II. Review Act I and II focusing on all the Essential Questions from the week.

       ** Now that we've finished half of the play, let's talk projects! **

         **Guided/Independent Practice/Closure:  30-35 min 1.) Hand out Vocabulary and Writing Assignment worksheets.

 

2.) Go over Vocabulary worksheet with students (modeling the first question). Advice students they can work in pairs on this Vocab activity AFTER directions on writing assignment are given.

 

3.) Go over writing assignment worksheet and answer any questions. Let students know the writing assignment is due in 2 weeks and that I will be available before, after, and during lunch/planning periods if they need extra assistants.

 

 

Writing assignment: Option 1: write a letter in your best cursive waiting from Elizabeth Proctor to her condemned husband John. The letter should detail her grievances, any blame she might feel, or it may express her beliefs and/or her regrets. The language and style of the letter should reflect the way Elizabeth speaks in the play. On another sheet of paper, write a response from John that expresses how he may feel toward Elizabeth now and his beliefs and/or regrets.

 

Writing assignment Option 2: Write an epilogue to extend the story. Your epilogue should include characters from the play in a new situation or facing a new conflict related to events in the story. It may be handwritten, but should be 1 1/2 to 2 pages in length.

 

 

SECTION 9: Bibliography

Technology, Print, and Visual Resources:1. DVD/VCR player2. Radio3. CD of Soul Music (Marvin Gaye, Same Cooke, etc.)4. Puritan Life video5. Computer6. Puritan True/False worksheet7. The Crucible playbook8. Note cards9. Internet access10. Role-playing activity worksheet11. Promethium Board12. During-reading anticipation guide worksheet13. Act I and Act II Vocabulary worksheet14. Writing assignment worksheet

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APA Bibliography:

Holts Elements of Literature. The Crucible. Fifth Course. Austin, TX.: Holt, Rinehart and Winston, 2005.

Holts Elements of Literature. The Puritan Life Video. Austin, TX.: Holt, Rinehart and Winston, 2005.

Holts Elements of Literature. Visual Connections Video Program. Austin, TX.: Holt, Rinehart and Winston, 2005.

SparkNotes Editors. (2003). SparkNote on The Crucible. Retrieved December 1, 2010, from http://www.sparknotes.com/lit/crucible/

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