The Crucible
Make a prediction- Warm Up 10/7
• Based on the vocabulary, the pictures, the journal, the
background info, and the research about the Puritans,
Arthur Miller, and the play itself, write a detailed
prediction about what you think the story of The
Crucible will be about. Be creative.
Preparing To Read …
October Journal # 1
• After reading the background
and doing your own research
about the Puritans and their
beliefs, what similarities are
notable between Puritan and
modern society in terms of
values? What major differences
are there?
Words to Know p. 163
• Define the Words to Know
that are listed on page
163. With each definition
draw a picture to help you
remember the word’s
definition.
Groups- PD 7
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Witches- Alyssa, Danielle, Allie, Krista, Isaiah
Reverends- Carik, Zachary Johnson, Daijanea, Morgan
Gossips- Brooke, Ann, Christine, Marissa
Townspeople- Allison S, Harry, Zach S, TJ
Specters- Timmy, Michelle, Zakari, Brianna
Puritans- Joseph, Devin, John, Jacob
Secrets- Christian, Sam, Megan, Allison M
Groups- PD 8
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Witches- Zach, Alexis, Jayda, Sarah
Reverends- Devyn B, Dillion, Devin G, Austin H
Gossips- Ally, Angi, Ivy, Sergey
Townspeople- Gino, Kilmer, Kilmer, Jacob
Specters- Casey, Ryan Smith, Jesse, John
Puritans- Austin M, Ashley, Shannon, Will T
Secrets- Mitchell, Lexy, Kelsey, Crystal, Ryan Saul
Anticipation Guide
• Complete the anticipation by yourself.
• Discuss you answers with your group.
• What similarities did you notice?
• How were you different?
October 8, 2015
• TSWBAT analyze a play for use of structural and rhetorical
elements
• Warm Up:
Using the anticipation guide you complete yesterday, pick
out the concept you most strongly agree with and explain
why it matters so much to you.
What would you do to protect this belief?
An Overture 166-169(bottom of 1st column)
Read Act One- An Overture
Take notes about what you
know about Reverend Parris.
What questions do you have?
Look at the structure “The
Overture”
What is structurally different
about this part of the play?
Use the notes you took on
pages 161-162 to help you.
What do think the author’s
intent was for this part of the
play
Read Pages 169-175
Write a Summary
• Write a “sparknotes” worthy
summary of what has
happened so far.
• Who are the characters?
• What is happening?
• What is the setting?
Notice the Structure
• How is the language
purposeful, distinctive, and
essential to conveying
meaning?
• Provide 3 examples of how his
language advances the plot.
Warm Up: 10/12
• In your groups, review the
Words to Know listed on
pg. 163 and their
definitions that you should
have in your notes.
• Complete the Vocabulary
in Action Exercise A
activity Part A # 1 – 10 on
pg. 245.
Focus Your Group!
• Your group members should have the following roles:
 The FACILITATOR: provides leadership and direction for the group, leads discussions, and
focuses work around the learning task.
 The RECORDER: accounts the ideas, thoughts, and responses of the group.
 The ELABORATOR: connects discussions with prior material and activities.
 The MATERIALS MANAGER: gets and returns supplies and materials.
 The PRESENTER: prepares the work to present to the class.
Continue Reading Act One p. 176-189…
• Stop periodically to discuss the following:
• What’s happening in the plot? Be sure to add to your Act One Summary.
• What is unique about Miller’s use of language and his style of writing?
• After reading the authorial intrusions that Miller uses to interrupt
the play in order to introduce the characters of Rebecca, Hale,
and Giles, identify the purpose for each character’s introduction?
• Be prepared to discuss!