UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Ms. Toto
Grade Level: 9 to diploma
Date of Lesson: Application/Blog
Topic: The Crucible
Objectives
Student will understand that there is more than one theme in The Crucible.
Student will know the characters of The Crucible: Abigail Williams, John Proctor, Thomas Putnam, Judge Thomas
Danforth, Rev. Johnathon Hale, Giles Corey, Rebeca Nurse
Student will be able to design a blog that will focus on one character throughout The Crucible
Maine Learning Results Alignment
English Language Arts - A) Reading
A2) Literary Arts
Grade 9 to diploma The Crucible
Students read text within a grade appropriate span of text complexity, and presents analyses of drama, using excerpts from the
text to defend their assertions.
Rationale: The students will learn the themes of the The Crucible and Miller's characters by designing a blog and posting
entries on a regular basis.
Assessment
Formative (Assessment for Learning)
Students will be given the pre-assessment in the form of a KWL Chart which allows for a more relaxed for of preassessment with follow-up pieces that track the progress through the material throughout the unit. Students will be
asked to complete a graphic organizer, specifically a story map. A story map will help them organize the basic
information regarding Arthur Miller's play, such as setting, time, place, and plot. Students will then work with peers
in Circle the Sage groups. Once the students have completed meeting with one another and once class is finished,
students will complete an exit card using an index card. The exit cards will consist of any questions the students
may have regarding the day's lesson, etc. Exit cards will be informally assessed. At the beginning of the following
class, I will discuss the questions asked on the exit cards and allow students to help their peers to understand.
here will be an cumulative checklist for the blog which will be completed with the collection of the blogs.
Summative (Assessment of Learning)
Students will keep a blog, using this website , focusing on one character from the play. Their blogs will be
evaluated by use of a checklist. (Students will have received checklist at the beginning of the unit.) Each student's
blog should demonstrate that he or she understands his or her character's development over the course of The
Crucible.
Integration
Technology: Students will utilize Type II technology in for form of Blogger during this lesson.
History: Students will be introduced to factual and historical people that are present within the text.
Groupings
Students will work in Circle the Sage groups, starting with smaller groups, working to larger ones. Students with
special knowledge will be asked to lead each group, sharing what they know with their classmates. All of the other
students will form teams or groups; these students will divide, one member of each team going to one of the sages.
This practice assures that each sage's knowledge is represented in a group and that each sage has the opportunity to
share his or her knowledge with the class. Once the students have finished asking questions, discussing, and taking
notes they will return to their original teams. Each group member will share what he or she learned for the sage his
or she visited. Students should compare notes. At the end of the team meeting, any and all disagreements are "aired
and resolved."
Differentiated Instruction
Strategies:
Visual: 60 second hook at the beginning of lesson which is a minor introduction of the characters from The
Crucible. "Meet the Cast"
Musical: Students will listen to music that contains the same themes as the play.
Intrapersonal: Students will spend the first part of the lesson analyzing the characters, and will then reflect upon
people in their own lives that can be represented by a character from the play.
Interpersonal: Students will participate in "Circle the Sage" groups. Each group will be given the task of
discussing and analyzing character development.
Naturalist: There will be a discussion regarding the cause of the hysteria, which includes Ergot-infested rye crops.
Kinesthetic: Students will role play the first two scenes from The Crucible.
Modifications/Accommodations
I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Absent
For planned absences, students need to check the class Wikispace and make it a point to see the teacher to receive
any forms, assignments, notes, etc. For unplanned absences students should check the class Wikispace, and if
possible should complete any homework or assignments. Skype will be available for absent students.
Extensions
Students will utilize Type II technology in for form of Blogger during this lesson.
Materials, Resources and Technology
Materials need...
 printed graphic organizer handouts
 a copy of The Crucible for each student
 computers and/or laptops
 LCD projector for "60second Recap" video at the beginning of class; to project class notes on the class Wiki.
 index cards for each student to use as "exit cards"
Source for Lesson Plan and Research
60second Recap provided the hook (http://www.60secondrecap.com/library/the-crucible/4/)
I retrieved the KWL Chart from the following website: http://www.eduplace.com/graphicorganizer/
I retrieved story map graphic organizer from the following website: http://www.eduplace.com/graphicorganizer/.
If students need help setting up their blogs, they can visit this video produced by Blogger
(http://www.youtube.com/watch?v=BnploFsS_tY).
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by
providing learning opportunities that support their intellectual, physical, emotional, social, and
cultural development.
Rationale: Students who are identified as clipboards will find the two graphic organizers (KWL Chart and story
map) to be the most helpful. These students will be highly organized in their thinking, and will be able to make
connections between the characters introduced in the play and people they've come across in their everyday lives.
Students who are identified as beach balls will enjoy the Circle the Sage group activity because it will allow them
to be surrounded by their peers in a social setting. Each student is expected to be supportive, helpful and respectful
to his or her peers. This activity will allow the beach balls to work with their peers in a safe environment that is also
fun and conducive to learning.
Students who are identified as puppies will find the "supportive group" they need by working within Circle the
Sage groups. Students will be most comfortable while working in these groups because of the "encouraging
atmosphere" and "safe climate." Students who are puppies will be most communicative while working in groups
where their colleagues are respectful and encouraging.
Students who are identified at microscopes will enjoy the information presented in the lesson because it will allow
them to analyze concepts via discussions with their peers. Students will be focusing on critical details portraying to
the characteristics and personality traits of a specific character from Miller's play. Students will also have
ownership of the blogs they will be creating throughout the unit.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals,
and learning and development theory.
English Language Arts - A) Reading
A2) Literary Arts
Grade 9 to diploma The Crucible
Students read text within a grade appropriate span of text complexity, and presents analyses of drama, using
excerpts from the text to defend their assertions.
Rationale: The students will learn the themes of the The Crucible and Miller's characters by designing a blog and
posting entries on a regular basis.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to
meet students’ needs.
Rationale:
Visual: 60 second hook at the beginning of lesson which is a minor introduction of the characters from The
Crucible. "Meet the Cast"
Musical: Students will listen to music that contains the same themes as the play.
Intrapersonal: Students will spend the first part of the lesson analyzing the characters, and will then reflect upon
people in their own lives that can be represented by a character from the play.
Interpersonal: Students will participate in "Circle the Sage" groups. Each group will be given the task of
discussing and analyzing character development.
Naturalist: There will be a discussion regarding the cause of the hysteria, which includes Ergot-infested rye crops.
Kinesthetic: Students will role play the first two scenes from The Crucible.
Standard 8 - Understands and uses a variety of formal and informal assessment
strategies to evaluate and support the development of the learner.
Rationale:
Formative (Assessment for Learning)
Students will be given the pre-assessment in the form of a KWL Chart which allows for a more relaxed for of preassessment with follow-up pieces that track the progress through the material throughout the unit. Students will be
asked to complete a graphic organizer, specifically a story map. A story map will help them organize the basic
information regarding Arthur Miller's play, such as setting, time, place, and plot. Students will then work with peers
in Circle the Sage groups. Once the students have completed meeting with one another and once class is finished,
students will complete an exit card using an index card. The exit cards will consist of any questions the students
may have regarding the day's lesson, etc. Exit cards will be informally assessed. At the beginning of the following
class, I will discuss the questions asked on the exit cards and allow students to help their peers to understand.
here will be an cumulative checklist for the blog which will be completed with the collection of the blogs.
Summative (Assessment of Learning)
Students will keep a blog, using this website , focusing on one character from the play. Their blogs will be
evaluated by use of a checklist. (Students will have received checklist at the beginning of the unit.) Each student's
blog should demonstrate that he or she understands his or her character's development over the course of The
Crucible.
Using a story map graphic organizer the students will describe each character from The Crucible and share their
"real life" characters. Students will respond to questions. To check students' understanding, "thumbs up/down" will
be used. Once students receive feedback from peers and teacher, they will revise their work. Students will know
that since their work is published on their blogs, revision is going to be offered to refine their work. Once students
receive feedback from peers and teacher, they will use a checklist to revise. Students will know that since their
work is published on their blogs, revision is going to be offered to refine their work. Students will submit an "exit
card" at the end of each class during this lesson. The exit card will consist of one or two questions regarding the
given topic of the class. Exit cards will be evaluated each evening in order that students' progress may be assessed.
There will be an cumulative checklist for the blog which will be completed with the collection of the blogs.
Teaching and Learning Sequence:
Classroom arrangement: The desks in the classroom will be arranged in clusters which will allow students to
easily view the whiteboard, chalkboard, projector, etc. The clusters will allow the students to form Circle the Sage
groups easily.
Agenda: (each day is 80 minutes)
Day 1:
The unit will begin with the 60second Recap hook "Meet the Cast." (1 minute and 30 seconds)
Students will receive their KWL charts (1 minute)
Students will complete their KWL charts individually (10 minutes)
Students will break into teams to complete the Circle the Sage activity. (20 minutes total; 10 minutes with sages,
10 minutes with original team)
Story map graphic organizers will be handed out to the students. (1 minute)
Students will complete their story maps (10 minutes)
After the completion of the story maps, students will be asked to pick the character that they would like to follow
and write about during the unit. (5 minutes)
Blogs will be created by the students. Students will preview the video created by Blogger as a tutorial. (20 minutes)
The students and I will wrap up our time together by completing an exit card which will be assessed that evening.
(5 minutes)
Total: 72 minutes and 30 seconds
Students will understand that there is more than one theme in The Crucible. The play's themes of intolerance,
reputation, and guilt are universal, meaning they're relevant even today. Students will then be asked to create their
own blog accounts using Blogger. Students read text within a grade appropriate span of text complexity and
present analyses of drama using excerpts from the text to defend their assertions. Students will view a one minute
trailer regarding characters from The Crucible from 60secondrecap.com. I chose to use 60second Recap's video
because it is a brief introduction of Arthur Miller's characters. Since students will asked to blog from day one of our
unit, it is important for them to have a basic understanding of who each of the characters are. By understanding the
characters, students will first be able to pick a character that they find compelling and interesting (hopefully) and
will have an easier time reading the text.
Where, Why, What, Hook, Trailors: Intrapersonal (students will create blogs individually), Visual (students will
view the 60second Recap hook)
Students will know the characters of The Crucible: Abigail Williams, John Proctor, Thomas Putnam, Judge Thomas
Danforth, Rev. Johnathon Hale, Giles Corey, Rebeca Nurse (equip). (See content notes below.) Using a story map
graphic organizer the students will describe each character from The Crucible and share their "real life" characters.
The purpose of using the graphic organizer is to help the students organize their thoughts in preparation of writing
their blogs over the course of the unit. Students will respond to questions. The questions will be used to generate a
class discussion. To check students' understanding, "thumbs up/down" will be used. I will submit feedback and
suggestions for the blogs using the comment feature. Once students receive feedback, they will use a checklist to
revise. Students will know that since their work is published on their blogs, revision is going to be offered to refine
their work.
Equip, Explore Rethink, Revise Tailors: Intrapersonal (students will work individually on graphic
organizers)
Students will be able to apply the knowledge they learn from this lesson to future lessons and the final, major
project at the end of the unit. For some students the graphic organizer is going to be of huge benefit. It will help
them organize their thoughts and will ensure that they will be able to logically relate the characters from the play to
people in their own lives. Others will find the hook to be most beneficial. The hook, which is from 60second Recap,
will be explanation from someone other than the teacher. Like the graphic organizer, the KWL chart will help
students to organize their thoughts, but will also help them develop any questions they may have regarding The
Crucible and its characters. Students will create their blogs individually, so it won't be necessary to divide students
into groups for that part of the lesson. However, students will be working in groups in class; students will work
together in Circle the Sage groups, starting with smaller groups, working to larger ones. Students with special
knowledge will be asked to lead each group, sharing what they know with their classmates. All of the other students
will form teams or groups; these students will divide, one member of each team going to one of the sages.
Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal (students will work together in Circle
the Sage groups), Intrapersonal (students will create blogs individually; KWL will be completed individually)
Students will be given a checklist at the very beginning of the lesson listing exactly what needs to be included in
their blogs. Blog entries will be due periodically throughout the unit. Ideally, I would like to offer feedback to
students by the time the next class meets. Feedback will be offered to students via the comment section of their
blogs. It is important for students to understand the characters from The Crucible during this lesson because their
final and most major project will be mainly focusing on the characters and how they would behave in a new
environment and under new circumstances.
Evaluate, Tailors: Intrapersonal (students will create blogs individually)
Content Notes
Students will know the characters of The Crucible: Abigail Williams, John Proctor, Thomas Putnam, Judge Thomas
Danforth, Rev. Johnathon Hale, Giles Corey, Rebeca Nurse. The students will also be introduced to the actual
people listed above. Miller took some artistic liberties when writing his play; students show know the non-fiction
versions of these characters.
1. http://www.sparknotes.com/lit/crucible/characters.html
This source will give students a quick and basic foundation of characters before they begin reading the play.
Students may choose to use this website to decide which character they will follow throughout the play and see how
that particular character develops as the plot of the play unfolds. Students will follow one character and, by the end
of the unit, should understand the importance of character development and the diverse characters presented within
Miller's play.
2. http://www.sparknotes.com/lit/crucible/canalysis.html
The link listed above is similar to the first one, however, the information provided on the website's page is more indepth and far more analytical of the main characters from the play.
3.http://www.cliffsnotes.com/study_guide/literature/The-Crucible-Character-Map.id-68,pageNum-55.html
The link copied above is a character map which should prove helpful for the students. It is a wonderful visual aid
that shows students how each character is related to the next. It allows them a brief overview of each characters role
within the text.
Handouts
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Copies of the spiderweb graphic organizer
Syllabus
Copies of checklist which will be used to evaluate the students' blogs at the completion of the unit