Jessica Drennen
ENGL 4254
December 7, 2010
5 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 nonprint 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 eightythree-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:
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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
12

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.
.
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:
13
 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)
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.


1.

Radio
CD w/ Soul Music
(Sam Cooke, Chuck
Berry, Ray Charles,
Marvin Gaye, etc.)

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.
Technology
Resources
DVD/VCR player
Puritan Video
Differentiation


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.
14

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.



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.
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.
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
interview between a
N/A





In class computer
Internet access
YouTube



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.
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
my struggling student
15
newspaper reporter and the
author, shortly after
publication of the play.
Role-Play your script for
the class.
who lacks interest.
He is able to pick
from a list of options
as to which he prefers.
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.


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.
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
magical power (to
summon the spirits).
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.
Computer
Promethium Board
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


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.



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.
16
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.

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.
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.
17
SECTION 7: Assessment, Evaluation and Impact on Student Learning
Formal and Informal assessments:
Informal:
a) True/False Puritan life worksheet
b) Board-Talk responses
c) 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.
 Personal ideas were not conveyed and elements were not appropriately
selected for essay.
18
 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:
American Literature (The Crucible)
Class:
English III - Honors (Juniors)
Standards:
5.01 – Interpret the significance of literary movements as they have evolved
through the literature of the United States.
Date:
DAY 1
Monday 11/15/2010
Overall Essential Question:
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:
Salem Witch Trials
Material(s) needed:
Puritan Life video (VCR
needed)
Note cards
The Red Hunt
True/False Worksheet
Communism
The Crucible Playbook
Radio
CD w/ Soul Music
Joseph 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?
Time:
Activities:
19
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.
*** 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.***
20
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:
American Literature (The
Crucible)
Class:
English III - (Juniors)
Date:
DAY 2
Tuesday 11/16/2010
Standards:
3.02 - Select an issue or theme and take a stance on that issue.
Overall Essential Question:
What is one major theme we see
illustrated in Act I?
1.02 - Develop thematic connections among works.
Key Vocabulary:
Material(s) needed:
21
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:
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).
10-20 min
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 **
30-40 min
**Guided Practice:
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:
American Literature (The
Crucible)
Class:
English III - (Juniors)
Standards:
1.02 - Reflect and respond expressively to texts.
Date:
DAY 3
Wednesday 11/17/2010
Overall Essential Question:
What examples of individual and
authority to we begin to see?
4.01 Interpret meaning for an audience
Key Vocabulary:
Material(s) needed:
22
Diabolism
The Crucible playbook
Evade
You Tube Clip
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:
15 min
Activities:
**Anticipator Set:
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 **
20 min
**Guided Practice:
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:
Ask for volunteers to begin presenting their scripts.
15 min.
Unit:
American Literature (The
Crucible)
Class:
English III - Honors (Juniors)
Standards:
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.
Key Vocabulary:
Date:
DAY 4
Thursday 11/18/2010
Overall Essential Question:
Continuation of yesterday: What
examples of individual and authority do
we continue to see within the text?
Material(s) needed:
Ascertain
The Crucible playbook
Antagonist
Promethium Board
23
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:
15-20 min
**Anticipator Set:
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 **
30-35 min
**Guided Practice:
Have students pick their roles to read.
Begin reading Act II. Periodically stopping to ask the above Focused Essential Questions. Reading until
bell.
Unit:
American Literature (The
Crucible)
Class:
English III - Honors (Juniors)
Standards:
2.02 - Examine and explain how culture influences language
through projects.
Key Vocabulary:
Overall Essential Question:
Thus far, how has the Puritan culture
influenced the Salem witch trials?
Material(s) needed:
Partisan
The Crucible playbook
Conjured
Vocab worksheet
inert
Date:
DAY 5
Friday 11/19/2010
Writing assignment worksheet
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:
24
I will be collecting bi-weekly progress report letters with parent signatures for 5 extra credit points on next
assessment quiz.
15-20 min
From Yesterday
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! **
30-35 min
**Guided/Independent Practice/Closure:
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 player
2. Radio
3. CD of Soul Music (Marvin Gaye, Same Cooke, etc.)
4. Puritan Life video
5. Computer
6. Puritan True/False worksheet
7. The Crucible playbook
8. Note cards
9. Internet access
10. Role-playing activity worksheet
11. Promethium Board
12. During-reading anticipation guide worksheet
13. Act I and Act II Vocabulary worksheet
14. Writing assignment worksheet
25
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.
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