The Crucible
Mr. Stanberry
English III
9-16 through
Journal Entry : September 8, 2014
 Copy
the Academic Vocabulary terms and definitions.
 Analysis
– the study of a literary work, separating it into parts in
order to determine its nature.
 Argument – a statement or the main point of a piece.
 Author’s purpose – the reason (s) an author has for writing a
piece; to inform, persuade, or entertain.
 Citation – the acknowledgement of ideas found in outside sources
 Claim – a statement or assertion presented as fact.
Daily Classwork : 9-8-14
Journal Entry / Definitions
Read : Life in the New World (Pg. 14)
Notes: Presentation Colonization
Picture Day
Objectives :
- Establish formal literary vocabulary.
- Discuss the importance of religious beliefs of the early American Settlers.
Puritanism
In 1620, after years of separation, the Puritans migrated to the
Massachusetts Bay colony.
The early settlers created churches that follow the traditional form of
theology that was carried over into Plymouth.
The church consisted of deacons, preaching elders, and, though not right
away, a communion restricted to full church members, or “saints”.
These Puritans called themselves “non-separating Congregationalists,” by
which they meant that they had not repudiated the Church of England as
a false church.
Puritanism / Continued
Puritans believed that all members of an immediate family had a specific
role.
Daily responsibilities for families included: hunting/preparing food (men),
making clothes (women) and furniture (men), teaching children how to
read/worship (both), maintaining positive social order (all), and being
responsible for the well being of one another.
The father served as the “head of the household.” Men had a specific skill set
or trade that would keep the family financially stable.
Puritanism / Continued
The role of women was hindered to the concept of “traditional” female roles
in society.
Women were not allowed to vote, and they had a very limited role in the
community.
Most importantly, women (and children) were never allowed to question
church doctrine.
Clergymen were highly regarded by the community due to their “direct line
of contact” with God.
Puritan Communities
Community involvement was vital for Puritans.
The church served as a sort of checks and balances system for individual
families, as well as the children of all families collectively.
Journal Entry : September 9, 2014








Copy the Academic Vocabulary terms and definitions.
Ethos – The appeal of a speakers own credibility.
Logos - The appeal of reason; often made through facts.
Pathos - The appeal to common human emotion.
Connotative meaning – an association for a word that is implied by the word’s
ideas or qualities
Imagery - visually descriptive or figurative language
Repetition - The return of a word, phrase, stanza form, or effect in any form of
literature
Allusion - A figure of speech making casual reference to a famous historical or
literary figure or event.
Daily Classwork
Journal Entry / Discussion
Introduction Material / Jonathan Edwards (Pg. 88)
Read : Sinners in the Hands of an Angry God (Pg. 90)
Answer review questions
Today I Learned – Exit Slip
Objectives:
Relating literature to a historic period / Identifying imagery / Understanding connotation
/ Identifying allusion / Learn Aristotle’s Appeals (Ethos, Logos, and Pathos)
Sinners in the Hands of an Angry God







What is the purpose of the sermon?
According to Edwards, how can mankind save itself?
Identify some messages, images, or phrases that Edwards repeats frequently. What
is the purpose of this repetition? What is the effect?
Give 5 examples of imagery from the sermon.
What biblical allusion is made in the sermon?
Edwards puts emphasis on the “pleasure of God.” How would you define the
‘pleasure of God’? What kind of picture of God does Edwards paint for his listeners
when he discusses the ‘pleasure of God’?
What does Edwards assume his audience is afraid of? How does he utilize these
fears to his advantage? What new fears does he cultivate?
Journal Entry : September 10, 2014
Describe how Jonathan Edwards created Aristotle’s
Appeals in Sinners in the Hands of an Angry God.
Ethos / Logos / and Pathos
You can use your definitions for the journal entry.
Daily Classwork
Journal Entry / Discussion
Vocab Quiz
Read : Before the Read / Anne Bradstreet (Pg. 82)
Read : Upon the Burning of Our House (Pg. 84) and To
My Dear and Loving Husband (Pg. 85)
Respond : Questions 1-5 (Pg. 86)
Objectives :
- Create an inference on the author’s beliefs / Understand
culture through literature / Review parts of poetry
Journal Entry : September 11, 2014
On this a day of remembrance, discuss the feelings or
emotions that you have in relation to “9/11.” (Four
sentences)
Do you feel safe as a citizen of the U.S. ? Why/why not?
Daily Classwork
Journal Entry / Discussion
Review : Upon the Burning of Our House
Read : Background Information (Pg. 74)
Read : A Narrative of the Captivity and Restoration of Mrs. Mary
Rowlandson (Pg. 76)
Objectives :
Analyze the historical conflict between Native Americans and
Europeans. / Acknowledge and identify the use of allusion.
Journal Entry : September 12, 2014
It’s Free Write Friday,
This is haiku poetry,
You can haiku too!
Daily Classwork
Journal Entry / Discussion
Read : The Captivity and Restoration of Mrs. Mary Rowlandson
(Continued)
Read : (Independent Reading) The Life of Oloudah Equiano (Pg.
68)
Assignment : Handout / Written Response
Objectives:
- Responding personally, critically, and analytically to non-fiction texts /
Compare and contrast like works of non-fiction. / Continue learning the
form of non-fiction known as slave narratives.
Daily Classwork
Journal Entry / Summary
Complete Act I
Act I Review
Objectives:
CCS:
Journal Entry : 9-17-13
For today's bell work, select the character that you will
use for the Character Analysis assignment.
In your journal, write your selected character’ s name
and a brief rationale about why you selected him/her.
Upon completion of this task, take the first 10 minutes of
class to gather information (quotes, character
description, etc.) for your chart. Please do so
independently.
Daily Classwork
Journal Entry / Character Selection
Classroom Assignment
Character Maps
Objectives:
CCS:
Journal Entry : 9-18-13
The Crucible Vocabulary Pt. 1
Copy the terms and the definitions.
Dissembling- to disguise or conceal behind false appearance.
Conjure- to summon (devil/spirits) by magical or supernatural
power.
Vindictive- disposed to seek revenge; revengeful
Propriety- the state of conforming to conventionally accepted
standards of behavior or morals.
Diametrically- completely; directly
Use one of the terms above in a complete sentence.
Daily Classwork
Journal Entry
Act I Review : Take 2! : Literature Book Pg. 1045 Questions 1-8 & 12 Dialogue (20 minutes)
TPCASTT Poetry Analysis Introduction / Example
“Upon the Burning of our House” Pg. 84 (Literature Book)
“Half-Hanged Mary”
Questions / Discussion
Objectives:
CCS:
Journal Entry : 9-19-13
The Crucible Vocabulary Pt. 2
Copy the terms and definitions.
Defamation- the action of damaging the good reputation of
someone : slander or libel
Malign- evil in disposition, nature, or intent
Fiend- an evil spirit or demon
Iniquity- immoral or grossly unfair behavior
Malevolence- having or showing a wish to do evil to others
Use one of the words above in a complete sentence.
Daily Classwork
Journal Entry
Begin Act II
Objectives:
CCS:
Journal Entry : 9-20-13
It's yet again time for Free Write Friday!
If you prefer a topic, make your prediction for the Battle
of the Big Cats! Write about your excitement for tonight's
game.
Once you have finished, review the vocabulary terms
from Wednesday and Thursday. It’s vocab quiz time!!
Daily Classwork
Journal Entry
Finish Act II
Objectives:
CCS:
2nd
2
1.
2.
Hour Questions
Briefly discuss the lie told by John Proctor to his wife Elizabeth.
Explain what was meant in the narration “she has suddenly lost all faith in
him”
3. Does Elizabeth have just reasoning for her frustration?
4. Discuss the shift of the conversation. How does John Proctor regain the
upper hand?
5. Describe Mary Warren’s character as she arrives home.
6. What “gift” does she bring? Who does she give it to?
7. The number of accused went from ____ to ____.
8. What is Goody Proctor accused of? (Don’t write witchcraft Kody)
9. What was Sarah Good accused for?
10. What was the justification of the court?
Journal Entry: 9-23-13
We finished Act II of The Crucible on Friday. Complete the chart below
using the chain of events from Act II. Use FOUR key events in
chronological order.
1.
2.
3.
4.
Daily Classwork
Journal Entry / Chain of Events
Act I & II Review
Begin Act III
Objectives:
CCS:
Journal Entry : 9-24-13
The Crucible Vocab. Pt. 3
Copy the terms and definitions.
Inert – lacking the ability or strength to move.
Anarchy – A state of disorder due to absence or lack of
recognition to authority.
Prodigious – unnatural or abnormal.
Calumny – the making of false and defamatory statements in order
to damage someone's reputation
Faction – a small, organized, dissenting group within a larger one
Use one of the terms above in a complete sentence.
Journal Entry : 9-25-13
The Crucible Vocab. Pt. 4
Copy the terms and definitions.
Pallor – an unhealthy pale appearance
Base – without moral principles
Condemnation –the expression of very strong disapproval
Daft – silly; foolish
Anonymity- the condition of being anonymous
Use one of the terms above in a complete sentence.
Journal Entry 9/26/13
Write a brief summary of yesterday’s reading.
Journal Entry : 9/27/13
You know what to do; for it is Friday…
If you prefer a topic, briefly discuss what you are looking
forward to doing this weekend.
Or, you could write about your favorite character in The
Crucible.
Archetypal Tragic Hero
Noble Stature: since tragedy involves the "fall" of a tragic hero, one theory is that one must have a
lofty position to fall from, or else there is no tragedy (just pathos). Another explanation of this
characteristic is that tragedies involving people of stature affect the lives of others.
Tragic Flaw (Hamartia): the tragic hero must "fall" due to some flaw in his own personality. The most
common tragic flaw is hubris (excessive pride). One who tries to attain too much possesses hubris.
Free Choice: while there is often a discussion of the role of fate in the downfall of a tragic hero, there
must be an element of choice in order for there to be a true tragedy. The tragic hero falls because
he chooses one course of action over another.
The Punishment Exceeds the Crime: the audience must not be left feeling that the tragic hero got
what he deserved. Part of what makes the action "tragic" is to witness the injustice of what has
occurred to the tragic hero.
Hero has Increased Awareness: it is crucial that the tragic hero come to some sort of an
understanding of what went wrong or of what was really going on before he comes to his end.
Produces Catharsis in Audience: catharsis is a feeling of "emotional purgation" that an audience
feels after witnessing the plight of a tragic hero: we feel emotionally drained, but exultant.
Journal Entry: 9/30/13
Tell me about your project.
Which project did you choose?
How is your project coming along?
Tell me a difference between the movie and the book
version.
Journal Entry : 9/30/13
Grammar Review / Subject Verb Agreement
1. Everyone (has/have) done his or her homework.
2. Each of the students (is/are) responsible for doing his or her
work.
3. Either my father or my brothers (is/are) going to sell the car.
4. Neither my sisters nor my mother (is/are) going to sell the house.
5. The samples on the tray in the lab (need/needs) testing.
6. Mary and John usually (plays/play) together.
7. Both of the dogs (has/have) collars.
8. Neither the dogs nor the cat (is/are) very hungry.
9. Either the girls or the boy (walk/walks) in the evening.
10. Either the boy or the girls (walk/walks) in the evening.
Answers
1. Everyone has done his or her homework.
2. Each of the students is responsible for doing his or her
work.
3. Either my father or my brothers are going to sell the car.
4. Neither my sisters nor my mother is going to sell the
house.
5. The samples on the tray in the lab need testing.
6. Mary and John usually play together.
7. Both of the dogs have collars.
8. Neither the dogs nor the cat is very hungry.
9. Either the girls or the boy walks in the evening.
10. Either the boy or the girls walk in the evening.
Journal Entry: 10-1-13
Fix the run-on sentences.
1. The woman’s skills are perfect for the new position we
intend to promote her.
2. The team lost seven games in a row, consequently,
the coach was fired.
3. Here is the chief administrator, he will solve our
problems.
4. He phoned his fiancée repeatedly but she refused to
return his calls.
5. I have good ideas I can’t put them into a sentence.
Answers
1. The woman’s skills are perfect for the new position,
so we intend to promote her.
2. The team lost seven games in a row; consequently,
the coach was fired.
3. Here is the chief administrator; he will solve our
problems.
4. He phoned his fiancée repeatedly, but she refused to
return his calls.
5. I have good ideas, yet I can’t put them into a
sentence.
Journal Entry: 10-2-13
Provide an example of the following types of figurative
language:
1- simile
2- metaphor
3- hyperbole
4- personification
5- allusion
Journal Entry: 10-4-13
It is Friday; enjoy the free-write!
If you would like a topic, tell me you concerns with essay
writing.
Or, tell me about the process of creating your project.
Write for the first five minutes of class.