ENG III - The Crucible - Act II: Characterization and Conflict
OBJECTIVE: To identify characterization and its impact on conflicts.
PROCEDURE: We have been working in Act I with characterization, and we will continue to do so in Act
II, using characterization as a means to uncover and analyze conflict. Along with your assigned group, you will become an expert in your assigned character. You will read Act II in its entirety, focusing on the unique developments, motivations, and conflicts of your assigned character.
GRADING: You will be given participation grades based on your work throughout the unit. See the participation rubric for this breakdown. Your worksheet packet and presentation will each be worth a quiz grade. Attached is more information on this.
ROLES: Each day, you will take on a role in the group: Recorder, Spokesman, or Text Finder. The
Recorder will write all notes and findings, the Spokesman will share out when we move to whole group or in conferences, and the Text Finder(s) will be responsible for finding supports in the text. It is beneficial to have more than one person as Text Finder for obvious reasons. Each day, record your roles and report them in your daily conference. Strive to change up your roles as often as possible, but also make choices that work best for the members and group as a whole.
You will be given 10 class days to:
 Read, notate and discuss the act and the role of your character
 Post to schoology a total of five times in an online discussion of characters
 Complete six graphic organizers that breakdown character and conflict
 Design and deliver a presentation that clarifies your character to the class
TIMELINE: The following is a rough timeline of the unit. You do not need to stick strictly to this timeline, but you do need to meet your deadlines. This is subject to change, of course, as we move through the project. Once you complete the day’s activity, you will conference and possibly move on; if you need to revisit your work, we will find you “wiggle room” to do so. You can work at your own pace, but should be working all period each day.
September 29: Complete “keyhole” sheet as a group; this will aid in recall and setup.
September 30, October 1 and 2: Read and discuss act, pulling significant quotes for discussion.
Generate one discussion question per day; this will be more specifically addressed in class.
October 5: Complete character web and quotes sheet on your character.
October 6: Complete external and internal conflict sheets.
October 7: Jigsaw! Use external and internal conflict sheets as a basis for discussing relationships between characters.
October 8: Complete “Big Idea” subject sheet. Begin to design presentation.
October 13 and 14: Write/design presentation. See next page for guidelines and rubric.
October 14: Scene or presentation must be written and ready for delivery on October 15.
October 15 and 16: Presentations
On October 19, we will return to whole group to discuss the “big ideas” and “takeaways” from these presentations. Throughout the project, we will meet in whole group as needed for clarification and minilessons. You will conference with your teacher daily as a way to check your progress.

Act II “Character In Crisis” Presentation
Your character is clearly in crisis in terms of both external and internal conflicts! This is your opportunity to share out what you have learned about this. You and your group are to design a 5-7 minute presentation that can be creative or factual in nature.
Think: Anything from a PowerPoint, to a chart, to a collage, to a skit or creative story would work.
The only stipulations are that the presentation must answer all of the following questions:
 What was known about this character in Act I?
 How has it changed or developed in Act II?
 What is evidence of important direct characterization?
 What is evidence of important indirect characterization?
 What is this character’s motivation? Has it changed? If so, how?
 What external conflict(s) is this person facing?
 What internal conflict(s) and big decisions is this person facing?
 How is he/she handling them?
 What defining character traits does this person possess?
 What have you learned from this character in terms of personal connections? Do you feel empathy toward the character? Why or why not?
Presentation must be completed by October 14, to be delivered October 15 and 16.

“Character In Crisis” Presentation Rubric
SKILL
NONVERBAL
(20)
EYE CONTACT
(10)
BODY
LANGUAGE (10)
VERBAL (20)
ENTHUSIASM
(10)
Demonstrates a strong, positive feeling about topic throughout presentation.
ELOCUTION (10) Uses a consistently clear, strong voice in delivery.
Pronunciation is consistently correct.
CONTENT (60)
SUBJECT Student
KNOWLEDGE
(30) demonstrates full knowledge of character and answers all questions fully and appropriately.
ORGANIZATION
(10)
PLANNING and
PREPAREDNESS
(10)
Student presents information in logical, interesting sequence which audience can follow.
Presentation is clearly wellplanned and wellexecuted.
MECHANICS
(10)
A
Holds attention of audience with the use of direct eye contact; seldom looks at notes.
Movements are fluid and help the audience visualize.
Presentation has no misspellings nor grammatical errors.
B
Consistent use of direct eye contact; still returns to notes.
Attempts movements or gestures to enhance articulation.
Occasionally shows positive feelings on topic.
Uses a clear, strong voice in delivery most times.
Pronunciation is good.
Student provides full knowledge of character, but without additional elaboration or connection.
Student presents information in logical sequence which audience can follow.
Presentation is mostly wellplanned and mostly wellexecuted.
Presentation has few misspellings or grammatical errors, none of which detract from meaning.
C
Minimal eye contact; reading mostly from notes.
Very little movement or descriptive gestures.
Shows diminished interest in topic.
Rarely uses a strong voice.
Presentation is hard to hear in moments.
Pronunciation is adequate.
Student is uncomfortable with information on character and is unable to answer some questions.
Presentation is somewhat difficult to follow.
Presentation has many misspellings or grammatical errors.
D/F
No eye contact with audience; entire presentation read aloud from notes.
No movement or descriptive gestures.
Shows zero interest in topic presented.
Student mumbles, speaks incorrectly, and/or the presentation is difficult to hear.
Student does not have a grasp of character and cannot answer any questions.
Audience cannot understand or follow presentation.
Presentation clearly could use more planning and more practice.
Presentation is poorly planned and poorly executed.
Presentation has so many misspellings and grammatical errors that meaning is obscured.