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Requirements for this product include this sheet, the UbD Chart (with all three stages); a Daily Lesson
Plan for each day of the unit; and all major assignment sheets, assessment rubrics, and other materials as
specified by the Subject Area Methods instructor. While the evidence of some of the performance
indicators is easy for your evaluators to find, some of the indicators are more elusive, or may not have
been included at all.
This chart will let your evaluators know where you think you have included certain required aspects of
the unit. If you have consciously NOT addressed an area, this is the means by which you can account for
your decision not to include the element.
Performance
Indicator
Literacy Instruction
Interconnectedness of
Content Areas/Disciplines
Note links within or across
Global Awareness
Jackson
Unit Plan for English III The Crucible - Justice for All?
Stage 1Desired Results
Established Goals (from NC Standard Course of Study, Common Core State Standards, etc.):
Common Core Reading Standards for Literature, Grades 11-12
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a
play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at
least one play by Shakespeare and one play by an American dramatist.)
Common Core Reading Standards for Informational Text, Grades 11-12
Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Common Core Writing Standards, Grades 11-12
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
Common Core Speaking and Listening Standards, Grades 11-12
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas
and expressing their own clearly and persuasively.
Common Core Language Standards, Grades 11-12
Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
Understandings:
Students will understand that . . .
Essential Questions:
Other Evidence:
Standard Honors AP
1/15
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Communism
Allegory
Defamation
Justice
Witch (as defined by the story)
Language of theater (stage directions, set, etc.)
Materials
Student packet
Homework packet
PowerPoint presentation on Arthur Miller and the historical context of The Crucible
The Crucible
Anchor Paper
Technology Needs
Laptop
Document Camera
LESSON ACTIVITIES
Input,
Modeling, &
Check for
Understanding
20
min.
Listen.
Pass out The Crucible. Turn to Act I. Read aloud or follow along
Cold call a student to read the
with text. Answer questions
italicized section. Ask questions
aloud and/or in packet.
during reading, cold calling and
asking for volunteers.
Independent
2
For homework, please read the
Make note of the homework in
Practice/
min.
handout, which is the introduction to
planner.
Homework
the play, written by Arthur Miller.
This will give you a bit of
background on the real lives of the
characters as well as Millers
motivations for writing the play.
Closing/
3
In your journal, please write down
Respond to prompt in journal.
Summary
min.
two things you learned today and one
question you have. I will be walking
around and reading these comments
to get a sense of what we should
begin with tomorrow. Be prepared to
share this information then.
Assessment of Student Learning
CFU during Two Things I Learned and looking at student questions.
Differentiation Strategies
How will you adjust aspects of the lesson to accommodate student READINESS?
Struggling Students:
Gifted/Advanced Students:
English Language Learners:
Guided
Practice
N/A
10
min.
N/A
N/A
How will you adjust aspects of the lesson to accommodate students LEARNING PROFILES?
N/A
How will you adjust aspects of the lesson to accommodate students INTERESTS?
N/A
Education:
Early Career:
The Crucible:
Post-Crucible:
1950s America
Cold War:
Ideologies:
Growing Fear:
Joseph McCarthy:
McCarthyism:
Witch Hunt:
Crucible Connection:
Vocabulary:
Allegory:
Communism:
Witch:
Define crucible
POINTS
25
20
10
15
15
15
DAY 2:
*Watch Act I of
The Crucible.
*HW: Many Sides
of Abigail
worksheet.
DAY 3:
*QUIZ.
*Discussion of Act
I.
*HW: Character
chart in journal.
DAY 4:
*Read first half of
Act II as a whole
class.
*HW: Finish
reading as needed.
Character
observation in
journal.
DAY 5:
*Read second half
of Act II in small
groups.
*HW: Finish
reading as needed.
DAY 6:
*Book Club scene
presentation.
*Modern witch
hunts.
*HW: Complete
chart if needed and
SCOTUS opinion
pre-write.
DAY 7:
*QUIZ.
*Historical context
1950s America.
*HW: Write a
synopsis of Acts I
and II in journal.
DAY 8:
*Watch Act III.
*HW: Journal
response. Make
notes on how this
will impact your
SCOTUS opinion.
DAY 9:
*QUIZ.
*Act III discussion.
*Court systems in
1692 and 1950s
America.
*HW: Create first
draft of SCOTUS
opinion.
DAY 10:
*Read first half of
Act IV in small
groups.
*HW: Finish
reading first half as
needed. Make sure
character chart is
complete.
DAY 11:
*Finish reading Act
IV as a whole class.
*HW: Peer-edit.
DAY 12:
*QUIZ.
*SCOTUS opinion
peer-edit review.
*Final project.
*GUEST
SPEAKER!
*HW: Legal team
pre-write.
DAY 13:
*Legal team
research.
*HW: SCOTUS
opinion.
DAY 14:
*Legal team
research.
*SCOTUS opinion
meetings.
*HW: SCOTUS
opinion.
DAY 15:
*Mock trial.
*HW: SCOTUS
opinion.
---------------------DAY 16:
*Begin new unit.
*SCOTUS opinion
due.
The Crucible
Written by Arthur Miller
Early life
- Miller was born in 1915 in New York and grew up in
Brooklyn.
- He was an athlete in his childhood. He was not
particularly literary at that time.
- He worked in auto parts factory to save money to go to
college.
Education
- Miller attended University of Michigan.
- He studied journalism, graduating in 1938.
- Following graduation, he moved back to NYC to write
for the radio.
Early Career
- Miller began his playwriting career in 1944 with a show
called The Man Who Had All the Luck it only ran for
four performances.
- All My Sons, which premiered in 1947, was successful
and gained him recognition.
- Death of a Salesman premiered in 1949. This show
brought him worldwide fame.
The Crucible
- In the 1950s, he was caught up in the hysteria surrounding
Communist influence in all facets of American life, including the
Arts. (More on this later)
- His experiences during this time inspired The Crucible, which
premiered in 1953.
- It wasnt initially a success on Broadway, but has since become
his most produced play.
Post - Crucible
- Miller married actress Marilyn Monroe in 1956. They
divorced in 1961.
- He wrote the screenplay for the 1996 film The Crucible.
- He passed away in 2005.
1950s'America'
The'Cold'War'
Ideologies'
- America = Capitalism (Private ownership)
- USSR = Communism (Collective ownership)
- In 1949, China = Communism
- Chinas shift in ideology threw America into a
state of paranoia and panic.
Growing'Fear'
Joseph'McCarthy'
McCarthyism'
- McCarthy made a speech in February
1950, where he claimed to have a list of
more than 200 Communist party members
who were working for the US State
Department.
- The attempt to weed out Communists had
been going on before McCarthy, and
continued after him, but he became
symbolic of the era, and his involvement
coined the term McCarthyism.
Witch'Hunt'
Crucible)Connection)
- Arthur Miller was in the middle of all of this
hysteria about Communism.
- He saw clear parallels between
McCarthyism and the hysteria over witches
that had existed four centuries earlier.
- He wrote The Crucible as an allegory to
illustrate how ridiculous the paranoia about
Communism in the US was.
Vocabulary
- Allegory: a story, poem, or picture that can be
interpreted to reveal a hidden meaning, typically a moral
or political one.
- Communism: A political theory in which all property is
publicly owned and each person works and is paid
according to their abilities and needs.
- Witch: A person who has made a pact with the devil,
usually an exchange of a soul for evil powers with which
to torture mortals.
Standard Honors AP
2/15
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas
and expressing their own clearly and persuasively.
LESSON ACTIVITIES
40
min.
N/A
2
min.
N/A
N/A
How will you adjust aspects of the lesson to accommodate students LEARNING PROFILES?
N/A
How will you adjust aspects of the lesson to accommodate students INTERESTS?
N/A
ABIGAIL 2:
EXAMPLE:
ABIGAIL 3:
EXAMPLE:
Standard Honors AP
3/15
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas
and expressing their own clearly and persuasively.
Motivation
Justice
Defamation
The Crucible
Student packet
Materials
Technology Needs
Document camera
Laptop
LESSON ACTIVITIES
Procedure: Include all sections that apply to this lesson; combine as necessary.
Section
Time What the Teacher will do:
What the Students will do:
Statement of
5
Today we will discuss and process
Listen.
Objective &
min.
what we saw in Act I yesterday.
Purpose
12
min.
Guided
Practice
17
min.
Independent
Practice/
Homework
1
min.
Closing/
Summary
5
min.
Listen.
Socrative quiz
CFU during Book Club discussion
Closing discussion of justice and defamation
Differentiation Strategies
How will you adjust aspects of the lesson to accommodate student READINESS?
Struggling Students:
Gifted/Advanced Students:
English Language Learners:
N/A
N/A
N/A
How will you adjust aspects of the lesson to accommodate students LEARNING PROFILES?
N/A
How will you adjust aspects of the lesson to accommodate students INTERESTS?
N/A
3) What did Betty try to do when she woke up? Who did she call for?
Standard Honors AP
4/15
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a
play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at
least one play by Shakespeare and one play by an American dramatist.)
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas
and expressing their own clearly and persuasively.
Magistrate
The Crucible
Character cards
Student packet
Bulletin Board question
Document camera
Laptop
Materials
Technology Needs
LESSON ACTIVITIES
Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)
Share character list with a partner. Make sure all characters and major facts are included in
both journals.
Procedure: Include all sections that apply to this lesson; combine as necessary.
Section
Time What the Teacher will do:
What the Students will do:
Statement of
5
Today we will read the first half of
Listen.
Objective &
min.
Act II as a whole class. Well take
Purpose
with
turns reading different parts and
hook discussing whats happening in the
text, identifying figurative language,
character motivation, and symbolism.
Input,
Modeling, &
Check for
Understanding
35
min.
Guided
Practice
8
min.
Independent
Practice/
Homework
1
min.
Closing/
Summary
1
min.
N/A
N/A
How will you adjust aspects of the lesson to accommodate students LEARNING PROFILES?
N/A
Reading Notes
In the box below, please make note of new characters as well as character development.
In the box below, please write at least four examples of figurative language.
Standard Honors AP
5/15
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a
play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at
least one play by Shakespeare and one play by an American dramatist.)
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas
and expressing their own clearly and persuasively.
Traffic
Warrent
The Crucible
Student packet
Document camera
Laptop
Materials
Technology Needs
LESSON ACTIVITIES
Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)
Students will pair up and discuss the notes they made in their journals, selecting one
observation or question to share. They will then join with another pair to share. They will
select one note to share with the rest of the class.
Procedure: Include all sections that apply to this lesson; combine as necessary.
Section
Time What the Teacher will do:
What the Students will do:
Statement of
7
Today were going to finish Act II in Listen and get into Book Clubs.
Objective &
min.
our Book Clubs. You will determine
Purpose
with
who will read what part in your
hook groups.
Input,
28
While you are reading, I would like
Listen and receive packet.
min.
Guided
Practice
10
min.
Independent
Practice/
Homework
1
min.
N/A
4
min.
N/A
N/A
How will you adjust aspects of the lesson to accommodate students LEARNING PROFILES?
N/A
How will you adjust aspects of the lesson to accommodate students INTERESTS?
N/A
3) Write a two sentence summary of John Proctors monologue on page 73 (If she is
innocent!... in your own words.
4) Reflect as a group on the last page of Act II do you see anything problematic about the
conversation between John Proctor and Mary Warren?
Ending line:
Standard Honors AP
6/15
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a
play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at
least one play by Shakespeare and one play by an American dramatist.)
Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas
and expressing their own clearly and persuasively.
The Crucible
Mean Girls (1:05:56 1:07:40)
PPT on Modern Day Witch Hunts
Articles on modern day witch hunts
Student packet
Technology Needs
Document camera
Laptop
Materials
LESSON ACTIVITIES
Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)
Show a clip from Mean Girls showing the orchestrated hysteria from the Plastics Burn Book
(1:05:56 1:07:40). Quick discussion how does this clip relate to what weve read so far in
The Crucible?
Procedure: Include all sections that apply to this lesson; combine as necessary.
Section
Time What the Teacher will do:
What the Students will do:
Statement of
5
Today well spend some time
Listen.
Objective &
min.
processing the first half of the play.
Purpose
with
Each Book Club will share the scene
hook they prepared yesterday and then
Input,
Modeling, &
Check for
Understanding
20
min.
Guided
Practice
20
min.
Independent
Practice/
Homework
1
min.
4
min.
Closing/
Summary
N/A
N/A
N/A
How will you adjust aspects of the lesson to accommodate students LEARNING PROFILES?
N/A
How will you adjust aspects of the lesson to accommodate students INTERESTS?
N/A
Allegory:
Newspaper Article
Please read the article and make note of any important details in the box below.
ARTICLE
EXAMPLE
MEAN GIRLS
EXAMPLE
EX: Burn Book
SIMILARITIES
EX: Unintended
consequence
How does your definition of justice fit with the punishments outlined in the Massachusetts
Laws of 1648?
MODERN
DAY
WITCH
HUNTS
WHAT IS A WITCH
HUNT?
- Witch-hunt: an intensive effort to discover and expose
disloyalty, subversion, dishonesty, or the like, usually based
on slight, doubtful, or irrelevant evidence.
CRUCIBLE
CONNECTION
- What does this have to do with The Crucible?
- You may remember, The Crucible is an allegory
- Allegory: a story, poem, or picture that can be interpreted
to reveal a hidden meaning, typically a moral or political
one.
ALLEGORY
- The Crucible is an allegory for a modern day witch hunt
from the 1950s The Red Scare
Standard Honors AP
7/15
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a
play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at
least one play by Shakespeare and one play by an American dramatist.)
Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas
and expressing their own clearly and persuasively.
Communism
Red Scare
McCarthyism
SCOTUS
The Crucible
PPT on Communism/The Red Scare/McCarthyism
Clip of SCOTUS refusing to stay the execution of the Rosenbergs
Note taking sheet on Communism/Red Scare
Graphic organizer for SCOTUS role play
Student packet
Technology Needs
Document camera
Laptop
Speakers
Materials
LESSON ACTIVITIES
Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)
Complete a KWL on the Red Scare and Communism.
Procedure: Include all sections that apply to this lesson; combine as necessary.
Section
Time What the Teacher will do:
What the Students will do:
5
min.
with
hook
Input,
Modeling, &
Check for
Understanding
25
min.
Guided
Practice
20
min.
Independent
Practice/
Homework
2
min.
Closing/
Summary
3
min.
Listen.
Complete quiz.
N/A
N/A
N/A
How will you adjust aspects of the lesson to accommodate students LEARNING PROFILES?
N/A
How will you adjust aspects of the lesson to accommodate students INTERESTS?
N/A
McCarthyism:
HUAC:
Consequences:
The Rosenbergs:
Communism and
the Red Scare
Capitalism
Features of Capitalism
System of government is democratic
Property is privately owned
Driven by free enterprise
Wealth distributed unevenly
Capitalism
Features of Capitalism
Communism
Features of Communism
Communism
Features of Communism
McCarthyism
Fear of communism in
1940s-1950s.
HUAC
House of Un-American Activities Committee
HUAC investigated communism within
Hollywood, calling a number of playwrights,
directors and actors known for left-wing views to
testify.
Some of these, including film director Elia Kazan,
testified for the committee to avoid prison
sentences, but the Hollywood Ten, a group of
entertainers, refused to testify and were
convicted of contempt and sentenced to up to
one year in prison.
Arthur Miller
Charlie Chaplin
Orson Wells
Lucille Ball
Julia Child
Consequences
Passports revoked
Loss of job
Home and business could be
taken by the government
Reputation ruined
Thrown in jail
In the case of Julius and Ethel
Rosenberg-execution
President
Dwight D. Eisenhower
! President Eisenhower spoke before the
Rosenbergs execution.
! I can only say that, be immeasurably
increasing the chances of atomic war, the
Rosenbergs may have condemned to
death tens of millions of innocent people all
over the world. The execution of two
human beings is a grave matter. But even
graver is the thought of the millions of dead
whose deaths may be directly attributable
to what these spies have done.
Standard Honors AP
8/15
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Contention
Deposition
Perjury
Monologue
Laptop
DVD player
TV
Materials
Technology Needs
LESSON ACTIVITIES
Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)
Ask students to name two things they remember from the Communism/Red Scare lecture
from the previous class.
Procedure: Include all sections that apply to this lesson; combine as necessary.
Section
Time What the Teacher will do:
What the Students will do:
Statement of
7
Today we will watch Act III of The
Listen and respond to questions.
Objective &
min.
Crucible. Who can give us a quick
Purpose
with
synopsis of Act I? Who can give us a
hook quick synopsis of Act II?
37
min.
Independent
Practice/
Homework
2
min.
Closing/
Summary
4
min.
N/A
N/A
How will you adjust aspects of the lesson to accommodate students LEARNING PROFILES?
N/A
How will you adjust aspects of the lesson to accommodate students INTERESTS?
N/A
Standard Honors AP
9/15
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a
play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at
least one play by Shakespeare and one play by an American dramatist.)
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
Court
Plaintiff
Defendant
Church and State
The Crucible
PPT on courts
Student packet
Court documents from Salem Witch Trials
Court documents from Rosenbergs trial
Notecards
Technology Needs
Document camera
Laptop
Materials
LESSON ACTIVITIES
Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)
Students will take a Socrative quiz on plot points of Act III.
Procedure: Include all sections that apply to this lesson; combine as necessary.
Section
Time What the Teacher will do:
What the Students will do:
Statement of
7
Today we will spend some time
Listen.
Objective &
min.
processing Act III. First, well meet
Purpose
with
in our Book Clubs to discuss some of
Input,
Modeling, &
Check for
Understanding
25
min.
Guided
Practice
10
min.
Independent
Practice/
Homework
3
min.
Closing/
Summary
5
min.
Socrative quiz.
Book Club discussion and student packet.
Exit Ticket.
Differentiation Strategies
How will you adjust aspects of the lesson to accommodate student READINESS?
Struggling Students:
Gifted/Advanced Students:
English Language Learners:
N/A
N/A
N/A
How will you adjust aspects of the lesson to accommodate students LEARNING PROFILES?
N/A
How will you adjust aspects of the lesson to accommodate students INTERESTS?
N/A
Puritanism:
Puritans in Salem:
Rosenbergs:
COURT OF 1950
Trial Process:
!
!
!
!
!
Use of Evidence:
!
!
The only evidence presented was that which showed the accused to be a witch
Evidence of any kind could be used (a prior argument, a stomach-ache from the accuser,
etc.)
Verdicts:
!
If the accused was deemed guilty, the only sentence was death
Other facts:
!
!
!
!
The Court of Oyer and Terminer was similar to British courts at the time
No legal counsel allowed for accused
Theocratic governing body
Confession could reduce the accuseds sentence from death to imprisonment
Trial Process:
!
!
!
!
!
!
Use of Evidence:
!
!
Verdicts:
!
Depending on the charge, the verdict and the sentence (punishment) may be determined
separately
Other facts:
!
!
!
!
COURT SYSTEMS
1692 VS. 1950
PURITANISM
Christian faith that
originated in England during
the early 1600s
Puritans believed in
predestination
They split from the Church of
England in 1633
Many emigrated to the
American colonies
Their radical beliefs
flourished in the new world
PURITANS IN SALEM
ROSENBERGS TRIAL
The Rosenbergs case went all the way up to the
Supreme Court of the United States.
Found guilty and executed.
Standard Honors AP
10/15
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas
and expressing their own clearly and persuasively.
Prodigious
Beguile
Indictment
The Crucible
Student packet
Document camera
Laptop
Materials
Technology Needs
LESSON ACTIVITIES
Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)
Listen to the song Witch Hunt by Rush with a copy of the lyrics. Quick write on its
connection to The Crucible.
Procedure: Include all sections that apply to this lesson; combine as necessary.
Section
Time What the Teacher will do:
What the Students will do:
Statement of
10
Were almost finished with The
Listen.
Objective &
min.
Crucible! Today we start Act IV.
Purpose
with
Well read this Act in two parts,
hook today in our Book Clubs and
Input,
Modeling, &
Check for
Understanding
30
min.
Independent
Practice/
Homework
2
min.
Closing/
Summary
8
min.
N/A
N/A
How will you adjust aspects of the lesson to accommodate students LEARNING PROFILES?
N/A
How will you adjust aspects of the lesson to accommodate students INTERESTS?
N/A
Standard Honors AP
11/15
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas
and expressing their own clearly and persuasively.
Penitence
The Crucible
Articles/Facts on types of governments
Technology Needs
Document camera
Laptop
Materials
LESSON ACTIVITIES
Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)
Students will answer a question posted on the bulletin board with a notecard. They will post
their answer on the bulletin board under the original question.
Procedure: Include all sections that apply to this lesson; combine as necessary.
Section
Time What the Teacher will do:
What the Students will do:
Statement of
5
Today is the day we finish reading
Listen and provide summary if
Objective &
min.
The Crucible! Well do so as a whole called on.
Purpose
with
group. Who can remind us of the last
hook thing that happened in yesterdays
reading?
5
min.
Guided
Practice
35
min.
Independent
Practice/
Homework
Closing/
Summary
3
min.
2
min.
Respond to question.
N/A
N/A
N/A
How will you adjust aspects of the lesson to accommodate students LEARNING PROFILES?
N/A
How will you adjust aspects of the lesson to accommodate students INTERESTS?
N/A
Editor's Name:
Exchange papers with your partner; read through your partners essay carefully.
Correct any grammatical errors as you read the essay.
Complete the worksheet below. Avoid "yes" or "no" answers to the questions; instead, make
specific suggestions that will help your partner revise the paper effectively.
When you receive your paper back, keep in mind that the comments on the worksheet are
suggestions by your partner and that you need to decide what to heed and change.
Has the writer addressed the assignment (persuasive essay)? Why or why not?
Which paragraph seems to have the most interesting and convincing details? Why?
Standard Honors AP
12/15
Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas
and expressing their own clearly and persuasively.
Defamation
The Crucible
Student Packet
Discussion guide
Document camera
Laptop
Materials
Technology Needs
LESSON ACTIVITIES
Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)
Watch 4 minute summary of The Crucible - http://www.shmoop.com/video/the-cruciblesummary
Procedure: Include all sections that apply to this lesson; combine as necessary.
Section
Time What the Teacher will do:
What the Students will do:
Statement of
6
We have a lot to do today! Well
Listen.
Objective &
min.
have 15 minutes to review peer edit
Purpose
with
forms from last night. Then, well
Input,
Modeling, &
Check for
Understanding
Guided
Practice
5
min.
20
min.
Independent
Practice/
Homework
4
min.
Closing/
Summary
5
min.
Take quiz.
N/A
N/A
N/A
How will you adjust aspects of the lesson to accommodate students LEARNING PROFILES?
N/A
How will you adjust aspects of the lesson to accommodate students INTERESTS?
N/A
Only the head juror will speak publicly. He/she must present the jurys findings to
the court.
Court Rules
Head Attorney:
2nd Attorney:
3rd Attorney:
4th Attorney:
Witnesses:
1.
2.
3.
4.
5.
Statement of what we will prove:
Practice acting as your assigned character you must stay in character throughout the
trial. Is this character fearful? Bold? Intelligent? Simple? Convey their characteristics.
Practice answering attorneys questions in character. Be prepared!
Practice answering possible cross-examination questions in character.
The only knowledge you have as this character is the knowledge contained in the text,
The Crucible. Study everything your character did, saw, spoke, etc. Know it inside and
out so that you are prepared.
Jurors:
Your duty is to come to an objective judgment based on the evidence presented.
During the trial itself, your task is to listen to the evidence and testimony presented in this case
only. Your challenge is to prevent any biases or pre-conceived ideas from clouding your
objective judgment. You may not bring any prior knowledge into this court; in fact, you are not
permissible as a juror if you do. You are strongly encouraged to take notes during the trial itself
to ensure your reliance on the facts presented.
Prior to the trial, during the two days of legal team prep work, you will be assigned to assist a
witness or attorney with research.
Remember, it is important that you stay impartial on the day of the trial!
Standard Honors AP
13/15
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas
and expressing their own clearly and persuasively.
Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
Defamation
Justice
Plaintiff
Defense
Prosecutor
The Crucible
Student packet
Document camera
Laptop
Materials
Technology Needs
LESSON ACTIVITIES
Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)
Students will write their trial role and responsibilities on a notecard and place it on the
bulletin board in the proper courtroom position.
Procedure: Include all sections that apply to this lesson; combine as necessary.
Section
Time What the Teacher will do:
What the Students will do:
5
min.
with
hook
N/A
40
min.
N/A
N/A
How will you adjust aspects of the lesson to accommodate students LEARNING PROFILES?
N/A
How will you adjust aspects of the lesson to accommodate students INTERESTS?
N/A
WITNESSES/ASSISTANTS: Conduct research for each of the witnesses. Pay particular attention
to their temperament, with whom they fought with, what their beliefs were, etc. Make note of
specific lines and page numbers.
2ND ATTORNEY/ASSISTANTS: Conduct research into the questions you will ask the witnesses
your side will call to the stand. Make note of specific lines and page numbers. Be specific!
4TH ATTORNEY/ASSISTANTS: Conduct research for the closing statement. Look through the text
for support of your argument. Make note of specific lines and page numbers. Be persuasive!
Standard Honors AP
14/15
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas
and expressing their own clearly and persuasively.
Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
Defamation
Justice
Plaintiff
Defense
Prosecutor
The Crucible
Name tag stickers
Markers
Document camera
Laptop
Materials
Technology Needs
LESSON ACTIVITIES
Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)
Students will make a nametag for tomorrows trial.
Procedure: Include all sections that apply to this lesson; combine as necessary.
Section
Time What the Teacher will do:
What the Students will do:
Statement of
2
Once your nametag is done, please
Make nametag and put nametag
Objective &
min.
set it on my desk for tomorrow.
up.
Purpose
with
hook
Guided
40
Get into your legal teams and get to Students gather in legal teams
Practice
min.
work! Circulate and assist students
and begin work on the tasks
N/A
N/A
How will you adjust aspects of the lesson to accommodate students LEARNING PROFILES?
N/A
How will you adjust aspects of the lesson to accommodate students INTERESTS?
N/A
Standard Honors AP
15/15
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas
and expressing their own clearly and persuasively.
Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
Defamation
Justice
Plaintiff
Defense
Prosecutor
The Crucible
Document camera
Laptop
Materials
Technology Needs
LESSON ACTIVITIES
Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)
Students will collect their nametag and trial notes, meet with any other characters with whom
they may be working for last minute trial preparation.
Procedure: Include all sections that apply to this lesson; combine as necessary.
Section
Time What the Teacher will do:
What the Students will do:
Statement of
3
Its trial day! Please look up at the
Collect items, read procedure,
Objective &
min.
board to see the procedure. Take your take places. Review procedures.
Purpose
with
places and get ready! Review
hook procedures with class.
Guided
40
Trial of Mary Warren for Defamation Conduct trial based on research,
Practice
min.
following procedures outlined
Independent
Practice/
Homework
2
min.
Closing/
Summary
5
min.
Participation in trial.
Exit ticket.
SCOTUS opinion (turned in tomorrow).
Differentiation Strategies
How will you adjust aspects of the lesson to accommodate student READINESS?
Struggling Students:
Gifted/Advanced Students:
English Language Learners:
N/A
N/A
N/A
How will you adjust aspects of the lesson to accommodate students LEARNING PROFILES?
N/A
How will you adjust aspects of the lesson to accommodate students INTERESTS?
N/A