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Jackson

English III/The Crucible

MAT Summer Unit Plan Cover Sheet


Intern: Brittany Jackson

Title of Unit: Justice for all? The Crucible

Course/Level: English III

Date Submitted: August 5, 2015

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

Where/How Addressed in the Unit


(ex: UbD chart, DLP#, title of activity or product)

Interconnectedness of
Content Areas/Disciplines
Note links within or across

grades and subjects

Global Awareness

How to closely read a play: Students will understand stage


directions in context, be able to identify character
development and plot development through dialogue, and
block scenes from the text. (DLP #1)
Persuasive Essay: Students will write a persuasive essay
from the perspective of a Supreme Court justice, judging
whether or not the Salem Witch Trials were unjust based on
the laws of 1692. (DLP #1)
Scene Study: Students will choose a portion of text to
present to the class. They will block and direct as well as act
out their scene. (DLP #5)
Modern Witch Hunts: (Link to current events.) Students
will compare the paranoia and hysteria that accompanied
the Salem Witch Trials to common witch hunts using
newspaper articles. (DLP #6)
The Red Scare: (Link to American History.) Students will
recognize the allegory of The Crucible to the Red Scare of
the 1950s. (DLP #7)
Court Systems: (Link to government.) Students will gain
an understanding of how courts and trials in America
function historically as well as presently. (DLP #9)
The Red Scare: (Link to Russian and Chinese history.)
Students will recognize the allegory of The Crucible to the
Red Scare of the 1950s. Through this, students will gain an
understanding of Communism and how it was practiced in
Russia and China. (DLP #7)

Jackson

Integration with 21st


Century Skills and Content

English III/The Crucible

Critical Thinking and


Problem-Solving

The Crucible (1996): Students will view Acts I and III of


The Crucible, the 1996 film. (DLP #s 2 and 8)
Socrative Quizzes: Students will take quizzes through an
app called Socrative on their smartphones. (DLP #s 3, 7, 9,
and 12)
Persuasive Essay: Students will write a persuasive essay
from the perspective of a Supreme Court justice, judging
whether or not the Salem Witch Trials were unjust based on
the laws of 1692. (DLP #1)
Legal Teams/Mock Trial: Students will hold a mock trial,
judging Mary Warren guilty or not guilty for defamation.
Prior to the trial, they will formulate strategies as teams.
(DLP #s 12, 13, 14, and 15)

Jackson - MAT 703

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 . . .

Dramatizing language can help readers/viewers


read in between the lines through seeing the text
acted out.
Drama can make the classical canon more relatable.
Justice can mean different things to different people.
Literature can be a powerful device in helping to
establish historical and cultural frameworks.

Students will know . . .

The plot and characters in The Crucible.


The historical framework for the text, including
Arthur Millers motivations in writing the play.
The language of theater.
Background on Communism and the Red Scare as it
applies allegorically to The Crucible.

Essential Questions:

Is spoken language different than written language?


Why does allegory matter?
Is it possible to separate emotion from the quest for
justice?
Is justice served in America today?

Students will be able to . . .

Closely read the language of theater/drama.


Write persuasively for or against the execution of an
accused character.
Debate for or against character motivations.
Read critically for literary elements such as
figurative language, allegory, character
development, and symbolism.

Jackson - MAT 703


Texts:
Arthur Miller, The Crucible (Penguin Books, 2003)
Audio of SCOTUS overturning of stay of execution
for the Rosenbergs
(http://www.history.com/topics/cold-war/josephmccarthy/speeches/speeches-execution-of-juliusand-ethel-rosenberg)
Video of The Crucible (1996)

Stage 2Assessment Evidence


Performance Tasks:

Other Evidence:

Work on a legal team in preparing for the trial of


Mary Warren for defamation.
Take part in a mock trial judging Mary Warren for
defamation.
Write an opinion on the basis of the trials from the
point of view of SCOTUS.

Socrative (or similar) quizzes to assess whether


students completed the reading.
Journal responses
Book Club meetings
Whole class discussion

Stage 3Learning Plan


Repeating Learning Activities:
K-W-L for historical events (Salem Witch Trials, Red Scare).
Read The Crucible in class and outside of class.
Watch Acts I and III of The Crucible film and read Acts II and IV of the written text in class.
Note taking in student packet during PowerPoint Presentations, reading, and film viewing.
Text discussion in Book Clubs.
Text discussion with whole class.
Turn and talk partner discussion.
Quizzes on plot, vocabulary, and literary devices.
Journal responses on character development, vocabulary, and personal reflection.
Exit ticket reflective responses.
Other Learning Activities:
Many Sides of Abigail worksheet.
Character chart.
Agree/disagree activity where students will respond to questions about lying.
Students will respond to a posted question on a notecard, which will be displayed.
Students will select, block, and present a short piece of text.
Compare The Crucible to other contemporary witch hunts.
Listen to audio from the Rosenberg trial.
Reflect on differences between democracy and theocracy/pre-write for final paper.
Respond to connection between contemporary music (Witch Hunt by Rush) and The Crucible.
Work in legal teams to prepare for Mary Warrens trial for defamation.
Participate in mock trial.
Refine writing skills in SCOTUS opinion persuasive paper.

Jackson, English III, The Crucible

Daily Lesson Plans


Course Name: English III
Unit Title: The Crucible

Standard Honors AP
1/15

Relevant NC Standard Course of Study Goal(s):

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.

Specific Lesson Objectives


Students will understand:
The written structure of a play.
The historical context of The Crucible.
Students will know:
The topic of the unit and its role in American history.
Expectations of the unit (major and minor assignments).
Information about Arthur Miller and his writing.
Students will be able to:
Complete a K-W-L about the Salem Witch Trials and the Red Scare.
Define crucible and have some predictions about the text based on the title.
Key Vocabulary for this Lesson

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

Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)


We will complete a K-W-L on the Salem Witch Trial on anchor paper.

Jackson, English III, The Crucible


This paper will be saved and referred back to as we read through the text.
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
We are beginning our unit on Arthur Listen.
Objective &
min.
Millers play, The Crucible, which
Purpose
(incl. dramatizes the Salem Witch Trials.
hook) While some details have been
changed for the sake of the play, the
story is true. This play is an allegory,
which means theres a hidden
message or link within the play.
Reading this play is going to help us
understand the language of theater
and how theater can be a powerful
social tool.

Input,
Modeling, &
Check for
Understanding

20
min.

We will review the syllabus together


so that you understand the
expectations for this unit. Walk
through syllabus. Discuss theme of
justice.

Respond with any questions


about the syllabus.

Before we dive into the text, well


learn a bit about the plays author,
Arthur Miller and America in the
1950s.

Listen.

Pass out student packet and journals.


Present PowerPoint on Arthur Miller
and America in the early 1950s. This
will also include the definitions of
allegory, Communism, and
witch.

Students will watch the


PowerPoint and listen to the
lecture while taking guided
notes.

Read out Book Club groups and have


students assemble in said groups.
Give the task of defining the word
crucible and determining a possible
explanation for why Miller chose it as
the title of his play.

Gather in book club groups.


Look up the definition of the
word crucible (in dictionary
or on computer). Discuss with
group members what this word
might have to do with the play
based on previous knowledge of
the Salem Witch Trials and PPT
on Miller and Red Scare.

Bring the class back together. Ask


groups to share their thoughts on the

Have a representative from the


group respond with thoughts on

Jackson, English III, The Crucible


title of the play. Expand into
predictions for the text as a whole.

the plays title when prompted.


Expand thoughts into
predictions for the story.

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

Jackson, English III, The Crucible


The Crucible Day 1
Historical Context
Arthur Miller
Early Life:

Education:

Early Career:

The Crucible:

Post-Crucible:

1950s America
Cold War:

Ideologies:

Jackson, English III, The Crucible

Growing Fear:

Joseph McCarthy:

McCarthyism:

Witch Hunt:

Crucible Connection:
Vocabulary:
Allegory:

Communism:

Witch:

Jackson, English III, The Crucible


Book Club Groups
*Student groups will be listed here once I receive the roster.

Define crucible

Jackson, English III, The Crucible


The Crucible Important Information!
English III Mrs. Beaulieu
Overview
In this unit, we will read Arthur Millers play, The Crucible. In conjunction with this text, we
will view the 1996 film by the same name, contemporary newspaper articles related to some of
the themes present in the play, listen to audio from the era in which Miller wrote the play, and
participate in a variety of activities.
Major Activities
Book Clubs: Each student will be assigned to a Book Club that will meet just about every day.
The purpose of these Book Clubs is to facilitate discussion about the context, literary elements,
and purpose of The Crucible and other texts.
Journals: Each student will be provided with a journal in which they will maintain character
charts, respond to questions, and write reading notes, and reflect.
Quizzes: Students will be quizzed after each act of the play on plot, character analysis, literary
devices, and vocabulary.
SCOTUS Opinion: Each student will write a persuasive paper as part of their assessment grade
for the unit. In this paper, the student will write persuasively from the point of a Supreme Court
Justice, tasked with deciding whether or not the Salem Witch Trials were constitutional under the
government of the day. Please see SCOTUS Opinion rubric for more information.
Mock Trial of Mary Warren for Defamation: The class will put Mary Warren, a character in The
Crucible on trial for the crime of defamation as part of their assessment grade for the unit. Each
student will participate on a legal team for the defense or the prosecution. These legal teams will
research all of the information necessary for their side. On the day of the trial, this research will
be used to carry out the court proceedings. Please see the Legal Teams rubric for more
information.
Grading 100 Points Total
PRODUCT
Homework
Journal
Quizzes
Participation
SCOTUS Opinion
Legal Team/Mock Trial

POINTS
25
20
10
15
15
15

Jackson, English III, The Crucible


Important Dates
* Please note that this is subject to change based on progress in class.
DAY 1:
*Introduction to
Unit.
*Make note of
major
assignments and
due dates!
*HW: Read
provided handout.

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

Arthur Miller 1915 - 2005

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'

- In 1946, the USSR acquired nuclear


weapons. This was effectively the start of
the Cold War between the USSR and the
USA an undeclared war not of bloody
fighting but of threat and counter threat.

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'

- The Western media portrayed Communist


countries as freedom lacking police states,
rife with human rights abuses.
- Americans viewed Communists as evil.

Joseph'McCarthy'

- Into an American society that was


extremely paranoid that the Communists
were going to take over the world, a Senator
named Joseph McCarthy rose to
prominence.

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'

- This whole period of United States history


was characterised by suspicion, paranoia
and hysteria. People were encouraged to
turn on each other, and to name suspected
Communists.

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.

Jackson, English III, The Crucible


Course Name: English III
Unit Title: The Crucible

Standard Honors AP
2/15

Relevant NC Standard Course of Study Goal(s):

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.

Specific Lesson Objectives


Students will understand:
The characters relationships
Students will know:
The central characters in Act I of The Crucible.
The plot to this point
Students will be able to:
Set the scene for Act I.
Find examples of character inconsistencies

Key Vocabulary for this Lesson


Temperament
Goody (as in Goodwife as in Mrs.)
Materials
The Crucible (1996 film)
The Many Sides of Abigail handout
Anchor paper
Student packet
Technology Needs
Laptop
DVD player
TV

LESSON ACTIVITIES

Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)


Students will pull out their journals. I will walk around and select three students to ask their
journal questions from the previous class. We will write them down on the anchor paper
(either the same page as the K-W-L or a new sheet). Turn and Talk for two minutes about the
question of the pairs choice.

Jackson, English III, 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 we will watch Act I of The
Listen.
Objective &
min.
Crucible! This will allow us to see the
Purpose
incl.
text as Miller intended. In fact, he
hook wrote the screenplay for this film.
Prepare to take notes on the film as it
will assist with your homework.
Input,
Modeling, &
Check for
Understanding

40
min.

Pass out student packet.

Students receive handout.

Who can remind us of the setting


from yesterdays class? Discuss as
needed.

A student volunteer will answer


the question.

Take out a pencil time for Act I.

Watch Act I and complete


guiding questions.
Make note in planner.

For homework, please complete


The Many Sides of Abigail handout
in your packet. You will want to
bring your book home to help you
with this the text is very similar to
the film. I will collect it tomorrow.
Any questions?
Closing/
3
Without looking at your notes, who
Student volunteers will answer
Summary
min.
can name one of the characters weve the question.
met so far in the play? Ask for
multiple characters.
Assessment of Student Learning
Circulating and listening to discussion during the Turn and Talk.
Students ability to recall characters.
Differentiation Strategies
How will you adjust aspects of the lesson to accommodate student READINESS?
Struggling Students:
Gifted/Advanced Students:
English Language Learners:
Independent
Practice/
Homework

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

Jackson, English III, The Crucible


The Crucible Homework Day 2
The Many Sides of Abigail
1) In the top portion of the tables below, identify three different personas that Abigail
presents in Act I. Think of the ways in which she interacts with the other characters as
well as how she presents in public versus private.
2) In the bottom portion of the tables below, give an example, with evidence from the text,
of the persona.
ABIGAIL 1:
EXAMPLE:

ABIGAIL 2:
EXAMPLE:

Jackson, English III, The Crucible

ABIGAIL 3:
EXAMPLE:

Jackson, English III, The Crucible


Course Name: English III
Unit Title: The Crucible

Standard Honors AP
3/15

Relevant NC Standard Course of Study Goal(s):

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.

Specific Lesson Objectives


Students will understand:
Character motivations to this point in the play.
The concepts of justice and defamation.
Students will know:
The plot to this point in the play.
Characters to this point in the play.
Students will be able to:
Participate in a multi-group conversation about the characters motivations.
Identify where they stand on issues like lying.
Key Vocabulary for this Lesson

Motivation
Justice
Defamation

The Crucible
Student packet

Materials

Technology Needs

Document camera
Laptop

Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)


Students will take a Socrative quiz on their smart phones (paired up if necessary). This quiz
will cover the major plot points, characters/relationships, and setting from Act I. It will be
ungraded but will allow me to see what we need to review before moving forward.

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

Jackson, English III, The Crucible


with
hook
Input,
Modeling, &
Check for
Understanding

12
min.

Well dig in to ideas like justice


and defamation and consider why
we might lie.
Im going to ask some questions,
and I want you to answer by walking
to this wall (gesture) if you agree and
that wall (gesture) if you disagree.
You are not allowed to kinda agree
or disagree, you have to pick a side.
Ask questions. Discuss support for
choices as we go.

Guided
Practice

17
min.

Please get into your Book Clubs.


Turn to the guiding questions in your
packets to facilitate discussion on Act
I. Please make notes on the page as
you go.
Circulate, assist in Book Club
discussions as needed.

Independent
Practice/
Homework

1
min.

Closing/
Summary

5
min.

Listen.

Participate by moving from one


side of the room to the other
side of the room as questions
are asked.
Gather in groups.

Begin conversation around


discussion topics, filling in
answers to the questions as they
go.
Make note in planner.

Please make a list of all of the


characters weve met so far in your
journal. Leave lots of space under
each name (maybe 4 people per page)
so that we can continue to add
information about them as necessary.
Take the text home to help you.
Based on todays discussion, who
Students will volunteer to
can tell me what justice means? Who answer questions.
can tell me what defamation means?
Assessment of Student Learning

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

Jackson, English III, The Crucible


The Crucible Day 3
Act I Discussion Questions
1) Why is Rev. Parris so nervous about witchcraft being discovered in his house?

2) What is the conflict between Rev. Parris and John Proctor?

3) What did Betty try to do when she woke up? Who did she call for?

4) Name three instances of lying in Act I.

5) What do you think Rebecca Nurses role in the story is?

Jackson, English III, The Crucible


Course Name: English III
Unit Title: The Crucible

Standard Honors AP
4/15

Relevant NC Standard Course of Study Goal(s):

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.

Specific Lesson Objectives


Students will understand:
The format of the text.
How a play changes when read rather than watched.
Students will know:
The plot to this point in the play
Examples of figurative language, character motivation, and symbolism.
Students will be able to:
Identify differences between the written text and the film.
Key Vocabulary for this Lesson

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.

Jackson, English III, The Crucible

Input,
Modeling, &
Check for
Understanding

35
min.

Guided
Practice

8
min.

Independent
Practice/
Homework

1
min.

Closing/
Summary

1
min.

I would also like for us to consider


how reading the text feels as
compared to watching the text.
Girls, please select a character
flashcard. This will tell you which
character youll be reading. Boys,
youll draw your cards next. Walk
around for students to draw cards.

Listen, draw card when


approached.

Pass out student packets. I would


like for you to get together with your
co-characters (so all the Elizabeth
Proctors, all the John Proctors, etc.)
and quickly glance through the text,
making a list of any words you dont
recognize. Circulate to help with
pronunciation and meaning of words.

Gather in groups, scan text for


new language, make list of
language, discuss meaning and
pronunciation, ask Mrs.
Beaulieu for help if needed.

Alright, please stay in your character


groups. Select characters to start off.
Lets begin! Read Act II. Stop
every few pages discuss plot, etc.
Students will be given eight minutes
to write an answer to a question
posted on a bulletin board. Once the
10 minutes are up, students will post
their responses under the question.
Please complete the first half of Act
II for homework (PAGE 59 Hales
entrance). Make note in your journal
of any character observations
(particularly related to motivation or
justice) and questions. I will be
checking tomorrow for a minimum of
three notes.
Collect Bulletin Board writing
assignment.

Read text when asked, make


notes in packet, engage in class
discussion.
Respond to question.

Make note in planner.

Turn in Bulletin Board


assignment.

Assessment of Student Learning


CFU during character meeting.
Bulletin Board writing response.
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

Jackson, English III, The Crucible


How will you adjust aspects of the lesson to accommodate students INTERESTS?
N/A

Jackson, English III, The Crucible


The Crucible Day 4
Act II Quick Text Scan
In the box below, please make note of any words you do not recognize.

Reading Notes
In the box below, please make note of new characters as well as character development.

Jackson, English III, The Crucible

In the box below, make note of plot developments.

In the box below, please write at least four examples of figurative language.

Jackson, English III, The Crucible

Course Name: English III


Unit Title: The Crucible

Standard Honors AP
5/15

Relevant NC Standard Course of Study Goal(s):

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.

Specific Lesson Objectives


Students will understand:
Character motivations
Students will know:
The plot to this point in the play
Examples of figurative language, character motivation, and symbolism.
Students will be able to:
Read for different characters in the play
Understand the characters perspective
Key Vocabulary for this Lesson

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.

Jackson, English III, The Crucible


Modeling, &
Check for
Understanding

min.

Guided
Practice

10
min.

Independent
Practice/
Homework

1
min.

for you to refer to your packet. It will


guide your discussion on whats
happening in the text, identifying
figurative language, character
motivation, and symbolism. Pass out
packet.
Please take one minute to assign
roles you will see the characters
listed on page one of your packet.

Assign characters, make note of


who will be reading for which
character in packet.

I will be joining groups to hear your


discussion and help with any
questions go ahead and get started!
In your Book Clubs, I would like for
you to select a few lines that you felt
were important either to character
development, figurative language, or
plot development. This should be no
longer than 2 minutes in length. Your
group will share it with the class
tomorrow along with your reason for
selecting this part of the scene. Take
10 minutes to block that scene. Go!
Please complete the rest of Act II for
homework.

Begin reading, referring to


packet and filling it.
Select lines the group would
like to work with. Assign roles
and block the scene.

Make note in planner.

Please add to your character list in


Continue character notes in
your journal. Add new characters if
journal.
there are any and expand on what you
know about the others new
motivations, relationships, etc.
Assessment of Student Learning
Student observations at the start of class.
Joining Book Club groups during reading, discussion, and scene staging.
Differentiation Strategies
How will you adjust aspects of the lesson to accommodate student READINESS?
Struggling Students:
Gifted/Advanced Students:
English Language Learners:
Closing/
Summary

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

Jackson, English III, The Crucible


The Crucible Day 5
Act II Discussion Guide
1) What is the purpose of John Proctor knowing all of the Commandments?

2) Why is John hesitant to name Abigail as a liar?

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?

Jackson, English III, The Crucible


Scene Study
In your Book Club, please select a short part of Act II (roughly two minutes worth of material).
Select a part of the text that is interesting to you and important to the development of the text.
This could be due to character development, figurative language, or plot development. You will
explain your reason for what you selected when you present.
Block this scene and prepare to share it with the class tomorrow (you will not need to memorize
the lines). Not everyone has to act, but everyone needs to participate. Make note of each group
members role below.
Name:
Role:
Name:
Role:
Name:
Role:
Name:
Role:
Name:
Role:
Scene Selection:
Page #:
Starting line:

Ending line:

Jackson, English III, The Crucible


Course Name: English III
Unit Title: The Crucible

Standard Honors AP
6/15

Relevant NC Standard Course of Study Goal(s):

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.

Specific Lesson Objectives


Students will understand:
How to stage and perform text from a play
Students will know:
Examples of modern day witch hunts
Students will be able to:
Recognize hysteria in contemporary events
Key Vocabulary for this Lesson

Modern day witch hunt


Hysteria
Allegory

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

Jackson, English III, The Crucible

Input,
Modeling, &
Check for
Understanding

20
min.

Guided
Practice

20
min.

Independent
Practice/
Homework

Present scene and explain why


it was chosen.

Pass out packet. View PowerPoint on


modern day witch-hunts, which will
include allegory definition.

Watch PowerPoint presentation


and listen to the lecture while
taking notes in journal.
Read the article and take notes
in groups comparing the
modern day witch hunt example
and Mean Girls clip to the
Salem Witch Trials.

1
min.

Pass out modern day witch-hunt


newspaper articles. Assign students to
groups of four or five (not Book
Clubs). Ask students to identify in
groups the elements these stories have
in common with the Salem Witch
Trials. There will be a chart in the
student packet (including Mean
Girls).
Complete chart if needed and
complete SCOTUS opinion pre-write.

4
min.

Who can remind me what allegory


means?

Make note in planner.

Respond to question, discuss


connections between The
Crucible and present day.
Assessment of Student Learning
Conversation following Mean Girls clip.
Book Club scene presentations.
CFU during modern day witch-hunt group work.
Definition of allegory and following discussion.
Differentiation Strategies
How will you adjust aspects of the lesson to accommodate student READINESS?
Struggling Students:
Gifted/Advanced Students:
English Language Learners:

Closing/
Summary

well explore modern day witch


hunts.
Watch groups as they present their
short scene and explain why they
chose it.

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

Jackson, English III, The Crucible


The Crucible Day 6
Act II Class Notes
Modern Day Witch Hunts
Witch Hunt:

Examples of witch hunts:

Allegory:

Newspaper Article
Please read the article and make note of any important details in the box below.

Jackson, English III, The Crucible


THE CRUCIBLE
EXAMPLE
EX: Dancing in the
woods

ARTICLE
EXAMPLE

MEAN GIRLS
EXAMPLE
EX: Burn Book

SIMILARITIES
EX: Unintended
consequence

Jackson, English III, The Crucible


SCOTUS Opinion Pre-write
It is time to begin thinking about your persuasive paper. The rubric and an important document
are attached to your syllabus from the first day. You will want to reference those during this prewrite.
Please respond to the following questions in the space provided.
What do you know so far about the governing body in The Crucible?

What is your personal definition of justice?

Jackson, English III, The Crucible

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.

MODERN WITCH HUNT


- In contemporary times, a witch hunt is a situation in
which a group is persecuted unfairly, usually with the
presence of mass hysteria or paranoia.
- Examples include:
- HIV/AIDS epidemic of the 80s
- Religious persecution (Homosexuals in the Catholic
Church, Muslims by western governments)
- The Holocaust (persecution of Jews, Communists,
homosexuals, and other minority groups)

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

- Well learn more about this tomorrow

Jackson, English III, The Crucible


Course Name: English III
Unit Title: The Crucible

Standard Honors AP
7/15

Relevant NC Standard Course of Study Goal(s):

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.

Specific Lesson Objectives


Students will understand:
What instigates a witch hunt?
Why the Rosenbergs were executed
The connection of the Red Scare to The Crucible
Students will know:
The language of setting a scene
Example of a modern witch hunt
Students will be able to:
Debate the morality of the Salem Witch Trials
Key Vocabulary for this Lesson

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:

Jackson, English III, The Crucible


Statement of
Objective &
Purpose

5
min.
with
hook

Input,
Modeling, &
Check for
Understanding

25
min.

Guided
Practice

20
min.

Independent
Practice/
Homework

2
min.

Closing/
Summary

3
min.

Today well continue to discuss


modern day witch hunts, focusing
specifically on the Red Scare in the
1950s. This series of events inspired
Miller to write The Crucible it will
give us a better understanding of the
culture from which the play was
born.
Pass out packet. Show PPT on
Communism/Red Scare.

Listen.

Listen to SCOTUS refuse stay of


execution for the Rosenbergs. Give
two minutes to make notes, then
listen again.

Listen. Following first listen,


write down any confusing
words, questions, or
observations in packet.

Turn and talk: discuss the radio


broadcast. What happened?

Turn and talk to partner and


discuss what happened in the
broadcast. Explain in your own
words.

Debrief from radio broadcast. Ask


pairs to explain what they think
happened. Some questions for
students to consider: what is the role
of SCOTUS? What did Eisenhower
cite as the reason for the Rosenbergs
execution? How does this relate to
The Crucible?
Students will get into Book Club
groups. Imagining that they are
members of SCOTUS, the group will
be split in half, one side for the
execution of witches in Salem and
one side against.

Discuss reactions to the


broadcast and consider the
questions posed with a partner.

Book Clubs will regroup to share


their perspectives.

Students will make their


arguments for their side to their
group.
Make note in planner.

Students will write a synopsis of Acts


I and II in their journal. This can be
pretty free-form, the purpose is to
remember the plot for the start of Act
III.
Socrative quiz on Act II.

Watch PowerPoint, listen to the


lecture, and take notes.

Students will fill out the graphic


organizer with the other group
members on their side, arguing
for or against the execution of
witches in Salem.

Complete quiz.

Jackson, English III, The Crucible


Assessment of Student Learning

CFU during Turn and Talk.


Book Club meetings and SCOTUS arguments.
Results of the Socrative quiz.
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

Jackson, English III, The Crucible


The Crucible Day 7
Act II Class Notes
Red Scare
Features of Capitalism:
Features of Communism:
The Cold War:

Jackson, English III, The Crucible


Paranoia and Propaganda:

McCarthyism:

HUAC:

The Red Scare:

Consequences:

The Rosenbergs:

Eisenhower (re-write quote in your own words):

Jackson, English III, The Crucible


SCOTUS Overturn Stay of Execution
In the box below, please jot down some notes from the radio broadcast. Consider the following:
What is a stay of execution? Why would SCOTUS overturn it? How does this relate to The
Crucible? Any questions or comments you have.

Turn and Talk


In the box below, make notes on your conversation with your partner. What did you think of the
broadcast? Is this an example of propaganda? Address any comments and questions you have
from the box above.

Jackson, English III, The Crucible


Judge Role Play
Imagine you are a judge for the Salem Witch Trials. With your fellow judges, you must decide
what the punishment for witchcraft should be execution or imprisonment. Half of the judges
will argue for one side and half for the other. Using the prompts below, form an argument with
your compatriots.
What is the moral basis for your decision?

How is justice being served with your decision?

Jackson, English III, The Crucible


Formulate your argument in the box below.

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

Education and health care provided by


private entities

Class distinctions: upper class, middle class


and working class

Freedom of the press

Focus is on the individual and his/her own


progress in life

Communism
Features of Communism

System of government is totalitarian

Property is owned by the state

No free enterprise is allowed

Wealth distributed equally

Communism
Features of Communism

Education and health care provided by the


state

Press controlled and owned by the state

Classless society: all members of society are


considered to be equal

Focus is on the progress of the community as a


whole

The Cold War


After World War II, the United States and the
Soviet Union emerged as the worlds
superpowers. They soon became embroiled in
what is known as the Cold War.
The Soviet Union (U.S.S.R.) was trying to influence
countries in Eastern Europe and around the world
to become Communist.
The United States was trying to influence countries
in Western Europe and around the world to
become Capitalists.

Paranoia and Propaganda


Many Americans were afraid that
America was going to become
Communist.
Others were afraid that there were
Communist spies in America trying
to steal America s secrets!
Propaganda was used to promote
an anti-Communist message.

McCarthyism
Fear of communism in
1940s-1950s.

Leader: Senator Joseph


McCarthy
Believed communists had
infiltrated the American
government, public, and
entertainment industry.
His accusations were later proven
to be untrue.

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.

The Red Scare


Thousands of Americans
were interrogated.
Many ended up having to go
on trials, which were terrifying
and highly publicized.

The Red Scare affected


people from all
backgrounds. Some famous
individuals that were
accused include:

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

Julius and Ethel Rosenberg


! The Rosenbergs were
accused and convicted of
conspiracy to commit
espionage in 1951.
! They were executed by
electric chair.
! Both proclaimed their
innocence right up until their
executions.

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.

SCOTUS radio broadcast


! http://www.history.com/topics/cold-war/coldwar-history/videos/speeches-execution-of-juliusand-ethel-rosenberg

Jackson, English III, The Crucible


Course Name: English III
Unit Title: The Crucible

Standard Honors AP
8/15

Relevant NC Standard Course of Study Goal(s):

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.

Specific Lesson Objectives


Students will understand:
Character development
Plot development
Students will know:
The plot to this point
Students will be able to:
Identify changes in character motivation
Examples of defamation and justice
Key Vocabulary for this Lesson

Contention
Deposition
Perjury
Monologue

The Crucible (1996 film)


Film handout

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?

Jackson, English III, The Crucible


Input,
Modeling, &
Check for
Understanding

37
min.

Pass out student packet. Play Act III


of The Crucible.

Watch Act III while completing


the handout.

Independent
Practice/
Homework

2
min.

For homework, please write a


journal entry answering the question,
What is justice? Work from your
SCOTUS pre-write.

Make note in planner.

Closing/
Summary

4
min.

Turn and talk: what are the major plot


points of Act III?

Answer question with partner


and make a list as an exit ticket.

Assessment of Student Learning


Two things students remember at the start of class.
Turn and talk about Act III plot.
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

Jackson, English III, The Crucible


Course Name: English III
Unit Title: The Crucible

Standard Honors AP
9/15

Relevant NC Standard Course of Study Goal(s):

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.

Specific Lesson Objectives


Students will understand:
The structure of a court room
The procedure of a trial
Students will know:
The different roles in a court room
Students will be able to:
Identify the differences between the court in The Crucible and a modern American court
Key Vocabulary for this Lesson

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

Jackson, English III, The Crucible


hook

Input,
Modeling, &
Check for
Understanding

25
min.

the differences between the film and


the play (dont worry, Ill give you
specific parts of the text to look at).
Then, well get into the differences in
the court systems between 1692 and
the 1950s.
Pass out the student packet. Circulate
during Book Club discussion on Act
III (pick out differences between text
and film text from Act III to address
will be provided in student packet.)
PowerPoint on court system
differences in Salem in 1692 and for
the Rosenberg trial in 1950s.
Differences between court systems.

Guided
Practice

10
min.

Independent
Practice/
Homework

3
min.

Please write a draft of your


SCOTUS opinion. Bring in two
copies of your draft.

Closing/
Summary

5
min.

Which court would you rather be


tried in? Why?

Get into Book Clubs and use


the guiding questions in the
student packet to facilitate
discussion. Fill out student
packet.
Watch the PowerPoint, listen to
the lecture, and fill out student
packet.
Fill out appropriate area of the
student packet detailing the
major differences in the court
systems.
Make note in planner.

Respond to the question on a


notecard and turn it in as an exit
ticket.
Assessment of Student Learning

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

Jackson, English III, The Crucible


The Crucible Day 9
Act III Class Notes
Court system in 1692:

Puritanism:

Puritans in Salem:

Court of Oyer and Terminer:

Court system in 1950:

Separation of Church and State:

Rosenbergs:

Jackson, English III, The Crucible


Film vs. Text

Jackson, English III, The Crucible


Court 1692 vs. 1950
Please use the chart below to make note of the differences in the court systems between 1692 and
1950.
COURT OF 1692

COURT OF 1950

Jackson, English III, The Crucible


COURT IN 1692
Top Court/Official:
!
!
!

Dependent on which Colony you lived in


In Massachusetts, the Court of Oyer and Terminer was created to deal with the mounting
charges
Under this court, the top officials were magistrates and jurors from around Massachusetts

Trial Process:
!
!
!
!
!

A formal complaint is filed


Preliminary investigation is done
The accused is brought in for a trial, assumed to be guilty
A series of tests was done to determine if the accused was a witch

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

Jackson, English III, The Crucible


COURT IN 1950
Top Court/Official:
!

Federal Court vs. State Court


o In the Federal Court (under which the Rosenbergs were tried), the top court is The
Supreme Court of the United States of America
o In the State Court system, the top court is The Supreme Court of that state (for
example, The Supreme Court of North Carolina)
o For both Federal and State Supreme Courts the highest ranking official is the
Supreme Court Justice

Trial Process:
!
!
!
!
!
!

A formal complaint is filed against the accused (civil cases)


The accused is brought to court for a fair trail
Evidence is presented both for and against conviction
The evidence is weighed by the Justices and a verdict of guilty or not guilty is presented
If the verdict is guilty, time is taken to consider an appropriate punishment
If the verdict is innocence, the accused is free to go

Use of Evidence:
!
!

Evidence is necessary to prove a person guilty or not guilty


Not all evidence is admissible whether or not it will be allowed depends on a variety of
factors such as how it was obtained and how old it is

Verdicts:
!

Depending on the charge, the verdict and the sentence (punishment) may be determined
separately

Other facts:
!
!
!
!

Separation of Church and State


Federal law vs. State law
Use of lawyers
Democratic governing body

COURT SYSTEMS
1692 VS. 1950

COURT SYSTEM IN 1692


The Puritan population in Salem, Massachusetts was
governed by The General Court of the
Massachusetts Bay Colony.
This system of law was a mix of Biblical passages
and colonial statutes.
For example, the Courts stance on witches:
If any man or woman be a WITCH, that is, hath or
consulteth with a familiar spirit, they shall be put to death.
Exod. 22. 18. Levit. 20. 27. Deut 18. 10. 11.

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

Like all Puritans, the residents of Salem Village believed in


witches and in witchcraft.
They believed that witchcraft was entering into a
compact with the devil in exchange for certain powers
to do evil.
They considered witchcraft both a sin and a crime; it
was a very serious accusation, which was carefully and
thoroughly investigated.

COURT OF OYER AND TERMINER


This court was created
specifically for the Witch
Trials.
The principle innocent
until proven guilty did not
exist if you were called to
court, you were assumed
to be guilty.
If you were imprisoned,
you had to pay for your
room and board in the jail.

COURT SYSTEM IN 1950


Three branch
government we are
familiar with today.
Judicial branch
Supreme Court of
United States
Federal courts
District Courts
Circuit Courts
Supreme Court

SEPARATION OF CHURCH AND STATE

In 1950 (and today) the Church (religious


organizations) operate separately from the State
(government).
Why do you think this is case?

ROSENBERGS TRIAL
The Rosenbergs case went all the way up to the
Supreme Court of the United States.
Found guilty and executed.

Jackson, English III, The Crucible


Course Name: English III
Unit Title: The Crucible

Standard Honors AP
10/15

Relevant NC Standard Course of Study Goal(s):

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.

Specific Lesson Objectives


Students will understand:
Character motivations to this point in the play
Students will know:
The plot to this point in the play
Character names and relationships
Students will be able to:
Defend character choices
Key Vocabulary for this Lesson

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

Jackson, English III, The Crucible

Input,
Modeling, &
Check for
Understanding

30
min.

Independent
Practice/
Homework

2
min.

Closing/
Summary

8
min.

tomorrow, finishing the play as a


whole class.
Please get into your Book Clubs. In
todays packet you will see some
guiding questions these all need to
be answered. Each member of your
group can have the same answer, but
I will need a packet from everyone at
the end of class.
For homework, please finish any
reading you did not get to today.
Additionally, make sure the character
list in your journal is up to date. I will
be collecting those at the end of class
tomorrow.
Review packet and questions from
todays reading.

Listen and get in Book Clubs.


Begin reading and answering
questions.

Make note in planner.

Answer questions and engage in


discussion.

Assessment of Student Learning


CFU during Book Club reading.
Completed student packet.
Discussion at close of class.
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

Jackson, English III, The Crucible


The Crucible Day 10
Act IV Class Notes
Quick Write
Read the lyrics below as you listen to the song. On the next page, please Quick Write (two
minutes of free-flow writing) on the connections between this song and The Crucible.
Witch Hunt Rush
The night is black without a moon
The air is thick and still
The vigilantes gather on
The lonely, torch-lit hill
Features distorted, in the flickering light
Faces are twisted and grotesque
Silent and stern in the sweltering night
Mob moves like demons possessed
Quiet in conscience, calm in their right
Confident their ways are best
The righteous rise with burning eyes
Of hatred and ill-will
Madmen fed on fear and lies
To beat and burn and kill
They say there are strangers who threaten us
Our immigrants and infidels
They say there is strangeness too dangerous
In our theaters and bookstore shelves
Those who know what's best for us
Must rise and save us from ourselves
Quick to judge, quick to anger
Slow to understand
Ignorance and prejudice
And fear walk hand in hand

Jackson, English III, The Crucible

Jackson, English III, The Crucible


Course Name: English III
Unit Title: The Crucible

Standard Honors AP
11/15

Relevant NC Standard Course of Study Goal(s):

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.

Specific Lesson Objectives


Students will understand:
The purpose of the play
The importance of the separation of Church and State
Students will know:
The entire plot
The motivations and relationships of the characters
Students will be able to:
Identify different types of government
Key Vocabulary for this Lesson

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?

Jackson, English III, The Crucible


Input,
Modeling, &
Check for
Understanding

5
min.

Guided
Practice

35
min.

Independent
Practice/
Homework
Closing/
Summary

Today Ill take volunteers for


reading characters. If youd like to
read, write your name on a notecard
along with the character youd like to
read. Youll find a list of speaking
parts on the board. Be aware, I will be
cold calling for those parts that are
not spoken for. Take up cards and
assign starting roles. Pass out the
days packet with guiding questions.
Be sure to have your packet out as
we read. Lets get started.

Select a character and take up


packet.

3
min.

Peer-edit a classmates persuasive


SCOTUS essay using the peer-edit
form as a guide.

Make note in planner.

2
min.

What was your favorite part of the


play? Why?

Respond to question.

Finish play! Take notes during


reading.

Assessment of Student Learning


Responses to bulletin board question.
Student packet.
Discussion in class during reading.
Close of class conversation.
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

Jackson, English III, The Crucible


The Crucible Day 11
Act IV Class Notes
Discussion Guide
1) What has Abigail done?

2) Why has Hale returned to Salem?

3) Why does Danforth want a written confession from John Proctor?

4) Why would a pardon not be just according to Danforth?

Jackson, English III, The Crucible


Peer Editing Worksheet
Writer's Name:

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?

Is the lead-in interesting? Why or why not?

What is the thesis statement? Is it effectively stated?

Which paragraph seems to have the most interesting and convincing details? Why?

Can you identify any errors in the argument of the essay?

What is the best part of the essay? Why?

Jackson, English III, The Crucible


Course Name: English III
Unit Title: The Crucible

Standard Honors AP
12/15

Relevant NC Standard Course of Study Goal(s):

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.

Specific Lesson Objectives


Students will understand:
Why this text is still relevant today
Students will know:
The full plot
All characters and motivations
Students will be able to:
Identify different types of government
Relate concepts like the Red Scare, modern witch hunts, and separation of Church and State
to The Crucible
Key Vocabulary for this Lesson

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

Jackson, English III, The Crucible


hook

Input,
Modeling, &
Check for
Understanding
Guided
Practice

5
min.
20
min.

Independent
Practice/
Homework

4
min.

Closing/
Summary

5
min.

spend a little time discussing as a


whole class the relevance of The
Crucible. Finally, we have a special
guest today who will explain a bit
about our final project.
Please meet with your peer-edit
partner to go over your SCOTUS
opinion.

Meet with partner and go over


peer-edit forms for both papers.

Explanation of final project, a mock


trial of Mary Warren, who is accused
of defamation. Pass out and go over
the rubric for the mock trial. Assign
roles (including specific witnesses for
the defense and prosecution). Discuss
the importance of the two days of
legal team trial prep.

Listen and take notes.

Guest speaker, Danny Beaulieu,


lawyer, will present on trials. He will
explain trial procedure and the
meaning of the accusation
defamation. He will answer
questions the students might have
about how our mock trial will work.

Listen and ask questions.

Pre-write: What is your role in the


trial? What do you need to do to
prepare?
Continue work on SCOTUS opinion.
Socrative quiz on Act IV

Make note in planner.

Take quiz.

Assessment of Student Learning


Whole class discussion about the full text.
Circulation during peer-edit review.
Attentiveness and questions following Mr. Beaulieus presentation.
Socrative quiz.
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

Jackson, English III, The Crucible


Crucible Mock Trial Day 12
The People vs. Mary Warren
Assignment: Mary Warren is on trial for defamation lying. You will be assigned to a legal team
either for the defense or prosecution of Mary Warren. You will assist in researching and planning
for the trial itself, using the text to create an argument, considering who to call as witnesses, and
how to cross examine the witnesses the other side will call. On the day of the trial, you will
participate as a lawyer, juror, or witness to decide whether or not Mary is guilty as charged.
In order to appropriately prosecute, defend, or judge Mary, you must consider the following
question:
Although Mary confessed to lying, should she be punished for ruining the good
names (and lives) of so many in Salem?
Groups:
Prosecution: Your goal is to convince as many members of the jury as possible that Mary
Warren is guilty of defamation.
4 Attorneys
- 1st attorney must present a 3 minute opening statement.
- 2nd attorney will ask questions of Prosecutions witnesses (remember to rehearse
with the witnesses on your side)
- 3rd attorney will cross-examine opposing sides witnesses.
- 4th attorney must present a 3 minute closing.
5 Witnesses
- Will be questioned by own side for a maximum of 3 minutes.
- Can be cross-examined by opposing side for a maximum of 3 minutes.
Defense: Your goal is to convince as many members of the jury as possible that Mary Warren is
innocent of defamation.
4 Attorneys
- 1st attorney must present a 3 minute opening statement.
- 2nd attorney will ask questions of Prosecutions witnesses (remember to rehearse
with the witnesses on your side)
- 3rd attorney will cross-examine opposing sides witnesses.
- 4th attorney must present a 3 minute closing.
5 Witnesses
- Will be questioned by own side for a maximum of 3 minutes.
- Can be cross-examined by opposing side for a maximum of 3 minutes.
Jury: Your goal is to make an objective judgment, based only on the evidence provided, for the
innocence or guilt of Mary Warren.
Take notes during the trial. You will be required to construct a written explanation
of what you have seen in court and evaluate how closely it aligned with the play.

Jackson, English III, The Crucible

Only the head juror will speak publicly. He/she must present the jurys findings to
the court.
Court Rules

1. Mrs. Beaulieu will be the only judge.


2. For this assignment, the ghosts of the hanged may testify.
3. All witnesses will only have knowledge of what is present in the text, and must remain in
character at all times.
4. All evidence must be present in the text and the user must be able to provide the page
number.
5. Be prepared and in character. Dress officially and bring evidence if necessary (Any
research you have completed falls into this category).
6. Language and behavior must be appropriate for a courtroom.
Objections List:
For this assignment, objections may be used for witnesses who are not in character, or are
assuming facts not evidenced in the text.
"Objection, your Honor, the question is ambiguous."
A question is ambiguous if:
It may be misunderstood by the witness. It is objectionable on the ground that it may take on more than one
meaning.
"Objection, your Honor, the question is argumentative."
A question is argumentative if:
It is asked for the purpose of persuading the jury or the judge, rather than to elicit information.
It calls for an argument in answer to an argument contained in the question.
It calls for no new facts, but merely asks the witness to concede to inferences drawn by the examiner from
proved or assumed facts.
"Objection, your Honor, the question has been asked and answered."
A question may be objectionable on the ground that
The witness has already answered a substantially similar question asked by the same attorney on the same
subject matter.
"Objection, your Honor, the question assumes facts not in evidence."
A question assumes facts not in evidence if:
It presumes unproved facts to be true. Example: "When did you stop beating your wife?" This question
assumes that the person has beaten his wife.
"Objection, your Honor, the question is compound."
A question is objectionable on the ground that it is compound if:
It joins two or more questions ordinarily joined with the word "or" or the word "and."

Jackson, English III, The Crucible


"Objection, your Honor, the question is too general."
A question is too general, broad, or indefinite, if:
It permits the witness to respond with testimony which may be irrelevant or otherwise inadmissible. Each
question should limit the witness to a specific answer on a specific subject.
"Objection, your Honor, the question is hearsay."
A question is hearsay if:
It invites the witness to offer an out-of-court statement to prove the truth of some matter in court. There are
many exceptions to the hearsay rule.
"Objection, your Honor, the question is irrelevant."
A question is irrelevant if:
It invites or causes the witness to give evidence not related to the facts of the case at hand.
"Objection, your Honor, the question is leading."
A question is leading if:
It is one that suggests to the witness the answer the examining party desires. However, this type of question
is allowed on cross-examination of a witness.
"Objection, your Honor, the question mis-states the evidence."
A question misstates the evidence if:
It misstates or misquotes the testimony of a witness or any other evidence produced at a hearing or at a
trial.
"Objection, your Honor, the question calls for a narrative answer."
A question calls for a "narrative answer" if:
It invites the witness to narrate a series of occurrences, which may produce irrelevant or otherwise
inadmissible testimony.
Question and Answer interrogation is the standard format. It allows opposing counsel to object to improper
questions.
"Objection, your Honor, the question calls for speculation."
A question is speculative if:
It invites or causes the witness to speculate or answer on the basis of conjecture. For this assignment,
anything which is not evidenced in the text of the book will be speculation.

Court Rules & Objections from: www.cibacs.org/teacherpages/.../The%20Crucible%20Mock%20Trial.pdf

Jackson, English III, The Crucible


Attorneys
You are responsible for the success of ALL roles!
This is a group effort! This means that each and every group member is expected to contribute
equally to the team. While you each have a specific role within the courtroom, all of you can and
should work together to make your team a success. This means that everyone should peer edit
everyone elses work. Look for flaws in the opening and closing statements and questions. Work
together to fix those flaws.
Opening Statement: 1st Attorney
Needs to be well-organized
Highlight facts from your case especially at the beginning.
Address any weaknesses in your case and weaknesses in the opposing side.
Needs to be natural, confident and partly memorized.
Witness Questions: 2nd Attorney
Have a list of questions you will ask each witness
Only ask one question at a time
Know how the witness will answer
Prep Witnesses Rehearse
Think of questions that might be asked on cross-examination and prepare your witnesses
for these
Cross-examination: 3rd Attorney
Know who the witnesses are for the opposing side
Think of questions to ask on cross-examination (you are looking for flaws in the
opposing sides argument)
Closing Statement: 4th Attorney
Needs to be well-organized
Highlight facts from your case especially at the end.
Address any weaknesses in your case and weaknesses in the opposing side.
Needs to be natural, confident and partly memorized.

Jackson, English III, The Crucible

Head Attorney:
2nd Attorney:
3rd Attorney:
4th Attorney:
Witnesses:
1.
2.
3.
4.
5.
Statement of what we will prove:

Mary Warren is innocent/ guilty because

Jackson, English III, The Crucible


Witnesses

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.

Page # where character appeared / Summary of


Events

Characters speech on this page

Jackson, English III, The Crucible

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!

Adapted from Berkeley School District Mock Trial of Abigail Williams

Jackson, English III, The Crucible


Course Name: English III
Unit Title: The Crucible

Standard Honors AP
13/15

Relevant NC Standard Course of Study Goal(s):

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.

Specific Lesson Objectives


Students will understand:
Their role in Mary Warrens trial
Students will know:
Legal terms
Students will be able to:
Articulate their legal teams position
Key Vocabulary for this Lesson

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:

Jackson, English III, The Crucible


Statement of
Objective &
Purpose

5
min.
with
hook

Today and tomorrow you will be


Listen.
given time to work in your legal
teams to prepare for Mary Warrens
trial. Remember, everyone must
participate in research and writing!
You will find daily goals in your
student packet. Remember, the work
you do in your legal team, on the
trial, and your SCOTUS opinion
serve as your test for this unit I need
to see evidence of your understanding
of the text, character relationships,
and historical context.

Pass out student packets. Get into


Students gather in legal teams
your legal teams and get to work!
and begin work on the tasks
Circulate, assist students with
provided in their packets.
research, keep students on task.
Independent
2
Continue to work on your SCOTUS Make note in planner.
Practice/
min.
opinion. You may turn a draft in
Homework
tomorrow if you would like me to
look at it before your final copy is
due.
Closing/
3
Make sure your team is clear on
Write down trial prep goal and
Summary
min.
what needs to get done tomorrow
turn in exit ticket.
on this notecard, please jot down your
goals for prep (one for each student
everyone should be working on
something).
Assessment of Student Learning
Understanding of role in trial.
CFU during legal team prep.
Exit ticket.
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

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

Jackson, English III, The Crucible


The Crucible Days 13 and 14
Mock Trial Trial Notes
Day 1
EVERYONE: What is our argument?

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.

Jackson, English III, The Crucible


1ST ATTORNEY/ASSISTANTS: Conduct research for the opening statement. Look through the
text for support of your argument. Make note of specific lines and page numbers. Be persuasive!

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!

Jackson, English III, The Crucible


3rd ATTORNEY/ASSISTANTS: Conduct research into the questions you will ask the witnesses the
other 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!

Jackson, English III, The Crucible


Day 2
WITNESSES/ASSISTANTS: Rehearse your lines and practice being in character. Think about
what the other side might ask you during cross-examination and prepare for that! Write your
lines below.

Jackson, English III, The Crucible


1ST ATTORNEY/ASSISTANTS: Write your opening statement below. Memorize it as best you
can. Practice, practice, practice! This speech could have a huge impact on the jury.

Jackson, English III, The Crucible


2ND ATTORNEY/ASSISTANTS: Write your questions for witness examination below. Practice
these questions with your witnesses make sure everyone stays in character!

Jackson, English III, The Crucible


3rd ATTORNEY/ASSISTANTS: Write your questions for witness examination below. Practice
these questions with the assistants.

Jackson, English III, The Crucible


4TH ATTORNEY/ASSISTANTS: Write your closing statement below. Memorize it as best you can.
Practice, practice, practice! This speech could have a huge impact on the jury.

Jackson, English III, The Crucible


Course Name: English III
Unit Title: The Crucible

Standard Honors AP
14/15

Relevant NC Standard Course of Study Goal(s):

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.

Specific Lesson Objectives


Students will understand:
Their role in Mary Warrens trial
Students will know:
Legal terms
Students will be able to:
Articulate their legal teams position
Key Vocabulary for this Lesson

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

Jackson, English III, The Crucible


with research, keep students on task.
provided in their packets.
Independent
2
Continue to work on your SCOTUS Make note in planner, pass in
Practice/
min.
opinion. If you brought a draft for me draft.
Homework
to look at, please pass it in. I will
have it back to you tomorrow so that
youll have a night to look over my
edits before its due.
Closing/
3
Please hand in your trial packets. I
Hand in trial packet.
Summary
min.
will pass these back out when we get
in to class tomorrow.
Assessment of Student Learning
CFU during legal team prep.
Trial packet.
SCOTUS drafts.
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

Jackson, English III, The Crucible


Course Name: English III
Unit Title: The Crucible

Standard Honors AP
15/15

Relevant NC Standard Course of Study Goal(s):

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.

Specific Lesson Objectives


Students will understand:
Trial procedure
Students will know:
Legal terms
Students will be able to:
Play their role in the trial process
Articulate their characters position in the trial
Key Vocabulary for this Lesson

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

Jackson, English III, The Crucible


on the board.
Make note in planner.

Independent
Practice/
Homework

2
min.

Please remember that your SCOTUS


opinion is due tomorrow!

Closing/
Summary

5
min.

On this notecard, please write down Complete exit ticket.


three things you learned during this
unit. They can be brief phrases.
Assessment of Student Learning

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

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