The Crucible

1. The Crucible Writing and Acting Our Own Scene

2. Do Now: Writer’s Notebook • Imagine you are a witness to a situation you perceive as being unjust. • What is your response? • Do you speak out or remain silent? • Essential Question: • How can artistic expression advance social commentary?

3. Your assignment is to work with a group to write and perform an original dramatic script in which you make a statement about a conflict that faces society. By doing so, you should be able to demonstrate your understanding of how Arthur Miller spoke out about a contemporary issue while setting his drama in a time period with corresponding events. Unpack Our Next Project! Page 92

4. 6 Reading Pairs • P 94 • P 95 • P 96-97 • P 97-98 (chunk 1) • P 98-99 (chunk 2) • P 99-100 (chunk 3) • Use the first line of the chart on page 93 to take notes on your section • Both partners need to write down the notes

5. Jigsaw! • Two groups • Share your notes about your selection • Record evidence in the rest of the chart on page 93 • You get one point per box filled (correctly)

6. How does witchcraft fit into Puritan society? Exit Slip: Writing Journal Prompt

7. Do Now: Context Research Go to e3healy.weebly.com American Lit Quarter 2 Research your assigned subject Use the note template Be prepared to present Monday!

8. Do Now: Present Your Findings Writing Journal Prompt: What does the Witch hunt in Puritan times have to do with McCarthyism during the Cold War?

9. Contemporary Conflicts (p. 143)

10. Group Selection Rules • 4 > group > 2 • Must be willing to work together for the ENTIRE unit • Pick people you know will do their fair share

11. Topic Selection • Share your Contemporary Conflicts • Pick the Contemporary Conflict you think you could best run with for an ENTIRE unit • Pick the Parallel Setting you could best run with for an ENTIRE unit • Now is your chance to switch groups if you don’t like the topic.

12. Begin Research What are the elements of your time period?

13. Do Now: Writing Journal Read the definition of a Crucible, and then decide how might it fit with a Witch Hunt.

14. 30 Second Act 1 • You each will receive a character card, with numbered lines • You will read the first line in order of the circle. • You will read the second line when your turn comes back around. • You will read the third line when your last turn comes around. • What seems to be happening in this Act?

15. Character Inferences • Turn to page 103 • When it is your turn, read your character’s name, and your three lines. • Take notes on your classmate’s characters as they read. • What motivations are revealed? • Make an inference about their character • Predict what they might do in the play

16. A note on Historical Accuracy Read Miller’s Preface to the Play

17. Setting the Scene • Read Act 1 to page 20 (or when Proctor enters the scene) • What are some Historically Accurate elements?

18. Play Groups • Continue Research into your time period • How can you ensure “Historical Accuracy”? • What types of characters would feature in your time period?

19. Can you think of any Examples? Do Now: Add to Vocabulary Journal Foil: a foil is a character that shows qualities that are in contrast with the qualities of another character with the objective to highlight the traits of the other character.

20. Reading Act 1: Character Development • We will focus on Hale, Proctor, & Corey as Foils • As you read, place an annotated sticky note in the text where you believe their characters are being developed Proctor: pg 20 Farmer, Not easily led, People feel foolish around him, Sinner, feels like a hypocrite, seems confident

21. Foils: page 105

22. How about your own play? Who would be foils in your play?

23. Do Now: Fill in the chart on Page 113 (see example above) What conflicts have you noticed so far?

24. Play Groups What types of Conflicts will we see in your play?

25. Do Now: Add to your Vocab Journal Subtext: Subtext is the unspoken thoughts and motives of your characters - what they really think and believe.

26. Proctor is in Love with Abigail

27. But what if He Hates her? • Each person in your group takes a line, and fills in the chart on the top of page 107. • Now, try it for “Proctor is Afraid of Abigail” on the same page • Finally, try “Proctor is Conflicted in His Feelings for Abigail” on page 108.

28. Perform the Scene! Each group takes a subtext & we will guess!

29. How does a Rumor Cause Hysteria? Do Now: ​Read "The Very Proper Gander" in Springboard, pg. 112

30. Writing Journal: • How does Hysteria move the events in The Crucible? • Add in your own Rumor to Hysteria scenario to begin your play. 

31. Do Now: Vocab Journal Look up the meaning of the words on page 115 in your Springboard book

32. The Language of the Puritans Pg 116 Work in your groups to determine the meaning and characterization present in the rest of the metaphors

33. Play Groups! • Research the language of your time period • Find words you will use to convey a Historically Accurate setting • Develop a couple metaphors that are typical of that time period. • Homework: Read  ACT 2 in The Crucible, and complete the interpretation of Proctor and Elizabeth's exchange using Springboard pp. 119-120

34. Do Now: Presentation! Work with your group for ten minutes and decide how you will present one interpretation of your homework scene.

35. Reading Act 3: Courtroom Drama • We will focus on evidence used to find someone guilty of witchcraft. What do you remember so far? • As you read, place an annotated sticky note in the text where you believe evidence is present: Act 1: Hysterical confessions and accusations Page 52

36. Play Groups Write a courtroom style scene based in your time period, or using one of the scenarios on page 123. Be prepared to perform it!

37. Let’s find examples in Monty Python’s Holy Grail! Do Now: Vocab Journal Find a definition of these three types of Irony: Dramatic Irony Situational Irony Verbal Irony

38. ACT III Chart on pages 124-125 in Springboard Where is the Irony?

39. Play Groups Is there any way to add irony to your play?

40. Proctor: pg 20 Farmer, Not easily led, People feel foolish around him, Sinner, feels like a hypocrite, seems confident Do Now: As we read the end of the play, review the foils. How do they ultimately work together?

41. Purposes of Dialogue • To reveal character relationships • Springboard p. 137, Act 2, Scene 3 • To move the action forward • Springboard p. 137-138, Act 3 • To reveal a character’s private thoughts and emotions (called monologue) • Springboard p. 138, Mary’s monologue

42. Play Groups Time to Write Your Own You must have all three types

43. Do Now: Compare Endings Using the chart on Springboard, p 140, compare different versions of the same play

44. Play Groups How will you end your play?

45. MAD 40! Let’sScoreIt! • Choose one of the prompts on Springboard page 141 to answer in a response essay • You may use your notes and the play to help you write your essay • Introduction • Hook • TAG summary • Thesis • Claim 1 • Topic Sentence • Evidence • Explanation • Claim 2 • Claim 3 • Thesis Conclusion • Thesis • Connection to Universal ideas

46. Finish your scripts, Type them, Turn them in to Turnitin.com Do Now: Check out the Rubric on Page 145—What will it take to get all 4s?

47. Have you planned your costume? Your Stage Props? Have you Practiced? Do Now Sign Up!

48. Presentations! Be sure to grab a scoring sheet