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The Crucible

Bonus HandoutsThese handouts serve as supplements. The bonus handouts are labeled in the same way as the handouts found in the book (example: act number, handout number). These handouts continue in numerical order making it easy to incorporate the bonus activities into the correct section of the unit.

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© 2005. Teacher’s Discovery®

Before We Start

LESSON PLAN DETAILS

7. Setting Activity—hand out and have students complete in class (2 class periods) 8. Setting Activity: Background Preparation—hand out and have students complete in

class (2 phases @ 15 minutes each)


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Before We StartHandout 7

Setting Activity

Does history repeat itself? For Arthur Miller it seemed to. He couldn’t help but notice thestriking similarities between the Salem Witch Trials of 1698 and the Red Scare that hisgeneration was experiencing in the 1950s. This realization led him to write The Crucible, aparable that teaches a lesson about the present by examining the past. This activity makesMiller’s vision of history clear.

Directions: Use the links or video resources listed below, and any others you encounter, tocomplete the Venn Diagram.

Useful Videos:• In Search of History: The Salem Witch Trials. (A & E Entertainment, 2000).• Biography: Senator Joseph McCarthy: An American Inquisitor. (A & E Entertainment, 2000).• 20th Century with Mike Wallace: Epidemic of Fear. (A & E Entertainment, 1999).

Name

Date Hour

Salem Trials Red Scare

Differences Differences

Similarities


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Before We StartHandout 8

Setting Activity, Background Preparation

To totally appreciate The Crucible, you need to know a little bit about the history behindthe story.

Directions: Before completing any research, list everything you know about the SalemWitch Trials and/or the McCarthy Hearings. Also, generate five things that you want toknow about these events. After you’ve had a chance to research these topics, either throughthe Internet, library sources, or videos, complete the chart with the knowledge that youhave gained. We’ve filled in three sample entries for you, to give you an idea of what typeof information to include.

Check out the following videos:• In Search of History: The Salem Witch Trials. (A & E Entertainment, 2000).• Biography: Senator Joseph McCarthy: An American Inquisitor. (A & E Entertainment, 2000).• 20th Century with Mike Wallace: Epidemic of Fear. (A & E Entertainment, 1999).

Name

Date Hour

Know Want to Know Learned

Example: Some women in Example: How did they prove Example: Spectral evidence Salem were accused of, and them guilty? was admissible in court and killed for, being witches. nearly impossible to disprove.

The only witnesses were the accused and the accuser, so it was a lose/lose situation for the accused.


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LESSON PLAN DETAILSACT ONE

8. Character Journal—hand out and have students complete in class (40 minutes)


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Act OneHandout 8

Character Journal

Characterization is the method used by a writer to develop how the character looks, acts,and thinks. This activity gives you practice in looking at the text more than once and inchoosing the best quotes for the purpose. It also reinforces the individuality of eachcharacter.

Directions: In the following chart, write four quotes from Act One that describes eachcharacter.

Character Quotes to Describe Appearance/Personality

Name

Date Hour


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LESSON PLAN DETAILSACT TWO

8. Vocabulary: Create a Crossword Puzzle—hand out and have students complete in class(1 class period)

9. Literary Devices—hand out and have students complete in class (1 class period)


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Vocabulary: Create a Crossword Puzzle

This activity helps you learn these vocabulary words as well as review previous ones.Creating clues provides practice with the words’ definitions and how we use them inwriting and speaking.

Directions: Use eight vocabulary words from current chapters as the starting point for thiscrossword puzzle. Add in five vocabulary words from the previous chapters for a total of 13words. Lay out the words in crossword fashion on a separate sheet of paper. Then, numberthe boxes across and down, and shade in the unused boxes in the crossword puzzle below.Lastly, write clues for the words under the appropriate column, across or down.

Crossword Puzzle

Act TwoHandout 8 Name

Date Hour

Across Down


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Literary Devices

This activity allows you to demonstrate your understanding of various literary devices andtheir uses in the novel. It also asks you to give your opinion as to how effective thesetechniques are.

Directions: Supply examples for the following literary devices, then answer the questionsthat follow.

ImageryFind one example of imagery.

Do you think this was a good way to describe the event? Why or why not?

Similes/MetaphorsFind one simile or metaphor.

Do you think this was a good way to describe the person or thing? Why or why not?

Diction/Word ChoiceFind one interesting word choice.

Do you think this word was a good way to describe the person or thing? Why or why not?

Act TwoHandout 9 Name

Date Hour

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LESSON PLAN DETAILSACT THREE

8. Theme Analysis: Brainstorm the Possibilities—hand out and have students complete inclass (45 minutes)

9. Plot Analysis: Rising Action—hand out and have students complete in class (1 class period)


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Theme Analysis: Brainstorm thePossibilitiesGroup Activity

A theme is a general concept or idea, such as love, justice, or sorrow. One way to help youthink of themes is to complete the following sentence: “This is a book about __________.”By this point in a story, it’s likely that the author has introduced most, if not all, of thethemes he or she wishes to depict. Some themes are not well developed yet, but there areclues as to what they are. This activity starts you thinking about the broader ideas theauthor wants you to discuss. Working as a class and with a partner helps you increase thenumber of ideas you have.

Directions: As a class, think of as many potential themes as you can and write them on theboard. Then, support one theme in more depth and present to the class.

In the box below, write down all of the themes you think of as a class.

Choose one theme from the box above. With a partner, go back to the book and look forcharacters and events that demonstrate the theme.

1. I am finding evidence for the theme of __________________________________.

2. Here are three examples of this theme in the book (be sure to include page numbers).

1.

2.

3.

Act ThreeHandout 8 Name

Date Hour


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Plot Analysis: Rising Action Group Activity

Plot is the series of events that make up the story. The rising action is simply theprogression of events and conflicts that make the story more interesting. Once the authorintroduces the characters, the story really gets going. Major conflicts and problems beginto occur. At this point, you’re familiar with most of the issues in the story. Together with a partner, create a visual representation of the plot structure thus far according to theinstructions below. This activity helps you conceptualize the elements of the plot and applythese terms to the story. It also helps you separate major plot points from minor episodes.

Directions: Decide with your partner which five events are the most important in thestoryline thus far. Write a brief summary of each one below (be sure to include the pagenumber).

1.

2.

3.

4.

5.

Draw the PlotMake a poster that illustrates the plot action up to this point. The basic plot diagram isshown below. Explain and label the five rising action events described above. Mark theclimax point and resolution line; you’ll fill these in later. Be as creative as you wish indesigning and decorating your poster. Make it eye-catching.

Act ThreeHandout 9 Name

Date Hour

Climax

ResolutionRising ActionExposition


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LESSON PLAN DETAILSACT FOUR

7. Literary Device: Irony—hand out and have students complete in class (45 minutes)


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Literary Devices: Irony

Irony is a literary device that shows a contrast between appearance and reality, expectationand result, or meaning and intention. This activity explains and reinforces the concept ofirony. It helps you understand its use. It provides an opportunity to apply your knowledgein other areas.

Directions: Answer the following questions in complete sentences, using examples fromthe text.

What is Irony?Using a dictionary or glossary of literary terms, define irony in the space below.

Irony in the StoryDiscuss a clear example of irony in this story. Explain what is ironic about this situation.

Irony in Other PlacesThink of an example of irony that you have experienced yourself, seen in someone’s life,read in a book, or watched on film. Explain the situation below and be prepared to shareyour example with the class.

Act FourHandout 7 Name

Date Hour


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Reflect on Reading

LESSON PLAN DETAILS

Expository Writing–hand out and have students complete in class (3 class periods) 5. Symbols—hand out and have students complete in class (3 class periods) 6. Life-Sized Character Posters—hand out and have students complete in class

(3 class periods)


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Expository Writing Topics

Expository writing is one method that allows students to synthesize what they have learnedafter studying a novel. It requires students to take a broader look at a theme or ideathroughout the book, develop a thesis that argues their personal viewpoint, and useevidence from the text to support their claims. Below are two topics to assign to yourstudents.

1. The author uses many symbols throughout the play. Choose three, explain what theyrepresent, and provide an evaluation of their usefulness in the story. Did the authorchoose the best ones possible? Would another symbol have been better? Why?

2. Trace one theme, such as good vs. evil, civilization, human nature, or anarchy,throughout the play and discuss what the author is attempting to tell the reader. Usesupporting evidence and analysis.

Reflect on Reading


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SymbolsGroup Activity

A symbol is an object or action that stands for something else. Symbolism plays animportant role in the novel. Characters and things are used to represent key ideas that theauthor wishes to convey. Understanding these messages is crucial to developing a deeperappreciation for the play. Completing this symbolism project reinforces the abstract ideasthat each symbol represents and allows you to share your interpretations with your peers.

Directions: In groups of three, choose a symbol from the story, that can be supported bythe text. Create a visual representation of one of the many symbols in the novel. There areno guidelines for the type of visual aid. Dolls, action figures, papier-mâché, etc. are allacceptable starting places. Wherever you begin, though, be sure to make the objectuniquely your own by applying your own ideas and images.

Once you have created the object, you need to decide how you will convey its symbolicmeaning: pasting or hanging words on it, adding small images, etc. The choice is yours.Remember that the symbol should be easy to display, and people who are not familiar withthe story should be able to discern what the object represents.

Reflect on ReadingHandout 5 Name

Date Hour


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Life-Sized Character PostersGroup Activity

Throughout your study of the play, you have carefully observed the characters’personalities and behavior. Now it is time to bring them to life by creating life-sizedposters that reveal who and what these people are. This activity lets you highlight theessence of each character and demonstrate how well you understand their motivations.

Directions: Each group of three students receives a character. Complete the followingsteps to create your life-sized poster.

First, trace the outline of one member of your group onto a large piece of butcher paper.This is the foundation for your poster. Decorate the body so that it reflects yourcharacter’s physical attributes.

Then, brainstorm a list of adjectives that describes your character’s personality. Addimportant events that involve your character. Discuss your character’s role in the play andwhat he represents. Find ways to display this information on your poster. You may writewords, attach images, etc. When someone looks at your finished work of art, they gain athorough understanding of the character.

Reflect on ReadingHandout 6 Name

Date Hour


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Answer Key

This section provides answers to activities and the test in the order in which they appear inthe guide.

Setting ActivityBefore We StartHandout 6Answers will vary but may include:similarities: unfair questioning, guilty until proven innocent, witch hunt, fear, hysteria,personal agendas motivating testimony…differences: centuries apart, Salem was about witches, Red Scare was about communists,people were not hanged as a result of the Red Scare...


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