The Crucible Unit Plan

English III – Standard/Inclusion

Stage 1—Desired Results
Established Goals:

  • NC Standard Course of Study Competency Goal 4: The learner will critically analyze text to gain meaning, develop thematic connections, and synthesize ideas.
  • NC Standard Course of Study Competency Goal 5: The learner will interpret and evaluate representative texts to deepen understanding of literature of the United States.
Understandings:Students will understand that . .

  • The Crucible contains an example of a witch-hunt where innocent people were blamed for crimes and punished with little or no evidence.
  • Key terms from the text through vocabulary lessons/tests
  • Witch-hunts have occurred frequently throughout history.
  • Arthur Miller wrote this fictional story based off of real events and real people in Salem
  • Character development is necessary to telling a story
  • Symbolism is a key tool used in this play
  • Miller provides the reader/viewer with important commentary on society through this play
  • Critical reading involves making decisions as a reader about what is happening in the story

Essential Questions:

  • What is a witch hunt?
  • What are some characteristics of a witch hunt that are found in The Crucible?
  • Which characters change the most throughout the story? How do these changes affect the plot of The Crucible?
  • What is Arthur Miller saying about society through this play?
  • What is honor?
  • What does true forgiveness and repentance look like?
  • How do the actions of these characters and the events in the plot contribute to theme in The Crucible?
  • What symbols does Miller choose in this play? What do they represent? Are these choices effective?
  • How does the modern film version differ from the original text?
Students will know . . .

  • Key terms (witch hunt, genocide, etc.)- this will accomplished via weekly vocabulary tests and discussion
  • Characteristics of a “witch hunt” from The Crucible
  • Examples in history in which a “witch hunt” has impacted a society, i.e. with the Holocaust
  • Key themes from the story, particularly honor, true love, reputation, hysteria, etc.
  • Symbols found throughout the story mainly what the idea of “witch hunt” represents

Students will be able to . . .

  • Identify examples of character development and change throughout the story
  • Practice both critical viewing skills and critical reading skills throughout the unit on the Crucible
  • Read increasingly difficult texts
  • Analyze and discuss key quotes found throughout the text
  • Make moral judgments based on personal experience and argument provided in the play
  • Work together in groups
Stage 2—Assessment Evidence
Performance Tasks:

  • Students will turn in worksheets daily with questions answered from the play. These will include viewing guides, close text analysis worksheets, and any other tasks that they are asked to perform, related specifically to the day’s reading.

Other Evidence:

  • Students will complete a research paper at the end of the unit about a modern day witch-hunt in the history of America.
  • Students will complete daily activities throughout the unit.

Stage 3—Learning Plan
Learning Activities: See “Sample Daily Plans” for specific learning activities that were used throughout the unit.

Sample Lesson Plans

Day One: Introduction

  1. Stand up exercise …
  • If you’ve ever been falsely accused of something you did not do.
  • If that hurt you
  • If you’ve ever falsely accused somebody else of something so you wouldn’t get in trouble
  • If that hurt them
  • If you have ever felt trapped in by a set  of rules
  • If you have ever rebelled against the rules and got caught
  • If you have ever done something you felt was insignificant, but ended up turning into something much bigger than you thought
  • If you have ever heard of the Salem Witch Trials

    2. Crucible Intro Powerpoint
    3. Begin reading The Crucible Act I

    Day Five: Critical Viewing/Quote Analysis
  1. Students begin critical viewing of Act III. Students are reminded to take notes on what they see occurring in the film with the assistance of their Act III Viewing Guide.
  1. Upon completion of this exercise, students break into pairs and work on a close text analysis of specific quotes from the text according to the Act III Group Quote Analysis.
  2. Whole class discussion: What is going on in Salem?

Day Seven: Character Focus

  1. Quick review of plot events that have occurred so far.
  2. Character Chart
    Break students into groups of three and assign them a character to focus on. Students are asked to go through the book and fill out their specific character’s column of information on the character chart. If students complete the task quickly, they should move on to the next character. After 10 minutes, students will present the information they have gathered on their specific character.
  3. Students present their character information and share it with the class, pausing to clear up any confusion from the story.
  4. 4. Students turn in their work for credit.