Graduate WOU/ESOL Lesson Plan Template 2012-2013
(A side text on the background on the time period could also accompany this part of the lesson and then a jigsaw activity about the article divided up could be done).
In order to bring home the emotional power of the Salem witch trials, devote time to a whole-class dramatic reading of Arthur Miller's
(Students will have their own copy as well as the T-chart made in the anticipatory set on the wall to reference during the reading of this book
Assign your students to the roles, giving different students an opportunity to play each character if you like. Before you begin the play and during the reading, keep emphasizing two facts to students:
As many experts agree, Miller used the names of real 17th-century people, but he took many liberties in ascribing motivations to them. (You might refer those students who are interested to crucible, part of a Web site put together by a student of 17th-century New England; the site enumerates historical inaccuracies and discrepancies in Miller's work.)
Miller was motivated to write
in the 1950s in order to criticize the activities of Senator Joseph McCarthy, who was leading a movement to find and prosecute, suspected communists as if he were carrying out a witch trial.
(or Group Application)
When the reading is complete, ask your students to discuss in groups which scenes affected them most strongly and why.
(Read-Pair-share sharing and guided worksheets about topics will be administered here). The sentence frames will be a starting point for the guided worksheet as well as any other vocabulary or topics we decided to add to our T-chart.
B: ______, ______ EI: In the 17
century New England, people were persecuted for __. I: In the ___ century ______, people were persecuted for ____. EA: In the ___ century ______, people were______ for ____. A: In the ___ century ______, people were______ for ____, because _____.