By Kelly Gingras

Dixon High School

Course: American Literature

Grade Level: 11
Unit: The Crucible by Arthur Miller

Background: This unit is designed for use in a general English class that consists of learners at
all ability levels. The students will have previously studied the Puritan age, including some
history and cultural background along with the literature.

Objectives: By the end of this unit, students will be able to

1. Understand the culture of Salem society during the witch trials.
2. Analyze the motivations of the characters in the play.
3. Draw parallels between Salem society and our modern society.
4. Investigate the historical aspects of an event and report findings in a creative
manner.
5. Understand and use new words central to the context of the play.
6. Read and interpret the play.

Goals: This unit encompasses the following Illinois state learning standards:
1.A.5b Analyze the meaning of abstract concepts and the effects of particular
word and phrase choices.
1.B.5a Relate reading to prior knowledge and experience and make connections
to related information.
1.B.5d Read age-appropriate material with fluency and accuracy.
1.C.4a Use questions and predictions to guide reading.
2.A.5b Evaluate relationships between and among character, plot, setting, theme,
conflict and resolution and their influence on the effectiveness of a literary piece.
2.A.5d Evaluate the influence of historical context on form, style and point of
view for a variety of literary works.
2.B.5b Apply knowledge gained from literature as a means of understanding
contemporary and historical economic, social and political issues and
perspectives.
3.A.5 Produce grammatically correct documents using standard manuscript
specifications for a variety of purposes and audiences.
3.B.5 Using contemporary technology, produce documents of publication quality
for specific purposes and audiences; exhibit clarity of focus, logic of organization,
appropriate elaboration and support and overall coherence.
5.B.5a Evaluate the usefulness of information, synthesize information to support
a thesis, and present information in a logical manner in oral and written forms.
5.B.5b Credit primary and secondary sources in a form appropriate for
presentation or publication for a particular audience.
 Calendar of Activities
Day #
1 Intro to Salem Witch Trials; use Knowledge Rating (Worksheet 1) and discuss.
Begin watching video, complete study guide (Worksheet 2)
2 Finish video; discuss study guide. Complete cause and effect diagram (Worksheet 3)
in small groups.
3 Introduce The Crucible using the Anticipation Guide (Worksheet 4). Read Act 1 and
complete Vocabulary Overview Guide (Worksheet 5).
4 Discuss Act 1 and vocabulary guide. To prepare for Act 2, complete the Frayer Model
(Worksheet 6). Read Act 2.
5 Discuss the various motivations that characters have demonstrated. Begin working on
the character sketch (Worksheet 7).
6 Continue character sketch
7 Continue character sketch
8 Read Act 3. Have students complete the Point of View Study Guide as they read
(Worksheet 8).
9 Students should meet in small groups with the others who had their character and
discuss their responses to the study guide, and then groups will share their
observations with the class.
10 Discuss the concept of justice and compare modern American justice to that in Salem
using the Analogies chart (Worksheet 9). Read Chapter 4, completing the double-
entry journal while reading (Worksheet 10).
11 Meet with a partner to share journals and try to answer each other’s questions,
followed by whole-class discussion to answer remaining questions. Prepare for
Socratic seminar.
12 Socratic seminar—the essential questions to start the discussion are 1) Did John
Proctor do the right thing? 2) How accurate/objective is Miller’s portrayal of the
events in Salem?
13 Assign final essay (Worksheet 11).
14 Writing workshop. Use 2-3 class days for research/drafting/conferencing and one day
for peer revisions. Final drafts will be due 2 days after peer revisions. The essay
rubric will be used to grade the essay. (Note: I did not write this rubric; it is the rubric
from the state of Illinois aligned to the standards. This is the rubric used at my school.
I just included it here for reference.)
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Significant Causes of the Salem Witch Trials

Cause 1

Cause 2

Cause 3

What effects have the Salem Witch Trials had?

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One of the first things an actor must do when preparing a role is to carefully read the text and analyze the speech and
behavior of the character in order to create a realistic portrayal of the character on stage. Likewise, as readers, we
must continually analyze the speech and behavior of the characters we meet in order to understand their motives. In
this project, you will search the text for examples the show the true nature of the characters in the play and use your
creative skills to explain your analysis of the character.

Objective:
Analyze one of the characters in the play to assist the audience of the play in understanding that character. Use
specific examples from the text to support your analysis of the character’s personality, actions, and motivations in a
character sketch. This sketch will be completed in two steps: 1) an attribute web and 2) the actual sketch.

Part I: The Attribute Web

Attribute webs help you gather clues the author provides about what a character is like. Choose a character and fill
in the blanks with words and phrases that tell how the character acts and looks, as well as how the character feels
and what others say about him or her. For each piece of evidence you list, provide a page number as reference.

What Character Does How Character Looks

1. _________________ 1. _________________

2. _________________ 2. _________________

3. _________________ 3. _________________

4. _________________ 4. _________________

5. _________________ 5. _________________

What Character How Others Feel/

Believes/Thinks What They Say

1. _________________ 1. _________________

2. _________________ 2. _________________

3. _________________ 3. _________________

4. _________________ 4. _________________

5. _________________ 5. _________________
Part II: The Character Sketch
Now complete your sketch of the character by completing one of the following activities:
1) Choose three symbols that best represent your character. Create an illustration of the symbols. For each
symbol, also provide a quote (with page number) from the text that will help the viewer understand the
context of the symbol.
2) Write a poem or song that describes the personality of your character. Be creative and use vivid imagery so
the audience has a clear image of the character! Provide a page reference for the specific facts you used in
your poem/song.

Grading Rubric
The project will be scored according to the following criteria:

Content x 2 Creativity Care

This project demonstrates a This project demonstrates a Great care is taken to

10 highly developed ability to
draw insightful conclusions
about a character based on
information from the text
and uses specific examples
to support that conclusion.
high level of creative
thought beyond what
would be obvious or
expected. The product is
unique.
produce a product of
exceptional quality. It is
clear that the creator takes
great pride in the work.

This project demonstrates This project demonstrates a Care is taken to produce a

9 the ability to draw high level of creative high quality product. The
conclusions about the thought. creator takes pride in the
character from information work.
in the text. Specific
examples are used to
support that conclusion.

This project draws This project demonstrates Care is taken in the

8 appropriate conclusions
about the character but
may use general examples
rather than specific
examples from the text.
creative thought, although creation of the project.
the project may contain
ideas that are more
obvious.

This project draws
7 inappropriate conclusions
about the character,
although an attempt is
made to support them with
examples from the text,
specific or general.
This project makes an
attempt at creative thought,
although the result may be
difficult to decipher or
inappropriate to the
character selected.
The project may be hastily
put together, although the
final product is of
acceptable quality.

This project may draw
6 inappropriate conclusions
about the character. The
project uses no examples to
support the conclusions.
This project shows little or Little care is taken to
no evidence of creative produce a quality product.
thought. The creator takes little or
no pride in the work.
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FOCUS
20 • The position or
subject of the response
is stated and developed
clearly.
• The response
demonstrates insight.
• A successful hook
captures the reader’s
attention.
• The logic of the
response is maintained
throughout.
• The conclusion
presents strong closure,
tying the important points
together without being
repetitive.
18 • The position or
subject is clearly stated
through a thematic
introduction, specific
preview, or hook.
• The main position or
subject is stated clearly
and logically
throughout.
• The conclusion
builds in an orderly way
to closure.
16.5 • The response
approaches its question
or subject through a
thematic approach or
preview.
• The introduction may
attempt a hook but is
somewhat unclear.
• The conclusion is
clear.
15 • The response
identifies a position or
subject briefly in the
introduction or
somewhere in the
response.
• The response
contains points that
generally make sense
but may not be
completely related to
each other.
• There is little or no
sense of closure.
There is too little
information about the
position or subject.
14 • The response does
ELABORATION
• The position or subject is
supported with abundant,
original detail using multiple
strategies, such as
comparison, cause and
effect, explanation, and
example.
• The response includes
pertinent details that are
effective, vivid, and explicit
and that are used evenly
throughout.
• The response relies on
powerful words and phrases
that relate to the position of
the paper or its subject and
audience.
• The position or subject is
supported with sufficient
details throughout.
• Most major details are
developed evenly by using
multiple strategies, such as
example, comparison, and
explanation.
• Words and phrases
convey the intended
message in an interesting
and natural way.
• Most major points are
developed by specific
details; some details may
show unevenness or
incompleteness of ideas.
• Most major points make
sense, but some details are
uneven or incomplete.
• Some words and phrases
add strength to the details
that are used, although an
occasional lapse into slang
or careless phrasing may
occur.
• Some main points are
developed by specific
details.
• Some general details lack
elaboration.
• Word choice is simple.
• The response is too short
to include too much detail.
• A few details are
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ORGANIZATION
• Points in the response are
organized according to a
plan that is sustained
throughout.
• Important points are tied
together skillfully by a variety
of cohesive ties, such as
transitional sentences,
conjunctions, pronouns, and
topically related words, to
link sentences and
paragraphs.
• The intended message
has a logical progression of
related ideas.
• Variations in structure and
length of sentences add
interest to the response.
• The response has a clear
plan in which all major points
and ideas are logically
sequenced and
paragraphed.
• There are variations in
length and structure of
sentences and in word
choice that enhances
cohesion.
• Cohesive ties, such as
repeated key words,
pronouns, and transitions or
link sentences are used.
• Paragraphs are logically
organized.
• Most paragraphs are
appropriate.
• There are variations in
length and structure of
sentences and in word
choice that enhance
cohesion.
• The development and the
relationship of one idea to
the next are clear.
• The response has an
identifiable plan.
• Inappropriate transitions
distract the reader and get in
the way of understanding.
• A minor digression
disrupts the logical
progression of ideas.
• The response is
INTEGRATION
• The response is fully
developed for grade level.
• The focus is clearly
stated and developed.
• The response contains
an abundance of balanced,
specific, appropriate
details.
• Word choices or phrases
demonstrate strong
purpose and understanding
of audience.
• Sentences and
paragraphs fit smoothly
together.
• The response is
developed for grade level.
• The focus is clear and
developed.
• Details are specific and
appropriate.
• Word choice and
phrases are appropriate for
the audience and purpose.
• Sentences and
paragraphs generally fit
smoothly together.
• The response is simple,
yet clear and appropriate
for grade level.
• Essential details are
included but there is no
further elaboration.
• Word choices or phrases
are mostly those that are
expected for the audience
and purpose.
• The response is partially
developed for grade level.
• One or more of the
features is not complete, so
the response is confusing.
• An attempt to address
 not clearly identify the included, but there may be somewhat organized, but the the prompt is made, but the
position or subject. unnecessary repetition. ideas are confusing to the response has no subject or
• The response is • Details are included as a reader. position.
narrative instead of list; each detail on the list • Important details to further • Most of the features of
persuasive or may have some extensions. explain the position or writing are absent.
expository. • The response is too short subject are omitted within • The response is not
• Some of the ideas to allow a reliable judgment paragraphs. persuasive or expository.
are confusing and may of support. • Ideas do not follow a • The response is
not fit logically, or they logical sequence and are not confusing.
are repetitious. connected logically. • The response may be
• There is too little • An idea or ideas are too short to allow the
information about the included that are not related reader to make a reliable
position or subject. or relevant to the position or judgment.
subject.
12 • The response is • Details are extremely • Little or no effort is made • The writing is confusing
unclear and seems to weak, or are not included. to state a position or subject. and illogical.
have no subject or • The response is too short • Little evidence of a • The response is too
position. to allow a reliable judgment cohesive plan is present. short for a reader to judge.
• The response of support.
contains little writing.

Conventions
20 • Sentence structure is correct
• Pronouns are used correctly
• Punctuation and capitalization are generally correct
• Verb tense and subject-verb agreement are correct
• The response has few minor and very few major errors
14 • The number of errors in the response interferes with the reader’s understanding of what is written