THE PLAY

GRADE LEVEL:  11

SUBJECTS:  English Language Arts, Art

LEARNER OUTCOMES:

• The student will learn about the life of the playwright and the factors that influenced the writing of the play.
• The student will read and understand the play including its historical setting and accuracy, characterization, themes, and treatment of moral issues.
• The students will demonstrate an understanding of the play by completing a related project.
• The students will think independently and creatively.
• The students will practice positive work habits by working either independently or as a group on an extended out-of-class project.

MATERIALS

• Internet access
• word processing program
• a copy of the play for each student
• a crucible (borrowed from chemistry class)
• PowerPoint program (or similar presentation software)
• art materials necessary for optional art project

TECHNOLOGY TOOLS:

• Internet
• word processing program
• PowerPoint program

TEACHER NOTES:
 

• In order to complete this work within the specified time frame, students will need to read part of the play as homework.
• Slower students will need more time, depending upon the students' reading proficiency.
• To aid students in preparing for the essay test, students should take notes during class discussion.  This will also provide students with practice in notetaking skills.
• The projects will probably require some homework time, depending upon the nature of the selected project.
• The student will need to have completed the "Puritan Beliefs" assignment from Lesson 1 in order to understand the play and complete the related tasks.

PROCEDURES:

ASSIGNMENT # 1--ABOUT THE AUTHOR

• The students will go to http://www.levity.com/corduroy/millera.htmand read about the playwright, Arthur Miller.
• The students will answer the questions on the worksheet ARTHUR MILLER WORKSHEET  (Microsoft Word) or ARTHUR MILLER WORKSHEET(html)

• The students will read the play and discuss each act.
• The students will answer questions on worksheets for each act.  This may be done as homework or as a quiz.  All quizzes in Microsoft Word format may be downloaded.  Or click below for the html format.

ACT I QUIZ

ACT II QUIZ

ACT III QUIZ

ACT IV QUIZ

• The students will discuss the play as a whole, using the list of discussion questions.  (Microsoft Word format)
• The students will take an essay test on the play.  (Microsoft Word format)

Students will choose a project from one of the following.  Students may work independently or in small groups.

• Students could create an artistic representation of either a character(s) or a scene from the play.  The students could search the Internet for examples to generate ideas.  Students should use whatever suitable medium they prefer.
• Students could prepare a typical Puritan food to share with the class.  Recipes may be found at http://204.165.132.2:90/crucible/projects/recipeso.htm  Students should duplicate recipes in a cookbook format for distribution to interested students.
• Students could research the clothing of the era and present the findings to the class employing visual aids.  This may include the creation of a time-period costume, sketches of clothing, or pictures downloaded from Internet into a PowerPoint presentation.
• Students could create a PowerPoint presentation that gives an overview of the play.  Excellent still pictures from the movie are available at http://204.165.132.2:90/crucible/background/frames_crucible_movies_stills_ph.htm  This can be presented as a summary to classmates or as an advertisement for the movie.
• Students could search the Internet for literary criticisms of the play.  They should then compare different criticisms and generate a list of positive and negative reactions to the play.  They will then create their own literary criticism following the format of those found on the Internet.  They will then share their papers with classmates.
• Students could watch the movie and then write a review of it.

MODIFICATIONS:

• The teacher should make any modifications necessary to comply with the students' IEP's.
• Slower students may need to use their books to answer the quiz questions.  They will perform better on the essay test if the teacher has discussed the questions with them in advance, and they are permitted to use their notes during  the test.

ENRICHMENT ACTIVITIES:
 

• The students could find out who Daniel Day-Lewis is and how he is connected to both The Crucible and Arthur Miller?  (He played the role of John Proctor in the 1996 film version, and he married Miller's daughter, Rebecca.  They met during film production.)  This information can be found on the Internet by searching links related to the film.
• The students could have a debate over John Proctor's choice.  The teacher could divide the class into two groups:  those who agree with his choice to tell the truth and die; and those who think that he should have lied and lived.  This may be done as a debate or as a written paper.

EVALUATION/ASSESSMENT:

• Worksheets or quizzes may be evaluated by assigning a point value to each question and grading them accordingly.
• The essay test should be worth considerably more than the worksheets (perhaps 50 points per question).  Below is a suggested point breakdown.

1st ESSAY QUESTION	2nd ESSAY QUESTION	3rd ESSAY QUESTION
2 definitions= 10 points	4 definitions = 10 points each	4 beliefs = 10 points each
definition applied to each character= 10 points each	grammatical correctness= 10 points	grammatical correctness=10 points
grammatical correctness=10 points

• Class discussion is difficult to evaluate.  The following are some suggestions:
• Participation points could be given, bearing in mind that some students are apprehensive about speaking in front of their peers while others monopolize the floor without allowing quieter students a fair chance.
• If facilities exist in your school, students could discuss on-line via a chat room.  Students will generally feel more at ease participating if they use a code name to maintain anonymity.  The teacher should know the students' identities.
• Students could discuss a prearranged set of questions in small groups, electing someone as their spokesman to contribute to a full class discussion.  The teacher should browse from group to group during this discussion monitoring content and keeping them on track.
• Because of the diversity of individual or group projects, a student/teacher contract is probably the best form of evaluation.  Prior to beginning the project, the students will develop a contract in which they specify their plan of action, anticipated results, materials to be used, point value of the project, and division of labor.  The teacher will then assess their projects based on how well they have met the terms of their contract.  The teacher should consider individual abilities, talents, and degree of creativity.

• English Language Arts 11.6, 11.9, 11.10, 11.15, 11.16, 11.23, 11.28, 11.31, 11.43, 11.49, 11.97, 11.99
• Process/Workplace 13, 17, 28, 30, 33, 35, 36, 37, 38,
• Instructional Practices 12, 15, 20,

REFERENCES:
http://www.levity.com/corduroy/millera.htm
http://204.165.132.2:90/crucible/projects/recipeso.htm
http://204.165.132.2:90/crucible/background/frames_crucible_movies_stills_ph.htm

COMMENTS:

CREATED BY:
    Rusty Campbell
                               David Underwood
                               Carol White

 
North Marion High School
Rt. 1, Box 100
Farmington, WV  26571

DATE CREATED: 04-01-1999

DATE MODIFIED:
 
 

ATTACHMENTS:
ARTHUR MILLER WORKSHEET
ALL CRUCIBLE QUIZZES
DISCUSSION QUESTIONS
ESSAY TEST
 
 
 
 

ARTHUR MILLER WORKSHEET

for help.

ACT I QUIZ

1.    Parris was a widower who loved children.
2.    Parris had a persecution complex.
3.    Tituba, a slave from Barbados, worked for Parris.
4.    Parris states that he saw a girl running naked in the woods.
5.    Abigail admits that her name is not pure white in the village.
6.    Abigail drinks blood in order to place a curse on John Proctor's wife.
7.    To prevent the entire truth from being told, Abigail threatens the other girls with bodily harm.
8.    A witch cannot bear to hear the Lord's name.
9.    John Proctor is an avid church goer.

SHORT ANSWER

10.    How does Abigail's story of what happened in the forest differ from what she reveals in her conversation with Mercy, Mary Warren, and Betty?   (give both sides)
11.    What has been Abigail and John Proctor's relationship?
12.    Why does Tituba confess to Reverend Hale?
13.    Why do Abigail and Betty finally join in with Tituba's accusation?
14.    What exactly is Rev. Hale's mission in the village?
15.    Who does Abigail accuse of making her drink blood?
16.    What was in the soup besides beans and lentils?  How did it get there?
17.    Who says, "I want the light of God; I want the sweet love of Jesus!  I dance for the devil; I saw him..."
18.    How does Act I end?
 
 

ACT II QUIZ

1.    How much time has elapsed between the end of Act I and the beginning of Act II?
2.    The setting of Act II is the home of ____________.
3.    Where has Mary Warren been all day?
4.    What did Mary Warren make for Elizabeth that day?
5.    Does Elizabeth know about the affair between John and Abigail?
6.    Elizabeth encourages John to do what?
7.    What disturbing news does Mary Warren tell Elizabeth about court that day that directly affects Elizabeth?
8.    Why has Rev. Hale come to the Proctor home?
9.    Why hasn't John Proctor allowed his youngest son to be baptized?
10.    Which of the ten commandments did John have trouble remembering when he recited them to Rev. Hale?
11.    What did they find in the belly of the doll?
12.    What was the significance of this item?  (see #11)
13.    How does Act II end?
 
 

ACT III QUIZ

ACT IV QUIZ

DISCUSSION QUESTIONS

ESSAY TEST

2.   List and discuss the four reasons (stated in the play) why John Proctor chose the truth and death over life and a lie.

3.    Discuss the Puritan beliefs that are important to understanding the play.  (give at least 4)