This is a complete, loosely-structured Play unit. There is no strict schedule or pacing guide here-though the quizzes, study guides, the concluding essay, the Socratic seminar, and the final exam would logically dictate the order of lesson delivery. You may find that you skip some activities, alter some activities and documents (by copying and pasting to word-processing documents), and change the order of delivery year by year-based on your scheduling, teaching style, and type of students.
Table of Contents:
Quick Introductory Research Project 4
Quizzes and Discussion Prompts Acts 1-4 7-17
Study Guides Chapters 1-4 19-27
Answer Keys to Study Guides Acts 1-4 28-37
Seminar Prompts 37
Letter from Proctor - Danforth Activity 40
Multimedia Project: Common-Core Aligned 41
Rhetorical Analysis of Op Ed Article 43
Dramatic Roles Rosters for Acts 1-4 46-52
Concluding Process Essay prompts 53
Rubric for Concluding Essay 55
Final Exam (35 questions) 57
Answer Key for Final Exam 61
Materials for Any Literature Unit
Archetypes Activity 65
Close Analysis Activity 67
Close Analysis Lecture Rubric 68
Metacognitive Preview 69
Reading Quiz Makeup 70
Reading Journal Prompts 72
The Post Film Essay 73
Thematic Flowchart 75
Rubric for Thematic Flowchart 76
Cooperative Essay Assignment 77
Cooperative Essay: Group Rating 78
Study Guides: There are nine student Study Guides for The Crucible. Each study guide is one to two pages in length. Each study guide has a section of easy, comprehension-level questions and then a more thought-provoking set of analysis questions. The analysis questions will, for the most part, require some time, some thought, and some short, essay-style answers. There are also nine answers keys-one for each study guide.
These Study Guides make for great homework assignments, great in-class group assignments, great individual class-time assignments, or great pre-discussion assignments. I typically have students complete these at home, and then use the analysis prompts to guide us through an in-class discussion-this way, the students have worked over the ideas and have something to say.
There are also nine combination chapter Quizzes and Discussion Prompts: these sets of quiz and discussion prompts are to be used verbally-and they are generally for students in the upper 50% of student ability. In other words, these work very well with reasonably motivated students-in classes where at least 65% of your students will read ten-twenty pages of prose for homework. There are, of course, many ways to use such prompts, but for the record, here's how I use them. I assign reading, either in class or as homework. At the start of the next day's period, I verbally recite the quiz questions-or at least three of them. Students write their answers on binder paper. Then, students trade papers and I recite the answers. There are sometimes negotiations and debates about the answers and sometimes I allow for a student to add something to the answer key. Then, I read the discussion prompts to the students-all at once, so they can process them for a few moments. Finally, we proceed through the questions one-by-one. Sometimes I skip questions; sometimes I add questions. Go ahead and alter things to suit your needs. The purpose of the quiz questions is to assess the level of student reading and student comprehension. And, let's be honest, to make students accountable for the reading assignments. I want to be clear: the quiz questions are not analytical, but the discussion prompts are. The quiz questions have the answers written immediately under the questions. Again, this is a verbal quiz. You cannot hand these out. If you don't like verbal quizzes, use the study guides instead-see above. Note: combination Quizzes and Discussion Guides and the Study Guides are reformatted versions of the same document-you will want to use one or the other, but not both.
Essay assignments. There are several essay prompts in this unit, as well as a grading rubric. Choose the ones you like, or use them as starting points to brainstorm your own prompts.
Finally, as the table of contents suggests, there are many, many other assignments that an instructor may use, alter, augment, or skip. The unit is designed to revolve around either the Study Guides or the Combination Quizzes and Discussion Prompts (or a combination of both), and to terminate in a Seminar, and/or culminating essay, and/or final exam. Along the way an instructor will choose from the additional activities and lessons so as to end with a unit that suits the instructor's style, schedule, and students.