Lesson+Plan

 **Lesson Focus: **In this lesson, we use process drama to allow for an in-depth investigation into the internal and external conflicts in the play, //The Crucible//. Students examine the conflicts surrounding four main characters, John Proctor, Elizabeth Proctor, Abigail Williams, and Mary Warren at the end of Act 3.    Students will develop a deeper understanding of how people were treated during the Salem Witch Trials. Students will be able to summarize main points of play. Students will draw connections between the play and modern society. Students will analyze and evaluate character's motivations as well as internal and external struggles. Students will infer characters' thoughts and feelings and create representations of them through writing and improvisational speaking. Students will reflect on their own ideas about the moral dilemmas in the play and explain/defend their positions. 
 * Teaching Literary Conflict in //The Crucible// through Process Drama **
 * Conceptual Focus: **While //The Crucible// is filled with conflicts and lessons that apply to our students’ lives, they often have a difficult time getting excited about this play. In this lesson, we show how drama can be used to illuminate the many layers of conflict that occur in the play and provide students with a venue for making real connections between the text and their own lives. The dramatic activities, including journaling from characters' perspectives and acting out characters' consciences, provide rich opportunities for students to explore their ethical selves and to examine universal issues of following one’s conscience, telling the truth, and admitting one’s faults. We feel that this kind of reflexivity and ethical exploration is an important outcome of reading literature, and drama plays a key role in how this can be accomplished. As a result of this lesson, our classmates should be able to adapt our dramatic activities for their classrooms and better articulate how drama can be used as a tool to specifically address conflict in literature.
 * Agenda **
 * **Quick Write: ** Journaling about a scenario analogous to the main conflict in the play
 * **Pair-Share: **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> Students discuss Quick Writes in pairs.
 * **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Share-Out: **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">As a few students offer to share their reactions, teachers will write key words or phrases on the board.
 * **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Background of the Play: **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Teachers provide a summary of the plot, characters and conflict thus far in the play, as well as its relevance in today's society.
 * **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Reading: **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Students volunteer to read parts for Act 3, Scene 3, up to the climactic moment before Elizabeth Proctor is called to the stand.
 * **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Character Journaling: **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Students pick cards with names of a major characters from the scene and then journal from that character's perspective at this particular point in the scene.
 * **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Angel/Devil Hotseat: **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Students volunteer to play the characters and the angels and devils of those character's consciences
 * **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Film Clip: **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Watch a clip of the rest of Scene 3 to see what characters do.
 * **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Step-Back: **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> Students will now reflect on their own perspective by filling out a chart about the characters
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Objectives: **
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Standards **
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">NCTE/IRA **
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">1. **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.


 * 2.** Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.


 * 3.** Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> __**<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Procedures **__ <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">It’s 1st period and you are sitting in English class. You are doodling in your notebook when the principal steps into the room. After whispering something to the teacher, he gets the class’ attention and tells you to come with him. Knowing that something doesn’t feel quite right, you hesitate. In that moment, the principal grabs your arms and shoves you out of the classroom in front of him as everyone looks on in shock. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">You are brought into the principal’s office. Kids are crowding around the office, laughing and pointing at you. You are the center of ridicule. You sit down with the principal, who accusingly asks you about the bomb threats. One of the kids outside his office whispers, “I KNEW it was him!” You try to plead your innocence, but it doesn’t work. The principal asks more and more questions as the group of students outside the office gets louder and more riled up about your “guilt.” The principal tells you to wait in his office while he confers with teachers and assistant principals to decide what to do with you. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">1.) How do you feel, being singled out in front of your entire class and other students in your school? <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">2) How do you react to the principal’s public accusation? What do you do? <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">1) What’s plaguing you in this scene? <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">2) How do you defend yourself and your actions? <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">3) What do you fear in this scene? <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Teachers will ask for volunteers to play the part of one of the four main characters from Act 3, Scene 3. Then, we will call for volunteers to play the parts of angel and devil for each character. Teachers will play the role of judge in the courtroom, reiterating the accusations being made against each character and what their fate may hold if they are found guilty. Teachers will call each character, along with his/her angel and devil up to the front of the room to sit in the “hot seat.” Before each group presents, the teachers will summarize their situation from the scene in the play. After each group presents, we will open the class up for discussion. <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Abigail: "Abigail Williams, you have accused many of your townswomen of the heinous act of witchcraft. You have demonstrated for the court the terrible effects of this witchcraft upon you. But, many deny your accusations, and say instead that you are lying to for your own selfish gain. You have even been charged with adultery. If you are found to be an adulterer and liar, your punishment will be a life of imprisonment." <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Elizabeth: "Elizabeth Proctor, you have been accused of the ungodly act of witchcraft. Many young townswomen have stated that you have bewitched them and used them as conduits for your devil's work -- they have even demonstrated the effects of these spells before the townsfolk. You contend your innocence, as does your husband, who has admitted to adultery with one of the bewitched. Should you reveal your husband's adultery, you will damn him for life. Should you reveal that he was not adulterous, you will damn yourself. <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">John: "John Proctor, your wife has been accused of witchcraft, an act punishable by death. You more than anyone would know your wife's true character. You contend her innocence. But you also have incriminated yourself with the news of your affair with Miss Williams, which you claim is the reason for her accusations. Your wife, being an honest woman, should tell the court of your affair, thus clearing her name. If she indicates that you are lying about the affair, you both will be damned." <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Mary: “Mary Warren, you have served as housemaid to the Proctor’s since Miss Williams’ dismissal from that role. You have been close enough to the family to know if their house is filled with witchcraft. You, along with the other girls, have accused many of your townswomen of witchcraft, resulting in their deaths. You recently retracted these accusations against Goody Proctor, stating that you and the other girls were just pretending. Your friends accused you of being a witch, and you then said that Mr. Proctor made you lie, and that he is guilty of witchcraft. <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">
 * 4.** Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Instructional Materials **
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Projector/PowerPoint presentation
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Copies of Act 3 from //The Crucible//
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Character list and plot summary sheet
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Step Back sheet - character chart
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Lesson Opening/Motivating Activity: **
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Quick Write **<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">(On PowerPoint) Students will listen to a scenario about false accusations as they put themselves in the place of the accused. <span style="FONT-FAMILY: 'Times New Roman','serif'">Consider the following scenario: <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">You are a high school student, and there have been several bomb threats recently at the school you attend. No one knows for sure who is behind the threats, but the administration believes that a faction of students may be responsible. Since no one will admit culpability, administration feels compelled to question everyone who they think may have had a reason to make the bomb threats.
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Journaling **<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">(5 min): Place yourself in this scenario, and answer the following questions:
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Pair-Share **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">(5 min) Students discuss responses with a partner to their right.
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Share-Out **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">(2 min) Teachers ask students to volunteer to share reactions from their journals. As students share, teacher charts key words and phrases on the board that relate to how students were feeling in the scenario.
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Background of the Play **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">(5 min) Jessica and Stacy will hand out a character list (attached) as Beth summarizes the plot of the play up to the end of Act 3. She will briefly touch upon the relevance of the play in today's society. Then, we will give the class a few minutes to look over the character list and familiarize themselves with the major conflicts in the play.
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Reading **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">(5 min) Teachers will ask students to volunteer to read for the parts in Act 3. Remind students before reading to try to picture themselves in the characters' positions. We will read close to the end of Act 3, just as Elizabeth Proctor is being called to the stand.
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Journaling in character **<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">(5 min) Students will take a card with one of four main character's names on it (Elizabeth Proctor, John Proctor, Abigail Williams and Mary Warren). Students will journal as the character while addressing the following prompt from the PowerPoint: As your character from //The Crucible//, respond to the following 3 questions based on what you know from the scene we read:
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Angel/Devil Hot Seat **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">(5 min per character)
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Film Clip **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">(2 min): We will show a clip of the remainder of Act 3 to allow the students to see how the characters respond and briefly discuss if that’s what they were expecting based on your analysis of the character.
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Closure/Step-Back: **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Students will now reflect on the situation from their own perspectives. They will fill out a character chart (attached) to discuss if they feel sympathy for the characters and what they would do if they were the judge.
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Assignment or Lesson Extension **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">: While our class will not be completing this step, in a high school classroom, students could be asked to write a formal statement of sentencing as the judge in the trial, explaining each character’s guilt or innocence and their punishments. Students could also be asked to write a letter or letters showing correspondence between any of the main characters after the trial. Students could also take what they learned about false accusations and apply it to a modern day event, drawing parallels between the characters in the play and real people and explaining the consequences of this kind of behavior in our society.
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Monitoring and Assessing Learning **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">: We will be able to assess if students are grasping the main concepts by our many share-outs and our drama activities. Our discussion of the Quick Write will allow us to know that our students are making connections to their own lives and feelings, and our charting of their responses will help us to document that. Also, students will present written documentation that they are analyzing and understanding character motivation with their character journals. The Devil and Angel exercise will allow students to present their understanding of the complexities of the characters’ internal conflicts. Finally, the Step-Back exercise will provide written evidence that students understand the characters and conflicts in the play, that they have analyzed the situation from multiple perspectives, and that they can present and defend a judgment from their own perspectives.
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Differentiated Instruction **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">: Our lesson provides a variety of ways for students to express their knowledge. Students will write, speak in pairs, discuss with the whole class, and act out their understanding of the characters and conflicts. Students who might be struggling readers or who have trouble grasping the play will be able to check their understanding with other students and the whole class as we discuss the play and perform the angel/devil exercise. Also, interpretations are open for debate because we are discussing internal and undisclosed feelings of characters: students will not feel that there is one right or wrong answer. Students who need further challenged can be given the opportunity to come up with their own skits involving the characters or be given an extra extension activity.