Beaulieu Fall Unit Plan 11-15

Beaulieu
English III/The Crucible
MAT Fall Unit Plan Cover Sheet

Intern: Brittany Beaulieu
Title of Unit: The Crucible
Course/Level: English III
Date Submitted: November 30, 2015
Requirements for this product include this sheet, the UbD Chart (with all three stages); a Daily Lesson
Plan for each day of the unit; and all major assignment sheets, assessment rubrics, and other materials as
specified by the Subject Area Methods instructor. While the evidence of some of the performance
indicators is easy for your evaluators to find, some of the indicators are more elusive, or may not have
been included at all.
This chart will let your evaluators know where you think you have included certain required aspects of
the unit. If you have consciously NOT addressed an area, this is the means by which you can account for
your decision not to include the element.
Performance
Indicator
Literacy Instruction
Where/How Addressed in the Unit

(ex: UbD chart, DLP#, title of activity or product)
Interconnectedness of
Content Areas/Disciplines
Global Awareness
How to closely read a play: Students will understand stage

directions in context, be able to identify character
development and plot development through dialogue, and
block scenes from the text. (DLP #1)
Argumentative Essay: Students will write a persuasive
essay from the perspective of a Supreme Court justice,
judging whether or not the Salem Witch Trials were unjust
based on the laws of 1692. (DLP #18)
Scene Study: Students will choose a portion of text to
present to the class. They will block and direct as well as act
out their scene. (DLP #5)
Modern Witch Hunts: (Link to current events.) Students
will compare the paranoia and hysteria that accompanied
the Salem Witch Trials to contemporary witch hunts
using newspaper articles. (DLP #7)
The Red Scare: (Link to American History.) Students will
recognize the allegory of The Crucible to the Red Scare of
the 1950s. (DLP #6)
Court Systems: (Link to government.) Students will gain
an understanding of how courts and trials in America
function historically. (DLP #9)
The Red Scare: (Link to Russian and Chinese history.)
Students will recognize the allegory of The Crucible to the
Red Scare of the 1950s. Through this, students will gain an
understanding of Communism and how it was practiced in
Russia and China. (DLP #6)
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Integration with 21st

Century Skills and Content
The Crucible (1996): Students will view Acts I and III of

The Crucible, the 1996 film. (DLP #s 2, 8, and 13)
Critical Thinking and

Problem-Solving
Argumentative Essay: Students will write a persuasive

essay from the perspective of a Supreme Court justice,
judging whether or not the Salem Witch Trials were unjust
based on the laws of 1692. (DLP #18)
Legal Teams/Mock Trial: Students will hold a mock trial,
judging Mary Warren guilty or not guilty for defamation.
Prior to the trial, they will formulate strategies as teams.
(DLP #s 14, 15, 16, 17 and 18)
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Unit Plan for English III The Crucible

Stage 1Desired Results
Established Goals (from NC Standard Course of Study, Common Core State Standards, etc.):
Common Core Reading Standards for Literature, Grades 11-12
CCSS.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
CCSS.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
CCSS.RL.11-12.7
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a
play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at
least one play by Shakespeare and one play by an American dramatist.)
Common Core Reading Standards for Informational Text, Grades 11-12
CCSS.RI.11-12.6
Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Common Core Writing Standards, Grades 11-12
CCSS.W.11-12.7
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
Common Core Speaking and Listening Standards, Grades 11-12
CCSS.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas
and expressing their own clearly and persuasively.
Common Core Language Standards, Grades 11-12
CCSS.L.11-12.3
Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
Understandings:
Students will understand that . . .
Dramatizing language can help readers/viewers read in

between the lines through seeing the text acted out.
Drama can make the classical canon more relatable.
Justice can mean different things to different people.
Literature can be a powerful device in helping to establish
historical and cultural frameworks.
Students will know . . .
The plot and characters in The Crucible.
Essential Questions:
Is spoken language different than written

language?
Why does allegory matter?
Is it possible to separate emotion from the
quest for justice?
Is justice served in America today?
Students will be able to . . .
Closely read the language of

theater/drama.
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The historical framework for the text, including Arthur

Millers motivations in writing the play.
The language of theater.
Background on Communism and the Red Scare as it applies
allegorically to The Crucible.
Texts:
Arthur Miller, The Crucible (Penguin Books, 2003)
Video of The Crucible (1996)
Herbert calls for investigation into list of 1300 identified as
illegal immigrants.
http://www.deseretnews.com/article/700047867/Herbertcalls-for-investigation-into-list-of-1300-identified-as-illegalimmigrants.html?pg=all
The Laws and Liberties of Massachusetts
http://faculty.cua.edu/pennington/law508/MassachusettsLaws
.htm
Write persuasively for or against the

execution of an accused character.
Debate for or against character
motivations.
Read critically for literary elements such as
figurative language, allegory, character
development, and symbolism.
Stage 2Assessment Evidence

Performance Tasks:
Other Evidence:
Work on a legal team in preparing for the trial of Mary

Warren for defamation.
Take part in a mock trial judging Mary Warren for
defamation.
Write an opinion on the basis of the trials from the point of
view of SCOTUS.
Quizzes to assess whether students

completed the reading.
Journal responses
Book Club meetings
Whole class discussion
Stage 3Learning Plan

Repeating Learning Activities:
K-W-L for historical events (Salem Witch Trials, Red Scare).
Read The Crucible in class and outside of class.
Watch Acts I and III of The Crucible film and read Acts II and IV of the written text in class.
Note taking in student packet during PowerPoint Presentations, reading, and film viewing.
Text discussion in Book Clubs.
Text discussion with whole class.
Turn and talk partner discussion.
Quizzes on plot, vocabulary, and literary devices.
Journal responses on character development, vocabulary, and personal reflection.
Exit ticket reflective responses.
Other Learning Activities:
Many Sides of Abigail worksheet.
Character chart.
Agree/disagree activity where students will respond to questions about lying.
Students will respond to a posted question on a notecard, which will be displayed.
Students will select, block, and present a short piece of text.
Compare The Crucible to other contemporary witch hunts.
Reflect on differences between democracy and theocracy/pre-write for final paper.
Work in legal teams to prepare for Mary Warrens trial for defamation.
Participate in mock trial.
Refine writing skills in SCOTUS opinion persuasive paper.
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Daily Lesson Plan

Course Name: English III
Unit Title: The Crucible
Standard Honors AP
Day/Date: 1/20 (9-29-15)
Relevant NC Standard Course of Study Goal(s):
CCSS.RL.11-12.1
CCSS.RI.11-12.2
Determine two or more central ideas of a text and analyze their development over the course of the
text, including how they interact and build on one another to produce a complex analysis; provide an
objective summary of the text.
CCSS.RI.11-12.6
Specific Lesson Objectives

Students will understand:
The written structure of a play.
The historical context of The Crucible.
Students will know:
The topic of the unit and its role in American history.
Expectations of the unit (major and minor assignments).
Information about Arthur Miller and his writing.
Students will be able to:
Complete a K-W-L about the Salem Witch Trials and the Red Scare. (IF TIME ALLOWS)
Define crucible and have some predictions about the text based on the title.
Key Vocabulary for this Lesson
Communism
Allegory
Defamation
Justice
Witch (as defined by the story)
Language of theater (stage directions, set, etc.)
Materials
Student packet
Homework packet
PowerPoint presentation on Arthur Miller and the historical context of The Crucible
The Crucible
Technology Needs
Laptop
Document Camera
LESSON ACTIVITIES
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Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)

I will introduce K-W-L on the Salem Witch Trial on the board, if time allows with picture
day.
Procedure: Include all sections that apply to this lesson; combine as necessary.
Section
Time What the Teacher will do:
What the Students will do:
Statement of
10
We are beginning our unit on Arthur Listen., respond to question
Objective &
min.
Millers play, The Crucible, which
about allegory.
Purpose
(incl. dramatizes the Salem Witch Trials.
hook) While some details have been
changed for the sake of the play, the
story is true. This play is an allegory
can anyone remind me what
allegory means? Reading this play is
going to help us understand the
language of theater and how theater
can be a powerful social tool.
Input,
Modeling, &
Check for
Understanding
15
min.
We will review the syllabus together

so that you understand the
expectations for this unit. We looked
at the calendar yesterday you may
want to pull that out to see dates.
Well be looking specifically at
themes of justice and truth. Walk
through syllabus.
Respond with any questions

about the syllabus.
Before we dive into the text, well

learn a bit about the plays author,
Arthur Miller and America in the
1950s. You will find guided notes in
the packet Im passing out. Please
complete these as we go. Ill model
the first few slides for you, because I
dont want you to write down every
single word just the highlights.
Listen.
Pass out student packet. Present

PowerPoint on Arthur Miller and
America in the early 1950s.
Take up packet, take notes.
As I mentioned in the syllabus, well

be getting into reading groups.
Please find your group on the Bright
Links and get together.
Listen, get into groups.
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Give the task of defining the word

crucible and determining a possible
explanation for why Miller chose it as
the title of his play.
In your reading groups, please
define the word crucible. There are
dictionaries on the back bookshelf to
assist you. Once youve done so,
consider why the play is named The
Crucible. Write a sentence or two
below your definition that gives your
explanation.
Gather in Reading Groups.

Look up the definition of the
word crucible (in dictionary).
Discuss with group members
what this word might have to do
with the play based on previous
knowledge of the Salem Witch
Trials and PPT on Miller and
Red Scare.
Bring the class back together. Ask

groups to share their thoughts on the
title of the play. Expand into
predictions for the text as a whole.
Guided
Practice
5
min.
Independent
Practice/
Homework
2
min.
Closing/
Summary
3
min.
Have a representative from the

group respond with thoughts on
the plays title when prompted.
Expand thoughts into
predictions for the story.
Read aloud or follow along
with text.
Pass out The Crucible. Turn to Act I.

Ask for a volunteer to read the
italicized section. Ask questions
during reading, cold calling and
asking for volunteers.
- Go over each character thats
mentioned.
- Why is this included?
- What do we know about what
the Puritans thought was most
important?
For homework, please finish
Make note of the homework in
reading to the bottom of page 8,
planner.
where it says Reverend Parris and
then goes into italics.
In your journal, please write down
Respond to prompt in journal.
two things you learned today and one
question you have. I will be walking
around and reading these comments
to get a sense of what we should
begin with tomorrow. Be prepared to
share this information then.
Assessment of Student Learning
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CFU during Two Things I Learned and looking at student questions.

Differentiation Strategies
How will you adjust aspects of the lesson to accommodate student READINESS?
Struggling Students:
Gifted/Advanced Students:
English Language Learners:
N/A
N/A
N/A
How will you adjust aspects of the lesson to accommodate students LEARNING PROFILES?
Student were meaningfully put in unit long Reading Groups. Students were paired together based on their skill level,
interests, and learning profile in an effort to have heterogeneous groups of students who support one anothers skills
and challenges.
How will you adjust aspects of the lesson to accommodate students INTERESTS?
N/A
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1st Period
GROUP 1
Siara Carroll
Caitlin Rutherford
Savion Poole
Rachel Mansfield
2nd Period
GROUP 1
Jose Arunda
Sarin Dhoopati
Miguel Gomez
Brandon Johnson
GROUP 2
Bethany Smith
Hallie Orr
Sinnclaire Cole
Emani Corbett
GROUP 2
Antoine Daniels
Lizbeth Hernandez-Robles
Luis De La Rosa
Emma White
GROUP 3
Rosa Canseco
Diamond Graves
Destiny Stevons
Josh Bell
GROUP 3
Nathan Creadick
Destiny Max
Lexii Long
Aracely Serano-Lopez
GROUP 4
Kenneka Brooks
Miyanna Smallwood
Diana Cervantes-Herrera
Maria Hernandez-Cortes
GROUP 4
Fatima Andino-Guerra
Andy Aguilar
Williesha Butler
Saya Aguacuata
GROUP 5
Donnie Lyons
Amauri Liles
Nick Klein
Leonel Macareno-Martinez
GROUP 5
Alexis Bethea
Mikayla Wells
Najiia Thomas
Natalie Stahl
GROUP 6
Makayla Ellis
Taylor Downey
Alberto Lopez-Hernandez Jr.
Denzel Kidd
GROUP 7
Brianna Wilkerson
Isabel Ramerez-Rangel
Kenzie Fields
Angel Cornejo-Mejia
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The Crucible Important Information!

English III Mrs. Beaulieu
Overview
In this unit, we will read Arthur Millers play, The Crucible. In conjunction with this text, we
will view the 1996 film by the same name, contemporary newspaper articles related to some of
the themes present in the play, listen to audio from the era in which Miller wrote the play, and
participate in a variety of activities.
Major Activities
Reading Groups: Each student will be assigned to a Reading Group that will meet just about
every day. The purpose of these Reading Groups is to facilitate discussion about the context,
literary elements, and purpose of The Crucible and other texts.
Journals: Each student will be provided keep a journal in which they will maintain character
charts, respond to questions, and write reading notes, and reflect. This can be a notebook or
sheets of loose leaf paper kept together in your binder.
Quizzes: Students will be quizzed after each act of the play on plot, character analysis, literary
devices, and vocabulary.
Supreme Court Justice Opinion: Each student will write a persuasive paper as part of their
assessment grade for the unit. In this paper, the student will write persuasively from the point of
a Supreme Court Justice, tasked with deciding whether or not the Salem Witch Trials were
constitutional under the government of the day. A rubric will be provided to guide writing.
Mock Trial of Mary Warren for Defamation: The class will put Mary Warren, a character in The
Crucible, on trial for the crime of defamation as part of their assessment grade for the unit. Each
student will participate on a legal team for the defense or the prosecution. These legal teams will
research all of the information necessary for their side. On the day of the trial, this research will
be used to carry out the court proceedings. A rubric will be provided to guide research.
Grading
PRODUCT
Homework
Journal
Quizzes
Participation
SCOTUS Opinion
Legal Team/Mock Trial
WEIGHT
Daily Grade
Daily Grade
Daily Grade
Daily Grade
Cumulative Grade
Cumulative Grade
The Crucible Day 1
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Historical Context
Arthur Miller
Early Life:
Education:
Early Career:
The Crucible:
Post-Crucible:
1950s America
Cold War:
Ideologies:
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Growing Fear:
Joseph McCarthy:
McCarthyism:
Witch Hunt:
Crucible Connection:
Vocabulary:
Allegory:
Communism:
Witch:
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Reading Groups
In your reading groups, please define the word crucible in the box below. Use a dictionary
from the back of the room.
In your reading groups, please write one or two sentences explaining why you think Miller chose
this title for his play. Additionally, make some predictions (these do not need to be complete
sentences) for the play.
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Daily Lesson Plan

Standard Honors AP
Day/Date: 2/20 (9-30-15)
CCSS.RL.11-12.1
CCSS.RI.11-12.2
CCSS.W.11-12.7
CCSS.SL.11-12.1a

The characters relationships
Students will know:
The central characters in Act I of The Crucible.
The plot to this point
Set the scene for Act I.
Find examples of character inconsistencies
Temperament
Goody (as in Goodwife as in Mrs.)
The Crucible (1996 film)

The Many Sides of Abigail handout
Student packet
Technology Needs
Laptop
DVD player
TV
Materials
LESSON ACTIVITIES

Go over character list in the book. Make sure students have the correct book.
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Section
Statement of
Objective &
Purpose
Input,
Modeling, &
Check for
Understanding
Time
5
min.
incl.
hook
40
min.
15
What the Teacher will do:

Today we will watch Act I of The
Crucible! This will allow us to see the
text as Miller intended. In fact, he
wrote the screenplay for this film.
Prepare to take notes on the film as it
will assist with your homework.
Pass out Honors Supplemental
assignment.

Listen.
Pass out student packet.
Receive handout.
Who can remind us of the setting

from yesterdays class? Discuss as
needed.
A student volunteer will answer

the question.
Take out a pencil time for Act I.
Watch Act I, complete handout.
Students interested in
completing assignment take it
up.
If time class discussion around

Participate in conversation.
questions on worksheet.
Independent
2
For homework, please complete
Make note in planner.
Practice/
min.
The Many Sides of Abigail handout
Homework
in your packet. You will want to bring
your book home to help you with this
the text is very similar to the film. I
will collect it tomorrow. Any
questions?
Closing/
3
Without looking at your notes, who
Student volunteers will answer
Summary
min.
can name one of the characters weve the question.
met so far in the play? Ask for
multiple characters.
Circulating during the Turn and Talk.
Student recall of characters.
N/A
Students in Honors level (and those

students in Standard who wanted to)
were given a supplemental assignment
to read two pieces and synthesis them
in a short essay.
N/A
N/A
N/A
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Honors Supplemental Assignment

Quarter 1, Mrs. Beaulieu
Misuse of Power/Mob Mentality
Directions:
1) Please read Margaret Atwoods poem, Half-Hanged Mary and Shirley Jacksons short story,
The Lottery. Themes of misuse of power and mob mentality are present in both these works as
well as in The Crucible.
2) Write a mini-essay (1-2-sentence intro, two body paragraphs, 1-sentence conclusion) in which you
compare and contrast either misuse of power or mob mentality in two or all of the works. You may
compare Half-Hanged Mary to The Crucible or The Lottery to The Crucible. You may compare all
three. You may not compare Half-Hanged Mary to The Lottery alone. Consider the characters
and authors attitudes towards the misuse of power or mob mentality. You must integrate at least
one quotation from each of the works you choose into your mini-essay.
Misuse of power The act of using ones position of power in an abusive way.
Mob mentality influence from peers to adopt certain behaviors and/or beliefs.
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ACT 1 VIDEO GUIDE

1. Are the girls in the woods Puritans? Why or why not?
2. What is wrong with Betty?
3. Who are the Putnams? What do they suggest is the reason the girls are ill?
4. Who are Reverend Parris, Betty, and Abigail? What is their relationship?
5. Who is Elizabeth Proctor? What does Abigail think of her?
6. What do you think Goody means?
7. Who is Tituba? What is her relationship to the family?
8. What do the townspeople seem to think of Rev. Parris?
9. Why does Parris invite in Reverend Hale?
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10. How does Abigail convince the other girls to support her story of what happened in the woods?
11. How does Betty try to get to her mother?
12. Who is Rebecca Nurse? What is her role likely to be in the play?
13. Who is John Proctor? What is his relationship to Abigail? How does he feel about his relationship
with Abigail?
14. How does Abigail change her behavior around John Proctor?
15. What is Rev. Hale looking for on the girls body?
16. How does Tituba save herself from Hales beating?
17. Why do the girls and Tituba blame other townspeople for communing with the devil?
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The Many Sides of Abigail

1) In the top portion of the tables below, identify three different personas that Abigail
presents in Act I. Think of the ways in which she interacts with the other characters as
well as how she presents herself in public versus private.
2) In the bottom portion of the tables below, give an example, with evidence from the text,
of the persona.
Persona: the aspect of someones character that is presented to or perceived by others.
ABIGAIL 1:
EXAMPLE:
ABIGAIL 2:
EXAMPLE:
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ABIGAIL 3:
EXAMPLE:
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Daily Lesson Plan

Standard Honors AP
Day/Date: 3/20 (10-1-15)
CCSS.RL.11-12.1
CCSS.RI.11-12.2
CCSS.SL.11-12.1a

Character motivations to this point in the play.
The concepts of justice and defamation.
Students will know:
The plot to this point in the play.
Characters to this point in the play.
Participate in a multi-group conversation about the characters motivations.
Identify where they stand on issues like lying.
Motivation
Justice
Defamation
The Crucible
Student packet
Materials
Technology Needs
Bright Links
Laptop
LESSON ACTIVITIES
Grammar warm up B1.
Section
Statement of
5
Today we will discuss and process
Listen.
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Objective &
Purpose
min.
with
hook
Input,
Modeling, &
Check for
Understanding
12
min.
what we saw in Act I yesterday. Well

dig in to ideas like justice and
defamation and consider why we
might lie.
Please get into your Reading
Listen, get in groups, discuss
Groups. In these groups, please go
and complete homework.
over your homework. As you may
have noticed in Act I, Abigail presents
herself very differently depending on
with whom shes interacting. Within
your group, make sure you have three
different examples of this. You will
each be turning in a homework sheet,
so make sure everyones papers are
complete.
Agree/Disagree. One of the themes
Im interested in exploring in The
Crucible is that of lying and the
consequences of lies. Were going to
spend a few minutes considering how
lies impact our own lives. Id like
everyone to stand up! You can leave
everything at your seats. Im going to
make a series of statements. If you
agree with a statement, walk to that
wall (gesture). If you disagree, walk
to that wall (gesture). I really want
you to choose a side, even if you feel
conflicted. If you really cant choose,
you can stand in the middle, but know
that Im going to want to know why
you choose the middle. Questions?
Guided
Practice
17
min.
22
It is okay to lie to get a friend out of a

bad situation.
It is okay to lie to make someone feel
better.
It is okay to lie if no one is hurt by it.
It is okay to lie if it saves you from
physical harm.
It is okay to lie if it allows justice to
be served.
Since this is our first big discussion
about The Crucible, Id like to do it
as a whole class. I have some guiding
Participate by moving from one

side of the room to the other
side of the room as questions
are asked.
Listen, make notes as needed.

Begin conversation around
discussion topics.
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Independent
Practice/
Homework
Closing/
Summary
1
min.
5
min.
questions that Ive passed out. These

are mainly to assist us in our
conversation. As I mentioned, I really
want us to consider the impact of
lying on this story. Additionally, I
want us to consider the importance of
justice. First question do you think
lying is tied to justice?
For homework tonight, Id like for
you to create a character web, a
chart that identifies how characters
are connected.
Draw an example on the board
Reverend Parris, Betty Parris, and
Abigail Williams.
Time for our quiz on Act I! Any last
minute questions before we take it?
Administer quiz.
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Copy example in journal.

Take quiz.
Quiz
CFU during Book Club discussion
Closing discussion of justice and defamation
N/A
N/A
N/A
N/A
N/A
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Act I Discussion Guiding Questions

1) Why is Rev. Parris so nervous about witchcraft being discovered in his house?
2) What words would you use to describe John Proctor?
3) Do you think Betty was actually sick?
4) Name three instances of lying in Act I.
5) What do you think Rebecca Nurses role in the story is?
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The Crucible Act I Quiz

1) Name one of the girls who cannot wake shortly into
Act I.
2) What does the term Goody mean?
3) What is John Proctors relationship to Abigail?
4) Why does Reverend Parris invite Reverend Hale to
Salem?
5) What forbidden activity were some of the young
women of Salem caught doing at the start of Act I?
6) Name two of the settings in the film version of Act I.
BONUS) In what year is this play set?
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Daily Lesson Plan

Standard Honors AP
Day/Date: 4/20 (10-5-15)
CCSS.RL.11-12.1
CCSS.RL.11-12.7
CCSS.SL.11-12.1a

The format of the text.
How a play changes when read rather than watched.
Students will know:
The plot to this point in the play
Examples of figurative language, character motivation, and symbolism.
Identify differences between the written text and the film.
Magistrate
Materials
The Crucible
Character cards
Student packet
Bulletin Board question
Technology Needs
Document camera
Laptop
LESSON ACTIVITIES
Vocab 22.6 8. Check for character web homework assignment while students get out their
vocab.
Section
Statement of
5
Today we will read the first half of
Listen.
Objective &
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Purpose
min.
with
hook
Input,
Modeling, &
Check for
Understanding
35
min.
Act II as a whole class. I will take

volunteers to read the parts. We will
stop to discuss whats happening in
the text, identifying figurative
language, character motivation, and
symbolism. I would also like for us to
consider how reading the text feels as
compared to watching the text.
Who would like to read for John
Proctor? Who would like to read for
Elizabeth Proctor? Who would like to
read for Mary Warren?
27
Listen, volunteer to read part.
Pass out student packets. Lets take

a look at the packet youve picked up.
One has two boxes. The first box is
for you to jot down any terms youre
not familiar with. I can just about
guarantee if youre not familiar with
a word, other in the class arent,
either. I had to look up terms the first
time I read this play because the
language can be a bit archaic. Well
be stopping frequently to discuss
whats happening feel free to ask
for definitions at that time. The
second box is for figurative language.
This box Id like for you to try and
figure out on your own. Who can give
me an example of figurative
language? If you see an example of
figurative language, jot it down. Well
discuss at the end of the period the
ways in which Miller uses these
devices to create a very specific
feeling for the reader or viewer. On
your second page there is a list of
questions. Some have answers
directly from the text, and some are
subjective, individual answers. Keep
an eye on these as we go most will
come up in discussion. Any questions
before we begin?
Receive packet, look through it,

ask questions.
Lets begin! Read Act II. Stop

every few pages (will be marked in
Read text, make notes in

packet, engage in class
Provide response (simile,

metaphor, personification, etc.)
Ask any relevant questions.
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packet) to discuss plot, etc.
discussion.
STOPPING MOMENTS AND

QUESTIONS
- What is the purpose of these stage
directions?
- A sense of their separation rises.
What does this mean?
- Who can summarize whats
happening in Salem?
- Following explanation of trials
- Why do you think Miller chose to
introduce us to the actual trials this
way?
- Do you think John is a trustworthy
figure? Will the townsfolk believe
him over Abigail?
- Following Es plea that J tell the
townsfolk what he knows
- Whats happening here?
- Following exchange alluding to
Johns infidelity
- What are the implications here?
- Following the news that Sarah
Good will not hang because she
confessed
- Do you think Mary was cursed? Do
you think Mary actually believed she
was cursed?
- Following Marys description of
Goody Osbournes conviction
- Whats Marys angle?
- Following her announcement that
shes saved Elizabeth
- Who is the she to whom J and E
are speaking?
- Immediately following Now we
must be wise
- What are Elizabeths feelings about
Johns feelings for Abigail? What are
Johns feelings?
- Just before Hales entrance
Guided
Practice
7
min.
Character web. Lets make a

character web on the board to keep
track of who is connected to whom
Respond to question, provide

information about characters.
28
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Independent
Practice/
Homework
1
min.
Closing/
Summary
1
min.
29
and how. Who can start me out with a

character?
Please complete the first half of Act Make note in planner.
II for homework (PAGE 31 Hales
entrance). Complete todays handout
as you read.
If you were accused of witchcraft,
Discuss.
would you lie to save yourself or
would you tell the truth and hang?
Worksheet
Discussion
N/A
N/A
N/A
N/A
N/A
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The Crucible Act II, Part I

Reading Notes 1
In the box below, please make note of any words you do not recognize as we go.
In the box below, please write at least four examples of figurative language as we go.
30
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31
The Crucible Act II, Part I

Reading Notes 2
1) What has caused tension between Elizabeth and John?
2) Give a basic overview of what Mary explains has been happening at the trials in Salem.
3) If you were a townsperson, would you trust Abigail or John about the legitimacy of the girls
abilities?
4) What happens to you if you confess to witchcraft? What happens if you refuse to confess?
5) Do you think Mary believes in what shes saying and doing? Why or why not?
6) Does Elizabeth believe Johns affair with Abigail has ended?
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32
Daily Lesson Plan

Standard Honors AP
Day/Date: 5/20 (10-6-15)
CCSS.RL.11-12.1
CCSS.RL.11-12.7
CCSS.SL.11-12.1a

Character motivations
Students will know:
Examples of figurative language, character motivation, and symbolism.
Read for different characters in the play
Understand the characters perspective
Traffic
Warrent
Materials
The Crucible
Student packet
Document camera
Laptop
Technology Needs
LESSON ACTIVITIES
Vocab 22.9 11
Section
Statement of
7
Today were going to finish Act II in Listen, get into Reading
Objective &
min.
our Reading Groups. You will
Groups.
Purpose
with
determine who will read what part in
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hook
Input,
Modeling, &
Check for
Understanding
28
min.
Guided
Practice
10
min.
Independent
Practice/
Homework
1
min.
Closing/
Summary
4
min.
33
your groups. I have listed all the

parts on the board. Take one minute
to divide up the roles in your group.
Everyone will need to read!
CHARACTERS:
Rev. Hale
John Proctor
Elizabeth Proctor/Giles
Corey/Marshal Herrick
Francis Nurse/Cheever/Mary Warren
Assign roles.
While you are reading, I would like

for you to refer to your packet. It will
guide your discussion on whats
happening in the text, identifying
figurative language, character
motivation, and symbolism. Pass out
graphic organizer.
Listen, receive packet.
We have three tasks today reading

the rest of Act II, completing a brief
handout, and close reading a part of
a scene you select as important.
Listen.
I will be joining groups to hear your

discussion and help with any
questions go ahead and get
started!
As I mentioned, I would like for you
to select a few lines that you felt were
important either to character
development, figurative language, or
plot development. This should be no
longer than 2 minutes in length. Your
group will share it with the class
tomorrow along with your reason for
selecting this part of the scene. Take
10 minutes to block that scene. Go!
Please complete the rest of Act II for
homework.
Begin reading, referring to

packet and filling it in.
Please add to your character web in

your journal. Add new characters if
there are any and expand on what
you know about the others new
Continue character notes in

journal.
Select lines, assign roles, block

scene.
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34
motivations, relationships, etc.

Student observations at start of class
Joining Book Club groups during reading
Move at a slower pace with more
reading on their own at home or
before school with Mrs.
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Provide additional sources related to

the text to read once theyve finished
reading Act II.
N/A
Allowing students to read and act out parts; direct or act in a section of a scene; listen to their classmates read the
text; write down notes or questions as they work through the text.
Allow students to select a portion of the text for their scene study that interests them for a reason of their choosing
(could be outside of plot/character development if the reasoning is sound).
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Discussion Guide
1) What is the purpose of John Proctor knowing all of the Commandments?
2) Why is John hesitant to name Abigail as a liar?
3) Write a two sentence summary of John Proctors monologue on page 73 (If she is
innocent!... in your own words.
4) Reflect as a group on the last page of Act II do you see any problems (content, power,
emotion, etc.) in the conversation between John Proctor and Mary Warren?
35
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36
Scene Study
In your Reading Group, please select a short part of Act II (roughly one minute worth of
material). Select a part of the text that is interesting to you and important to the development of
the text. This could be due to character development, figurative language, or plot development.
You will explain your reason for what you selected when you present.
Block this scene and prepare to share it with the class on Thursday (you will not need to
memorize the lines). Not everyone has to act, but everyone needs to participate. Make note of
each group members role below.
Name:
Role(s):
Name:
Role(s):
Name:
Role(s):
Name:
Role(s):
Scene Selection:
Page #:
Starting line:
Ending line:
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37
Daily Lesson Plan

Standard Honors AP
Day/Date: 6/20 (10-8-15)
CCSS.RL.11-12.7
CCSS.RI.11-12.6
CCSS.SL.11-12.1a

How to stage and perform text from a play
Students will know:
The plot and subtext of Act II
Information about 1950s America
Accurately represent a scene from Act II
Blocking
Allegory
Figurative language
Materials
The Crucible
PPT on 1950s America
Student packet
Technology Needs
Document camera
Laptop
LESSON ACTIVITIES
Warm up B2 - Write a brief scene that could take place between Acts II and III. The setting
Salem jail. The characters Abigail and Elizabeth. The context Abigail visits Elizabeth in
jail after her arrest. Students will include stage directions and at least 10 lines of dialogue.
Section
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Statement of
Objective &
Purpose
10
min.
with
hook
Input,
Modeling, &
Check for
Understanding
30
min.
Today well spend some time

processing the first half of the play.
First, well go over the worksheet
from yesterday in preparation for
tomorrows quiz. Then, well get into
our Reading Groups and do the scene
study we didnt have a chance to do
on Tuesday. You will present these
studies in class today. Finally, if we
have time, well look a bit at the
allegory between The Crucible and
1950s America.
Please take out your worksheet from
yesterday. Lets talk through the
questions and then discuss any plot
elements that confused you. Im
setting the timer for 10 minutes so
that we have adequate time for our
next activity.
38
Listen.
Answer questions on
worksheet. Propose questions
for discussion.
In your Reading Groups, I would

Select scene, block and
like for you to select a few lines that
rehearse.
you felt were important from Act II
either to character development,
figurative language, or plot
development. This should be no
longer than one minute in length.
Your group will share it with the class
along with your reason for selecting
this part of the scene. Take 10
minutes to block that scene. Go!
Guided
Practice
8
min.
Independent
Practice/
Homework
1
min.
Its time to present our scenes!

Please remember, these are not
supposed to be perfect. This is about
picking out important parts of the
scene and presenting them as Miller
saw fit. Dont be nervous! You will
first present your scene, and then tell
us why, briefly, you chose this scene.
Make sense?
Pass out packet. Present PowerPoint
on 1950s America.
Ask questions, present scene,

provide explanation.
Please review the worksheets from

Act II Part I and Act II Part II for the
quiz on Friday. You will also have a
Take up packet, take notes on

provided sheet, ask questions.
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39
mini-assessment on the first 10 vocab

words of this unit. Review those as
well. Any questions?
Closing/
Summary
1
min.
On a notecard, please jot down one

thing youve learned during this unit
so far and one question you still
have.
Respond to prompt.
Take up notecards on the way out.
Hand in notecard on the way

out.
Discussion of Act II worksheet
Reading Group scenes
Exit ticket
N/A
N/A
N/A
N/A
N/A
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40
Warm up B2
Please write a brief scene that could be inserted between
Act II (the act weve just finished) and Act III (the act
well begin on Monday). This scene should include stage
directions (those italicized parts of the script) and at least
10 lines of dialogue.
The setting: Salem jail
The characters: Abigail Williams and Elizabeth Proctor
The context: Abigail visits Elizabeth in jail after her
arrest
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PowerPoint Notes 1950s America

Red Scare
Features of Capitalism:
Features of Communism:
The Cold War:
Paranoia and Propaganda:
McCarthyism:
HUAC:
41
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The Red Scare:
Consequences:
The Rosenbergs:
42
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43
PowerPoint Talking Notes 1950s America

-
Capitalism
o Alright, think waaaay back to the first day of our unit and the PowerPoint we
looked at then. What country is capitalist?
STUDENT RESPONSE:
USA
o A quick refresher on capitalism:
Democracy
Private enterprise
Free enterprise
Uneven distribution of wealth
Class distinctions
Freedom of the press
Individual focus
Communism
o What countries did I mention on that first day that were communist?
STUDENT RESPONSE:
USSR (Russia)
China
o A quick refresher on communism:
The government is totalitarian, which means, Of or relating to a
system of government that is centralized and dictatorial and requires
complete subservience to the state (state meaning country).
Property is owned by the state
No free enterprise
Equal distribution of wealth
Press controlled by the state
No class distinctions
Focus on community
The Cold War
o Basically, the Cold War was a battle of communism versus capitalism.
o Which countries were trying to convince other countries to become
communist?
STUDENT RESPONSE:
USSR and China
o Which country was trying to convince other countries to become capitalist?
STUDENT RESPONSE:
USA
Paranoia and Propaganda
o So, why is all this important to us and to The Crucible?
o Does anyone remember what year Arthur Miller wrote The Crucible?
STUDENT RESPONSE:
1953
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-
-
44
o Remember, Miller wrote The Crucible as an allegory for McCarthyism and

communist fear in America during the 50s.
o Americans were very scared of communism scared that America would
become communist, that there were spies in trying to steal Americas secrets.
o Propaganda was used as a tool to promote fear of communism.
This picture is an example of propaganda from the time.
o Can anyone tell me what propaganda is and how it differs from regular
advertising?
STUDENT RESPONSE
Propaganda: information, especially of a biased or misleading
nature, used to promote or publicize a particular political cause
or point of view.
McCarthyism
o You may remember this from our last PowerPoint. McCarthyism was the
name given to the practice of hunting for communists and arresting them.
o Many of the accusations McCarthy made were later proven to be untrue.
HUAC
o HUAC, or the House of Un-American Activities Committee was an
investigative committee formed by Congress to investigate communism
within Hollywood.
o As you can see on the second bullet point, like the characters in The Crucible,
people were forced to decide whether to testify to avoid punishment or stand
by their beliefs and face imprisonment.
The Red Scare
o This whole time period was referred to as The Red Scare
o Thousands of Americans were interrogated for information about
communists.
o Some famous people accused are shown on the slide.
Consequences
o Consequences of being accused of communism are listed. As you can see,
some of the consequences were extremely severe.
Julius and Ethel Rosenberg
o This couple, the Rosenbergs, were executed for conspiracy to commit
espionage; basically, they were accused of being spies, and killed for it.
o Both Julius and Ethel proclaimed their innocence right up until their
executions.
President Dwight D. Eisenhower
o Eisenhower was President of the United States at this time in history.
o Before the Rosenbergs were executed, he said the following publicly. Can I
get a volunteer to read?
VOLUNTEER WILL READ EISENHOWERS SPEECH
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45
Daily Lesson Plan

Standard Honors AP
Day/Date: 7/20 (10-9-15)
CCSS.RL.11-12.7
CCSS.RI.11-12.6
CCSS.SL.11-12.1a

The phrase modern day witch hunt and its context
Students will know:
Examples of modern day witch hunts
Recognize hysteria in contemporary events
Modern day witch hunt

Hysteria
Allegory
Materials
The Crucible
Mean Girls (1:05:56 1:07:40)
PPT on Modern Day Witch Hunts
Articles on modern day witch hunts
Student packet
Technology Needs
Bright Links
Laptop
LESSON ACTIVITIES
Vocab mini assessment and The Crucible Act II quiz.
Section
Statement of
5
Today well continue processing the Listen.
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Objective &
Purpose
Input,
Modeling, &
Check for
Understanding
min.
with
hook
20
min.
46
first half of the play by examining

modern day witch hunts.
Were now going to transition into
modern day witch-hunts. As we know,
while the plot of The Crucible is
about an actual witch-hunt, its an
allegory for something else. Does
anyone remember what?
Respond to question with,

McCarthyism/Red Scare.
We can find examples of witch-hunts

in all kinds of contemporary sources.
One example is the film Mean Girls.
While the story is not a direct
allegory, it does provide some
comparisons. Are we familiar with
this film?
If students say yes, ask them to

give a 30 second summary. If
students so no, provide
summary.
This is the super stripped down

summary of the movie that gives
relevance for our purposes. Mean
Girls is about a group of wealthy
girls in high school, called the
Plastics. They create this Burn Book,
basically a book of rumors about
other students at their school. Its a
secret book, but after a huge fight in
the group causes a rift, the leader of
the Plastics, Regina, decides to do
something drastic Well pick up
there.
Listen.
Watch.
Show Mean Girls clip (1:05:15
1:07:40)
Converse with partner, share
Turn to a partner take two minutes responses out when asked.
to discuss how this clip relate to The
Crucible? Come up with at least two
comparisons.
Guided
Practice
20
min.
Pass out packet. View PPT on

modern day witch-hunts, which will
include allegory definition.
Watch, take notes in journal.
Pass out modern day witch-hunt

newspaper articles (different example
Read article, take notes in group

comparing modern day witch
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47
for each group). Assign students to

hunt to Salem Witch Trials.
groups of four or five (not Book
Clubs). Ask students to identify in
groups the elements these stories have
in common with the Salem Witch
Trials. There will be a chart in the
student packet (including Mean
Girls).
Independent
Practice/
Homework
Finish worksheet for tomorrow if not

completed in class.
4
min.
Who can remind me what allegory

means?
Respond to question, discuss

connections between The
Crucible and present day.
Conversation following Mean Girls clip
Book Club scenes
CFU during modern day witch-hunt group work
Definition of allegory
Closing/
Summary
1
min.
N/A
N/A
N/A
N/A
N/A
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48
Herbert calls for investigation into list of

1,300 identified as illegal immigrants
Lee Davidson, Tania Navarro, Cecilia Skinner, Reinaldo Escobar
Published: Tuesday, July 13 2010 7:00 p.m. MDT
SALT LAKE CITY An anonymous group says it quietly watched Hispanics in

their neighborhoods, schools, churches and "public welfare buildings" to
compile a list of 1,300 people it says are illegal immigrants living in Utah. The
group sent the list to law enforcement agencies and news media demanding
that those named "be deported immediately."
It is not known who produced the list, although Gov. Gary Herbert has called
for an investigation to see if the list was compiled by someone with access to
state databases containing personal information. The list contains birth dates,
workplaces, addresses, phone numbers and Social Security numbers. Names
of children are included. Several pregnant women have their exact due dates
listed. All the names seem to be Hispanic.
"This is a way to terrorize people," said Tony Yapias, director of Proyecto
Latino and a former state director of Hispanic affairs.
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49
He spent much of Tuesday calling people on the list to warn them and to
figure out who may have collected the information.
"I'm nauseated," he said through tears. "All of these people are terrified. I
don't have words to describe how scared they are. It just breaks my heart what
they are telling me."
While some are worried about deportation, others fear that "crazy people"
could use the list to hurt them or their families, Yapias said.
He said wording of the letter has made some Hispanics wonder if they are
being followed.
The letter, which came from a group called Concerned Citizens of the United
States, strongly urges state and federal agencies to do more to enforce
immigration laws.
"We plan to provide your office with new lists on a continual basis and
request no insist that your agency take immediate and forceful action to
the individuals on this list and begin deportation now."
Mariana Hernandez, a 36-year-old who came here from Mexico 10 years
ago, said that even before the list surfaced, the current anti-immigrant fervor
in Utah had made her and other Hispanics fearful to go out in public,
especially to stores and restaurants popular among Hispanics. She said some
friends were even afraid to go to church. She also worried what would happen
to her children, ages 8 and 4, if she were deported.
One woman on the list who spoke to KSL but asked not to be identified said
she had a green card and would become a U.S. citizen next month.
"I have my papers," she said. "Why did they put me on that list? Now it's been
15 years since I got my residency. I'm angry."
Yapias and others suspect that someone in state government may have
compiled the list illegally from state databases that contain detailed personal
information. Agencies such as the Department of Health, for example, collect
personal information for applications for food stamps and Medicaid.
Contributing: Dennis Romboy, Lisa Riley Roche
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PowerPoint Notes The Crucible

Modern Day Witch Hunts
Witch-Hunt:
Contemporary witch-hunt:
Examples of witch-hunts:
Allegory:
50
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51
In the chart below, please provide connections between The Crucible, the newspaper article, and
the Mean Girls clip we viewed. Please provide four connections. At least one must involve all
three sources. The other three may be a connection between The Crucible and either the article or
Mean Girls.
THE CRUCIBLE
ARTICLE
MEAN GIRLS
CONNECTION
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52
The Crucible Act II Quiz

1) What gift does Mary Warren give Elizabeth Proctor?
2) What can John not do that causes him and his family to
look like bad Christians?
3) What happens to you if you confess to witchcraft?
4) Give one reason John might not want to name Abigail
as a liar in court.
5) What does John Proctor ask Mary Warren to do at the
end of Act II?
6) Where does Act II take place?
BONUS) What is a magistrate?
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53
Daily Lesson Plan

Standard Honors AP
Day/Date: 8/20 (10-12-15)
CCSS.RL.11-12.1
CCSS.RL.11-12.2
CCSS.RI.11-12.6

Character development
Plot development
Students will know:
The plot to this point
Identify changes in character motivation
Examples of defamation and justice
Contention
Deposition
Perjury
Monologue
The Crucible (1996 film)

Film handout
Laptop
DVD player
TV
Materials
Technology Needs
LESSON ACTIVITIES
Vocab 22.12 22.14
Section
Statement of
7
Today we will watch Act III of The
Listen, respond to questions.
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54
min.
with
hook
37
min.
Crucible. Who can give us a quick

synopsis of Act I? Who can give us a
quick synopsis of Act II?
Pass out student packet. Play Act III
of The Crucible.
Independent
Practice/
Homework
2
min.
For homework, please make sure

your video guide questions are all
answered.
Closing/
Summary
4
min.
Turn and talk: what are the major plot

points of Act III?
Answer question with partner,

make list as exit ticket.
Objective &
Purpose
Input,
Modeling, &
Check for
Understanding
Watch Act III, complete

handout.

Two things students remember at the start of class
Turn and talk
Exit ticket
N/A
N/A
N/A
N/A
N/A
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Act III Video Guide

1) Why are those who have signed the petition to be arrested?
2) Why is Giles Corey arrested?
3) Why doesnt Danforth want to hear Marys deposition?
4) Does Parris hold any authority with Governor Danforth?
5) What will happen to Mary if Governor Danforth decides shes lying?
6) What does Proctor mean by, I have known her?
7) Why do you think Abigail continues to have such authority over the court officials?
8) Do you think Governor Danforth is trying to find the truth, or trying to protect himself by
maintaining that the girls have seen spirits?
55
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9) What will happen to Abigail if Elizabeth tells the court of Proctor and Abigails affair?
10) Does Elizabeth lie about Proctors relationship with Abigail?
11) What are the consequences of her statement?
12) Why has Reverend Hale lost his authority with Governor Danforth?
13) Of what does Mary accuse Proctor?
14) Why does Proctor proclaim, I say God is dead!
15) What does Reverend Hale do in response to Proctors statement?
56
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57
Daily Lesson Plan

Standard Honors AP
Day/Date: 9/20 (10-13-15)
CCSS.RL.11-12.7
CCSS.W.11-12.7
CCSS.L.11-12.3

The structure of a court room
The procedure of a trial
Students will know:
The different roles in a court room
Identify the differences between the court in The Crucible and a modern American court
Court
Plaintiff
Defendant
Church and State
The Crucible
PPT on courts
Student packet
Court documents from Salem Witch Trials
Court documents from Rosenbergs trial
Notecards
Technology Needs
Document camera
Laptop
Materials
LESSON ACTIVITIES

Vocab 22.15 22.17 and handbacks.
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58
Section
Statement of
7
Today we will spend some time
Listen.
Objective &
min.
processing Act III. First, well meet in
Purpose
with
our Book Clubs to discuss Act III.
hook Then, well get into the differences in
the court systems between 1692 and
1950s.
Input,
25
Project quiz on Act III on the
Take quiz.
Modeling, &
min.
Brightlinks.
Check for
Understanding
Guided
Practice
10
min.
Book Club discussion Act III. Pass

out the student packet.
Get into Book Clubs, use

yesterdays video guide to drive
conversation.
As you might remember, one of our

assessments for this unit will be a
mock trial. Well be putting Mary
Warren on trial for defamation.
Defamation means the action of
damaging the good reputation of
someone; slander or libel. A lawyer
friend of mine, Mr. Blanton, will be
coming in next week to talk to us
about how real trials work and help
explain how our mock trial will work.
To help us prepare, were going to
spend today learning a bit about the
court system in this country in 1692,
the year of the Salem witch trials, and
the 1950s, the time of the Red Scare
and McCarthyism. Any questions
before we get started?
Please get into your reading groups.
Im going to pass out documents
outlining the basics of the two court
systems. On the back of your
PowerPoint notes youll find a chart.
Id like for you to list the main
differences between the two court
systems. Of course, you can have the
same thing written down on every
paper in the group, but I will be
collecting a paper from each person.
Any questions?
Watch, listen, take notes in

student packet.
Fill out appropriate area of

graphic organizer detailing the
major differences in the court
systems.
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Independent
Practice/
Homework
3
min.
N/A
Closing/
Summary
5
min.
Ive put a notecard on each of your

Respond to question on
desks. On this notecard, Id like for
notecard.
you to answer the question on the
board. I will be taking these up as you
exit. This is an individual task. Any
questions?
59
Quiz
Book Club discussion/graphic organizer
Exit Ticket
N/A
N/A
N/A
N/A
N/A
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60
COURT IN 1692
Top Court/Official:
-
-
-
Dependent on which Colony you lived in

In Massachusetts, the Court of Oyer and Terminer was created to deal with the
mounting charges of witchcraft
Under this court, the top officials were magistrates and jurors from around
Massachusetts
Trial Process:
-
-
-
-
A formal complaint is filed

Preliminary investigation is done
The accused is brought in for a trial, assumed to be guilty
A series of tests were done to determine if the accused was a witch
Use of Evidence:
-
-
The only evidence presented was that which showed the accused to be a witch
Evidence of any kind could be used (a prior argument, a stomach-ache from the
accuser, etc.)
Verdicts:
-
If the accused was deemed guilty, the only sentence was death

Other facts:
-
-
-
-
The Court of Oyer and Terminer was similar to British courts at the time
No legal counsel allowed for accused
Theocratic governing body
o Theocratic a form of government in which God or a deity is recognized as
the supreme ruler
Confession could reduce the accuseds sentence from death to imprisonment
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61
COURT IN 1950
Top Court/Official:
-
Federal Court vs. State Court

o In the Federal Court (under which the Rosenbergs were tried), the top court
is The Supreme Court of the United States of America
o In the State Court system, the top court is The Supreme Court of that state
(for example, The Supreme Court of North Carolina)
o For both Federal and State Supreme Courts the highest ranking official is the
Supreme Court Justice (more than one in each court)
Trial Process:
-
-
-
-
-
-
A formal complaint is filed against the accused (civil cases)

The accused is brought to court for a fair trail
Evidence is presented both for and against conviction
The evidence is weighed by the Justices and a verdict of guilty or not guilty is
presented
If the verdict is guilty, time is taken to consider an appropriate punishment
If the verdict is innocence, the accused is free to go
Use of Evidence:
-
-
Evidence is necessary to prove a person guilty or not guilty

Not all evidence is admissible whether or not it will be allowed depends on a
variety of factors such as how it was obtained and how old it is
Verdicts:
-
Depending on the charge, the verdict and the sentence (punishment) may be
determined separately

Other facts:
-
-
-
-
Separation of Church and State

Federal law vs. State law
Use of lawyers
Democratic governing body
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62
Court Systems PowerPoint Notes TEACHER EDITION

Court System in 1692
- Salem was governed by The General Court of the Massachusetts Bay Colony.
- This was a very different system than were used to today the system of law was a
mix of Biblical passages and what we would think of as more judicial statutes.
- READ EXAMPLE
Puritanism
- We already know some things about Puritanism, so this should be a bit of a review.
- Puritanism was a branch of Christianity, originating in the early 1600s.
Practitioners believed in predestination, which means your fate is set by God. You
do not have control of your fate.
- They split from the Church of England in 1633; many practitioners emigrated to the
American colonies following this split. Their radical beliefs flourished in the new
world.
Puritans in Salem
- This slide should be a bit of a review as well.
- Residents of Salem believed in witches and witchcraft, as we obviously know.
- Again, they believed that witchcraft was entering into a compact with the devil in
exchange for certain powers to do evil.
- Witchcraft was, of course, considered both a sin and a crime.
Court of Oyer and Terminer
- Okay, heres some new info!
- This court was created specifically for the witch trials of this time period.
- Innocent until proven guilty was not a thing. If you were called to court, you were
assumed to be guilty.
- You had to pay for your room and board in prison. It was not provided by the state.
Obviously, this could be quite a hardship.
Court System in 1950
- We should hopefully be vaguely familiar with this court system. Its still in place
today in this country.
- Three branches of government who can name them for me?
o STUDENT RESPONSE:
Executive
Legislative
Judicial
- The top court of the judicial branch is the Supreme Court of the United States.
- From bottom to top we have district courts, then circuit courts, then the Supreme
Court.
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63
Separation of Church and State

- We live in a society presently that separates Church from State. Obviously this was
not the case in the 1600s.
- Why is it important to separate Church and State?
Rosenbergs Trial
- Do you remember the Rosenbergs from last week? Who can remind me why they
were arrested?
o STUDENT RESPONSE
Arrested for spying, put to death despite claiming innocence

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PowerPoint Notes Court Systems

Court system in 1692:
Puritanism:
Puritans in Salem:
Court of Oyer and Terminer:
Court system in 1950:
Separation of Church and State:
Rosenbergs:
64
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65
Court 1692 vs. 1950

Please use the chart below to make note of the differences in the court systems between 1692 and
1950.
COURT OF 1692
COURT OF 1950
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66
The Crucible Act III Quiz

1) What animal do Abigail and the other girls claim to see
when discrediting Mary Warren?
2) Does Reverend Parris hold any authority over
Governor Danforth?
3) What are the consequences of Elizabeths lie about
Abigail and John Proctors relationship?
4) Why does John Proctor proclaim, God is Dead?
5) What is Hales reaction to the events in Act III?
6) Where does Act III take place?
BONUS) What is a harlot?
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67
Daily Lesson Plan

Standard Honors AP
Day/Date: 10/20 (10-14-15)
CCSS.RI.11-12.3
Analyze how a text makes connections among and distinctions between individuals, ideas, or events
(e.g., through comparisons, analogies, or categories).
CCSS.RI.11-12.6
Determine and authors point of view or purpose in a text and analyze how the author acknowledges
and responds to conflicting evidence or viewpoints.

The historical background of the Salem witch trials
Students will know:
Possible explanations for the hysteria in Salem
Identify historical examples from the Salem witch trials
Ergot poisoning
Encephalitis Lethargica
Materials
Salem Witch Trials: Theories on Nonsense handout
How to Spot a Witch handout
Response handout
Salem Witch Trials Documentary on YouTube
Technology Needs
Brightlinks
Laptop
LESSON ACTIVITIES
Remind students of Honors supplemental assignment and vocab mini assessment.
Section
Statement of
5
Today were going to look at a
Listen.
Objective &
min.
couple articles that give us historical
Purpose
background on the actual, historical
Salem witch trials. These two articles
contain answers to a lot of the
questions you had about the trials on
the first day of the unit.
Beaulieu
Pass out class sets of papers.
68
Take up class set of papers.
Input,
Modeling, &
Check for
Understanding
30
min.
Please take out a sheet of notebook

Take out paper, read
paper to complete the questions. Read instructions, complete task.
over the worksheet before
proceeding. Let me know if you have
any questions!
Guided
Practice
15
min.
Im going to put on the

documentary. If youre still working
on your reading, please continue to
finish that up. If youre done, on the
back of your answer sheet, please list
at least three differences between the
actual Salem witch trials and The
Crucible.
Independent
Practice/
Homework
0
min.
N/A
Closing/
Summary
1
min.
Well be back in our normal

classroom tomorrow. See you then!
Continue working on task or

switch over to watching the
documentary and responding to
the task.
Listen.

Worksheet
Response to documentary
N/A
N/A
N/A
N/A
N/A
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69
Daily Lesson Plan

Standard Honors AP
Day/Date: 11/20 (10-15-15)
CCSS.RL.11-12.1
CCSS.RL.11-12.2
CCSS.W.11-12.7
CCSS.SL.11-12.1a

Character motivations to this point in the play
Students will know:
Character names and relationships
Defend character choices
Prodigious
Beguile
Indictment
The Crucible
Student packet
Materials
Technology Needs
Document camera
Laptop
LESSON ACTIVITIES
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70
Vocab 22.18 22.20

Section
Statement of
10
Were going to read half of Act IV
Listen.
Objective &
min.
today in our reading groups. Well
Purpose
with
finish the play tomorrow as a whole
hook group. Ive written the part
breakdown up on the board. Like
before, you may decide in your
groups how you would like to handle
the stage directions.
Input,
Modeling, &
Check for
Understanding
30
min.
Independent
Practice/
Homework
2
min.
Closing/
Summary
8
min.
Pass out and explain Think-Tac-Toe

worksheet.
Take up Think-Tac-Toe.
Please complete three of the

Listen, ask questions.
questions to make tic tac toe (so,
straight lines somewhere on the
board). The free space means make
an observation about a characters
goodness. For example, if I were to
select Rebecca Nurse, I would say she
is a prime example of goodness and
list a reason or two from the play that
supports my answer. Generally
speaking, you do not need to have
direct quotes from the text, but you do
need to describe specifics that
support your answer. Does this make
sense? I would encourage you to
select different Think-Tac-Toe boxes
than others in your group that way
youll have all the answers to all the
questions, which will help you
prepare for the Act IV quiz. Take one Distribute parts, read first half
minute to distribute parts and get
of Act IV.
started!
For homework, please finish any
reading you did not get to today.
Additionally, make sure the character
list in your journal is up to date. I will
be collecting those at the end of class
tomorrow.
Review packet and questions from
Answer questions, engage in
todays reading.
discussion.
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71

CFU during Book Club reading.
Packet
Discussion at close of class
Students are able to select three
out of nine questions to answer.
This allows struggling students
to identify questions they can
answer.
Students are able to select three out of

nine questions to answer. This allows
gifted/advanced students to identify
more challenging questions to answer.
N/A
N/A
N/A
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72
THINK-TAC-TOE Act IV, Part I

On a separate sheet of paper, please complete three of the questions to make tic tac toe. The free
space means you may make an observation about a characters goodness.
What is the good

purpose Parris
mentions (pg. 56)?
Hale proclaims, We
cannot read His will!
How does this
statement stand in
opposition to the witch
trials (pg. 58)?
What has Abigail done

(pg. 55)?
FREE SPACE! (AKA

rate a characters
goodness)
Paraphrase in your own

What does Parris mean words Danforths
in his line that begins, monologue, which
Let Rebecca (pg. begins, Now hear me,
56)?
and beguile yourselves
no more, (pgs. 56 57).

What do you think Rev.

Hales faith looks like
right now? Consider his
monologue that begins,
Let you not mistake
your duty as I mistook
my own, (pg. 58).
Whats going on in
Andover (pg. 56)?
Consider Danforths
statement, It is not
just. Do you think he
is dealing with justice
(pg. 56)?
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73
Daily Lesson Plan

Standard Honors AP
Day/Date: 12/15 (10-16-15)
CCSS.RL.11-12.1
CCSS.RL.11-12.2
CCSS.W.11-12.7
CCSS.SL.11-12.1a

The purpose of the play
The importance of the separation of Church and State
Students will know:
The entire plot
The motivations and relationships of the characters
Identify different types of government
Penitence
The Crucible
Articles/Facts on types of governments
Technology Needs
Document camera
Laptop
Materials
LESSON ACTIVITIES
Homework check, quiz explanation for Monday.
Section
Beaulieu
Statement of
Objective &
Purpose
5
min.
with
hook
Input,
Modeling, &
Check for
Understanding
5
min.
Guided
Practice
Independent
Practice/
Homework
Closing/
Summary
35
min.
74
Today is the day we finish reading

Listen, summarize.
The Crucible! Well do so as a whole
group. Who can remind us of the last
thing that happened in yesterdays
reading?
Were going to finish the play as a
Select character.
whole class. Once weve finished
reading, well watch the last 15
minutes of the film version. The
characters are projected on the board
do I have any volunteers to read
parts?
- John Proctor
- Elizabeth Proctor
- Hathorne
- Danforth
- Parris
- Rebecca
- Hale
- Herrick
- Stage Directions
Pass out worksheet.
3
min.
Like yesterday, todays questions

are critical thinking questions. I
recommend you jot down notes as we
read and watch the end of Act IV. I
will be taking this up Monday along
with your Think-Tac-Toe and quiz.
Finish worksheet, prepare for
Mondays quiz.
2
min.
Assign SCOTUS Opinion paper.

Collect journals.
Take up worksheet, finish play.

Pass in journal, make note of
SCOTUS opinion paper.
Packet
Discussion in class during reading
N/A
N/A
N/A
N/A
N/A
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75
Act IV, Part II Questions

1) I cannot mount the gibbet like a saint. It is fraud. I am not that man. What is John
saying here, about his own morals and those who have confessed or refuse to confess
(pg. 59)?
2) Consider Elizabeths line, Whatever you will do, it is a good man that does it. How
does Elizabeths assessment of Johns goodness fit with your own (pg. 59)?
3) What two images of himself is John wrestling with? Consider his line, I think it is
honest, I think so; I am no saint, (pg. 60).
4) Consider this conversation between John Proctor and Danforth. Danforth: Did you see
the Devil? Proctor: I did. Danforth: Praise God! Why is this ironic (pg. 60)?
5) Write John Proctors monologue, which begins, Because it is my name! in your own
words (pg. 62).
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76
Daily Lesson Plan

Standard Honors AP
Day/Date: 13/20 (10-19-15)
CCSS.RL.11-12.2
CCSS.RI.11-12.6
CCSS.W.11-12.7
CCSS.SL.11-12.1a

Why this text is still relevant today
Students will know:
The full plot
All characters and motivations
Identify different types of government
Relate concepts like the Red Scare, modern witch hunts, and separation of Church and State
to The Crucible
Defamation
Materials
The Crucible
Student Packet
1950s PowerPoint
Discussion guide
Technology Needs
Brightlinks
Laptop

Grammar warm up B3.
LESSON ACTIVITIES
Beaulieu
Section
Statement of
Objective &
Purpose
Input,
Modeling, &
Check for
Understanding
Guided
Practice
Time
6
min.
with
hook
5
min.
20
min.

Were going to finish the last 10ish
Listen.
minutes of the film before we take our
quiz. Remember, the format for this
quiz is going to be different than the
others. Pay close attention to the
characters actions and dialogue.
Time for our quiz! Please take out a Get out paper, take quiz.
blank sheet of paper and write your
name and The Crucible Quiz Act
IV at the top. This is open note and
open book. But be warned, you only
have 10 minutes. Please turn in your
Think-Tac-Toe answers and the Act
IV, Part II worksheet with your quiz.
Collect Think-Tac-Toe, Act IV Part II Turn in all materials.
worksheet, and quiz.
Congratulations, you are officially
Listen, take up packet
finished with The Crucible!
Tomorrow we will begin working on
our mock trial. Id like to spend the
rest of today considering the
connection between The Crucible and
1950s America. Im passing out
PowerPoint notes now
1950s PowerPoint
Independent
Practice/
Homework
Closing/
Summary
4
min.
77
N/A
Listen, take notes, ask

questions.
N/A
On the notecard on your desk, write Complete exit ticket.

down what the most interesting part
of The Crucible was for you. Ill take
it up as you exit.
Student discussion/presentations
Act IV quiz
N/A
5
min.
N/A
N/A
N/A
N/A
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78
Warm up B3
Using sentence pattern 18, please write three sentences
describing a characters goodness (morality, sense of
ethics, nobility, etc.) from The Crucible.
Example: True to his morals, Reverend Hale quit the
court upon John Proctors arrest.
The Crucible Act IV Quiz
Please respond to one of the prompts for question 1 and all of
question 2. Your answer should be in paragraph form, using
complete sentences, proper capitalization and punctuation, and
avoid vague words.
1. CHOOSE ONE OF THE FOLLOWING:
a. Consider Elizabeths line, Whatever you will do, it
is a good man that does it. How does Elizabeths
assessment of Johns goodness fit with your own
(pg. 59)?

b. What two images of himself is John wrestling with?

Consider his line, I think it is honest, I think so; I
am no saint, (pg. 60).
c. Hale proclaims, We cannot read His will! How
does this statement stand in opposition to the
witch trials (pg. 58)?
2. Do you think John Proctor made the correct choice in
choosing to not confess? Why or why not?
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79
Daily Lesson Plan

Standard Honors AP
Day/Date: 14/20
CCSS.W.11-12.7
CCSS.SL.11-12.1a
CCSS.L.11-12.3

Their role in Mary Warrens trial
Students will know:
Legal terms
Articulate their legal teams position
Defamation
Justice
Plaintiff
Defense
Prosecutor
The Crucible
Student packet
Materials
Technology Needs
Document camera
Laptop
LESSON ACTIVITIES
Make sure all documents from the play are turned in; make sure journal is up to date and
ready for the trial.
Section
Statement of
5
Good morning, everyone! I am so
Listen, take up packets.
Objective &
Beaulieu
Purpose
min.
with
hook
excited for this week its mock trial

time, finally! We have quite a few
things to do today. As you can see,
our guest Mr. Blanton is here to talk
with us about the trial and general
trial procedure. Hell be with us all
class period to help answer legal
questions and get us started out on
the right foot. Youll be getting a lot
of new information, so please stay
focused and ask questions if you feel
confused. Im passing out now the
explanation of the mock trial
procedure. Mr. Blanton will go
through the first page with us,
explaining some new terms.
Guided
Practice
40
min.
Josh
Listen, ask questions for
- Criminal Defamation
clarification.
- How to convict
- How trials work procedurally
- Answer general questions
Brittany
- In our trial, well be looking at two
specific incidents on Marys part
possible defamation of townspeople
she accuses of witchcraft and possible
defamation when she accuses John
Proctor of working with the devil.
- In a moment Ill put up the role
assignments as well as the tasks for
the day. Mr. Blanton and I will be
available to help set you on the right
track.
- Project role assignments and
tasks
- Jurors as you can see, youve
also been assigned to either lawyer or
witness. Since the majority of your
work as a juror takes place on the
day of the trial, you will help either
the lawyers or the witnesses prepare
their materials. Additionally, if
someone is out, you will step into
their role, so its important you know
whats going on.
80
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81
Josh
- GO OVER BACK OF HANDOUT
EXPLAINING ROLES FOR
PROSECUTION/DEFENSE/JURY.
Brittany
Sitting on the front desk are
handouts for lawyers, witnesses, and
jurors. Please collect the appropriate
paper. Jurors, you will pick up a jury
paper as well as either a lawyer or
witness paper, depending on what
youve been assigned.
- Dismiss by section to collect paper.
In a moment you will get into two
groups, prosecution and defense.
When you get into your groups,
please move the desks around so that
you make a big conference table
youll all need to chat with one
another to get organized. Go ahead
and move prosecution on this side,
defense on this side!
- Students move to new location
Were going to go ahead and get
started on the tasks listed on the
board. Mr. Blanton and I will
circulate and help you get sorted. Are
there any questions before we
begin?
- Answer any questions.
Get into groups.
Ask questions, begin planning

in legal teams.
Continue working on your legal

team tasks tonight tomorrow will be
your last full day in class to prepare
for the trial.
Closing/
3
Make sure your team is clear on
Write down trial prep goal, turn
Summary
min.
what needs to get done tomorrow
in exit ticket.
on this notecard, please jot down
your goals for prep (one for each
student everyone should be working
on something).
Understanding of role in trial
CFU during legal team prep
Exit ticket
Independent
Practice/
Homework
2
min.
Collect appropriate papers.
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82
Struggling students are assigned
to the jury. Jurors work with the
attorneys and witnesses during
trial prep on research and
writing. This allows them the
opportunity to work with the text
critically, but less pressure on the
day of the trial.
Gifted/Advanced students are mainly

assigned as attorneys. This role
demands the most speaking and
improvising, skills that advanced
students can begin to work on and
hone.
N/A
N/A
N/A
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83
The Crucible Mock Trial 1st Period

The People vs. Mary Warren
Assignment
Mary Warren is on trial for criminal defamation. You will be assigned to a legal team either for
the defense or prosecution of Mary Warren. You will assist in researching and planning for the
trial itself, using the text to create an argument, considering who to call as witnesses, and how to
cross examine the witnesses the other side will call. On the day of the trial, you will participate
as a lawyer, juror, or witness to decide whether or not Mary is guilty as charged.
In order to appropriately prosecute, defend, or judge Mary, you must consider the following:
What is criminal defamation?
Criminal defamation occurs when one purposely communicates to any person, orally or in
writing, any information which he or she knows to be false and knows will tend to expose any
other living person to public hatred, degradation, disgrace in society or injury to the person.
How does the jury convict?
The Prosecution must prove to the jury beyond a reasonable doubt that
1. The defamatory incident happened;
2. The communication was made free of coercion or duress.
*Coercion: The practice of persuading someone to do something using by using force or threats.
*Duress: Threats, violence, constraints or other action brought to bear on someone to do something against
their better will or judgment.
What actions of Marys are we looking at specifically?

There are two examples of possible defamation:
1. Mary defames various members of the community by accusing them of witchcraft.
2. Mary defames John Proctor by saying he is working with the devil.
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84
Roles
Prosecution:
Your goal is to convince as many members of the jury as possible that Mary Warren is guilty of
defamation.
Three Attorneys
- 1st attorney must present a three-minute opening statement.
- 2nd attorney will ask questions of Prosecutions witnesses (remember to rehearse
with the witnesses on your side) and cross-examine opposing sides witnesses.
- 3rd attorney must present a three-minute closing.
Four Witnesses
- Will be questioned by own side for a maximum of three minutes.
- Can be cross-examined by opposing side for a maximum of three minutes.
Defense:
Your goal is to convince as many members of the jury as possible that Mary Warren is innocent
of defamation.
Three Attorneys
- 1st attorney must present a three-minute opening statement.
- 2nd attorney will ask questions of Defenses witnesses (remember to rehearse with
the witnesses on your side) and will cross-examine opposing sides witnesses.
- 3rd attorney must present a three-minute closing.
Four Witnesses
- Will be questioned by own side for a maximum of three- minutes.
- Can be cross-examined by opposing side for a maximum of three-minutes.
Jury:
Your goal is to make an objective judgment, based only on the evidence provided, for the
innocence or guilt of Mary Warren.
Head Juror/Jurors
- Take notes during the trial. You will be turning in these notes along with a written
statement on your assessment of Marys innocence or guilt.
- Only the head juror will speak publicly. He/she must present the jurys findings to
the court.
Court Rules
1. Mrs. Beaulieu will be the only judge.
2. For this assignment, the ghosts of the hanged may testify.
3. All witnesses will only have knowledge of what is present in the text, and must remain in
character at all times.
4. All evidence must be present in the text and the user must be able to provide the page
number.
5. Be prepared and in character. Dress officially and bring evidence if necessary (Any
research you have completed falls into this category).
6. Language and behavior must be appropriate for a courtroom.
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85
Attorneys
You are responsible for the success of ALL roles!
This is a group effort! This means that each and every group member is expected to contribute
equally to the team. While you each have a specific role within the courtroom, all of you can and
should work together to make your team a success. This means that everyone should peer edit
everyone elses work. Look for flaws in the opening and closing statements and questions. Work
together to fix those flaws.
Opening Statement: 1st Attorney
Needs to be well-organized
Highlight facts from your case especially at the beginning.
Address any weaknesses in your case and weaknesses in the opposing side.
Needs to be natural, confident and partly memorized.
Witness Questions/Cross-examination: 2nd Attorney
Have a list of questions you will ask each witness
Only ask one question at a time
Know how the witness will answer
Prep Witnesses Rehearse
Think of questions that might be asked on cross-examination and prepare your witnesses
for these
Know who the witnesses are for the opposing side and think of questions to ask on crossexamination (you are looking for flaws in the opposing sides argument)
Closing Statement: 3rd Attorney
Needs to be well-organized
Highlight facts from your case especially at the end.
Address any weaknesses in your case and weaknesses in the opposing side.
Needs to be natural, confident and partly memorized.
Beaulieu
Head Attorney:
2nd Attorney:
3rd Attorney:
Witnesses:
1.
2.
3.
4.
Statement of what we will prove:
Mary Warren is innocent/guilty because
86
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Witnesses
Practice acting as your assigned character you must stay in character throughout the
trial. Is this character fearful? Bold? Intelligent? Simple? Convey their characteristics.
Practice answering attorneys questions in character. Be prepared!
Practice answering possible cross-examination questions in character.
The only knowledge you have as this character is the knowledge contained in the text,
The Crucible. Study everything your character did, saw, spoke, etc. Know it inside and
out so that you are prepared.
Page # where character appeared / Summary of

Events
Characters speech on this page
87
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88
Jurors:
Your duty is to come to an objective judgment based on the evidence presented.
During the trial itself, your task is to listen to the evidence and testimony presented in this case
only. Your challenge is to prevent any biases or pre-conceived ideas from clouding your
objective judgment. You may not bring any prior knowledge into this court; in fact, you are not
permissible as a juror if you do. You will take notes during the trial itself to ensure your reliance
on the facts presented.
Of course, if shes convicted of this crime, you must consider the consequences of her lies in
presenting her punishment. Many of the people the defense will present as victims of this crime
were then convicted of witchcraft and executed. However, if she is innocent of these crimes, due
to manipulation and misuse of authority by those above her, the jury must consider how to right
the wrongs done to her.
Prior to the trial, during the two days of legal team prep work, you will be assigned to assist a
witness or attorney with research.
Remember, it is important that you stay impartial on the day of the trial!
Juror Name:
Juror Name:
Assisting:
Assisting:
Juror Name:
Juror Name:
Assisting:
Assisting:
Juror Name:
Juror Name:
Assisting:
Assisting:
Beaulieu
Role Assignments 1st Period:

Prosecution
Lawyers:
- Siara Carroll
- Maria Hernandez-Cortes
- Rosa Canseco
Witnesses:
- Kenneka Brooks
- Rachel Mansfield
- Leonel Macareno-Martinez
- Emani Corbett
Jurors:
- Caitlin Rutherford - WITNESS
- Savion Poole - WITNESS
- Miyanna Smallwood - LAWYER
Defense
Lawyers:
- Hallie Orr
- Diamond Graves
- Amauri Liles
Witnesses:
- Diana Cervantes-Herrera
- Sinnclaire Cole
- Destiny Stevons
- Donnie Lyons
Jurors:
- Bethany Smith - LAWYER
- Josh Bell - WITNESS
- Nick Klein - WITNESS
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Objections List
For this assignment, objections may be used for witnesses who are not in character, or are
assuming facts not evidenced in the text.
"Objection, your Honor, the question is ambiguous."
A question is ambiguous if:
It may be misunderstood by the witness. It is objectionable on the ground that it may take on
more than one meaning.
"Objection, your Honor, the question is argumentative."
A question is argumentative if:
It is asked for the purpose of persuading the jury or the judge, rather than to elicit information.
It calls for an argument in answer to an argument contained in the question.
It calls for no new facts, but merely asks the witness to concede to inferences drawn by the
examiner from proved or assumed facts.
"Objection, your Honor, the question has been asked and answered."
A question may be objectionable on the ground that
The witness has already answered a substantially similar question asked by the same attorney on
the same subject matter.
"Objection, your Honor, the question assumes facts not in evidence."
A question assumes facts not in evidence if:
It presumes unproved facts to be true. Example: "When did you stop beating your wife?" This
question assumes that the person has beaten his wife.
"Objection, your Honor, the question is compound."
A question is objectionable on the ground that it is compound if:
It joins two or more questions ordinarily joined with the word "or" or the word "and."
"Objection, your Honor, the question is too general."
A question is too general, broad, or indefinite, if:
It permits the witness to respond with testimony, which may be irrelevant or otherwise
inadmissible. Each question should limit the witness to a specific answer on a specific subject.
"Objection, your Honor, the question is hearsay."
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A question is hearsay if:

It invites the witness to offer an out-of-court statement to prove the truth of some matter in court.
There are many exceptions to the hearsay rule.
"Objection, your Honor, the question is irrelevant."
A question is irrelevant if:
It invites or causes the witness to give evidence not related to the facts of the case at hand.
"Objection, your Honor, the question is leading."
A question is leading if:
It is one that suggests to the witness the answer the examining party desires. However, this type
of question is allowed on cross-examination of a witness.
"Objection, your Honor, the question mis-states the evidence."
A question misstates the evidence if:
It misstates or misquotes the testimony of a witness or any other evidence produced at a hearing
or at a trial.
"Objection, your Honor, the question calls for a narrative answer."
A question calls for a "narrative answer" if:
It invites the witness to narrate a series of occurrences, which may produce irrelevant or
otherwise inadmissible testimony.
Question and Answer interrogation is the standard format. It allows opposing counsel to object to
improper questions.
"Objection, your Honor, the question calls for speculation."
A question is speculative if:
It invites or causes the witness to speculate or answer on the basis of conjecture. For this
assignment, anything which is not evidenced in the text of the script will be speculation.
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TRIAL PREP: DAY 1!

TASKS:
1) Determine argument.
a. Mary is guilty because OR Mary is innocent because
i. Begin to make a list of reasons why (can just be from memory at this
point).

2) Decide whom you would like to call as witnesses (you may call as many witnesses as
you have on your side).
a. Make a list of these witnesses. YOU WILL BE GIVING THIS LIST TO MRS.
BEAULIEU BY THE END OF THE CLASS PERIOD.

3) Decide on the following roles:
a. LAWYERS:
i. Who will play the different lawyer roles?
b. WITNESSES
i. Who will play which witness?
c. JURORS
i. How can you best assist your group? Should you learn a specific role
or do research?
TURN IN AT THE END OF THE PERIOD:
1) The list of witnesses your side will be calling in the trial.

Alternative Mock Trial Assignment
Please write a one to two page opening statement for either the prosecution or the defense for the
trial of Mary Warren. Remember, Mary Warren is on trial for Criminal Defamation. See the
Mock Trial Directions document for more information about the case.
In your opening statement, please address the following:
-
-
-
What is your sides argument?

Who do you intend to call as witnesses?
How will you prove your case?
Please use text from the The Crucible in your statement.
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Daily Lesson Plan

Standard Honors AP
Day/Date: 15/20 (10-21-15)
CCSS.W.11-12.7
CCSS.SL.11-12.1a
CCSS.L.11-12.3

Their role in Mary Warrens trial
Students will know:
Legal terms
Articulate their legal teams position
Defamation
Justice
Plaintiff
Defense
Prosecutor
The Crucible
Name tag stickers
Markers
Materials
Technology Needs
Document camera
Laptop
LESSON ACTIVITIES
Post list of materials on the board students should have out on their desks to begin.
Section
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Statement of
Objective &
Purpose
2
min.
with
hook
Good morning, everyone! We have

Listen, get out/collect materials
very limited time today with the early as necessary.
release were going to get right to
it! Please pull out the following
documents from yesterday: the
assignment page and your specific
role (meaning lawyer, witness, juror)
sheet. Lawyers, I have a new sheet for
you today to organize your work.
Come grab that now if you havent
already.
Guided
Practice
23
min.
Post tasks on Brightlinks.

As you can see, we have quite a bit
Students gather in legal teams
to get done today! Once youre in
and begin work on the tasks
your big groups, Im going to give
provided.
you five minutes to finish making your
argument and witness choices. Any
questions before we start?
Independent
Practice/
Homework
2
min.
Closing/
Summary
3
min.
Make sure you are totally ready to

go for tomorrow Ill give you five
minutes to meet and discuss at the
beginning of the period, but well be
starting the trial right after that.
Any last minute questions about
what tomorrow will look like?
Ask questions as needed.

CFU during legal team prep
Trial packet
N/A
N/A
N/A
N/A
N/A
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LAWYERS
1ST ATTORNEY/ASSISTANTS: Conduct research for the opening statement. Look through the
text for support of your argument. Make note of specific lines and page numbers. Be persuasive!
Beaulieu
2ND ATTORNEY/ASSISTANTS: Conduct research into the questions you will ask the witnesses
your side will call to the stand and the questions you will ask the witnesses the other side will
call to the stand. Make note of specific lines and page numbers. Be specific!
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3rd ATTORNEY/ASSISTANTS: Conduct research for the closing statement. Look through the text
for support of your argument. Make note of specific lines and page numbers. Be persuasive!
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TRIAL PREP: DAY 2!

TASKS:
4) Finish determining your argument and deciding whom you would like to call as
witnesses. (FIVE MINUTES!)
a. Make note of both of these things on your butcher paper!
5) Decide on the following roles:
a. LAWYERS:
b. WITNESSES
i. Who will play which witness?
c. JURORS
i. How can you best assist your group? Should you learn a specific role
or do research?
6) IN YOUR ROLE GROUPS:
a. LAWYERS:
ii. Begin work on your specific lawyer task (opening statement, witness
examination, witness cross examination, closing statement)
b. WITNESSES:
i. Decide which group member will play which character
ii. Begin research on your character what are useful quotes from the
play that support your case? How does your character feel about Mary
Warren?
c. JURORS:
i. Assist your group either through research or specific character work.
TURN IN AT THE END OF THE PERIOD:
2) Nothing hold on to all materials to assist you tomorrow!

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Daily Lesson Plan

Standard Honors AP
Day/Date: 16/20 (10-22-15)
CCSS.W.11-12.7
CCSS.SL.11-12.1a
CCSS.L.11-12.3

Trial procedure
Students will know:
Legal jargon
Play their role in the trial process
Articulate their characters position in the trial
Defamation
Justice
Plaintiff
Defense
Prosecutor
The Crucible
Materials
Technology Needs
Document camera
Laptop
LESSON ACTIVITIES
Vocab quiz, lesson 22.
Section
Beaulieu
Statement of
Objective &
Purpose
3
min.
with
hook
This is our last day of trial prep

our trial is tomorrow! Im not going
to talk to you much today. When I say
go, please break up into your specific
roles. Youll have one minute to get
into your groups. SPECIFY WHERE
EACH GROUP IS MEETING. Please
rearrange your desks as needed
there are instructions taped to a desk
in your area. Let me know if you have
questions!
Listen, get into groups.
Guided
Practice
40
min.
Project tasks on the board. Circulate

to help students prepare.
Work on legal preparation.
Lets talk for a minute about

Listen, take notes.
tomorrow. When you come in, you
will see a nametag on your desk
please write your character name on
that nametag and put it on. If youre a
lawyer or a juror, simply write
lawyer or juror. You will have
five minutes once the bell rings to
meet with your side and go over any
last minute issues. We will be starting
promptly five minutes after the bell.
The room will already be laid out for
the trial look for your group and sit
there. Things you will want with you
for tomorrow: Lawyers your script
if youre opening or closing, your
questions for witnesses if youre
examining or cross-examining.
Witnesses the questions the lawyers
will ask you and your answers as well
as any preparation for crossexamination. Jurors a blank sheet
of paper and an open mind.
Remember, everything youve done
over the last three days you now have
to forget. Youll base your decision
only on what you see in court.
Independent
Practice/
Homework
2
min.
Make sure you have all your

documents ready for trial tomorrow!
100
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Closing/
Summary
5
min.
101
Remember, I will be collecting all of Make note.

your trial documents following the
conclusion of the trial. Make sure
everything is completed and ready to
turn in!
Trial preparations
N/A
N/A
N/A
N/A
N/A
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1st Attorney (Opening Statement)/Jurors

1) Complete draft of opening statement. Work with 2nd and 3rd attorneys to make sure
your argument is cohesive and clear.
2) Assist 2nd attorney with witness interviews and preparation.
2nd Attorney (Exam/Cross Exam)/Jurors

1) Create three questions per witness to ask on the stand.
2) Sit with your witnesses to rehearse answers to the questions.
3) Create three questions for cross exam per witness to ask on the stand.

3rd Attorney (Closing Statement)/Jurors
1) Complete draft of closing statement. Work with 1st and 2nd attorneys to make sure
Witnesses/Jurors
1) Continue research into your character. Make note of specific page numbers and lines
in which your character interacts with Mary or makes a comment about her.
2) Begin thinking of questions the lawyer can ask during the examination.
3) Meet with your examining attorney to rehearse questions and answers.
4) Prepare for cross-examination.
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1st Attorney (Opening Statement)/Jurors

1) Complete draft of opening statement. Work with 2nd and 3rd attorneys to make sure
2nd Attorney (Exam)/Jurors

1) Create three questions per witness to ask on the stand.
2) Sit with your witnesses to rehearse answers to the questions.
3rd Attorney (Cross Exam)/Jurors

1) Create three questions for cross exam per witness to ask on the stand.

4th Attorney (Closing Statement)/Jurors
1) Complete draft of closing statement. Work with 1st and 2nd attorneys to make sure
2) Assist 3rd attorney with cross-exam preparation.
Witnesses/Jurors
1) Continue research into your character. Make note of specific page numbers and lines
in which your character interacts with Mary or makes a comment about her.
2) Begin thinking of questions the lawyer can ask during the examination.
3) Meet with your examining attorney to rehearse questions and answers.
4) Rehearse independently with your assistants.
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Daily Lesson Plan

Standard Honors AP
Day/Date: 17/20 (10-23-15)
CCSS.W.11-12.7
CCSS.SL.11-12.1a
CCSS.L.11-12.3

Trial procedure
Students will know:
Legal jargon
Defamation
Justice
Plaintiff
Defense
Prosecutor
The Crucible
Materials
Technology Needs
Laptop
LESSON ACTIVITIES
Make nametag and gather trial notes. Meet with any other characters with whom you may be
working.
Section
Beaulieu
Statement of
Objective &
Purpose
3
min.
with
hook
105
Good morning, everyone! Im

putting five minutes on the clock for
you to meet with your people and
finish preparing. Jurors, remember
you need to make sure youve
assigned a head juror. Use this time
to discuss what youll be looking for
from the testimony.
Meet with team to prepare for

trial.
Okay, time is up! Please find your

seat. Lawyers and witnesses, you
should have out your notes. Jurors,
you should have a blank sheet of
paper to take notes. Well be
following the order outlined on the
trial procedure document. I will be
using the timer to keep us on track.
You do not need to use all of your
allotted time, but you will be stopped
when you reach your maximum
amount of time. Also remember that
youre directing everything to the
jury, not to me, the judge. Youre
trying to convince the jury that your
side is correct. Any questions before
we start?
Prepare documents, ask last

minute questions.
BANG GAVEL!
The court will now come to order!
Opening statement from the
prosecution, please.
Opening statements, proceed

with trial according to
procedure document.
Guided
Practice
40
min.
Trial of Mary Warren for Defamation
Hold trial
Independent
Practice/
Homework
2
min.
We will pick up the trial where we

left off on Monday morning!
Closing/
Summary
5
min.
Gather up documents, put classroom

back together.
Complete tasks
Trial
Beaulieu
Students who struggle with

understanding the play and/or
research skills will be assigned
to the jury where they will take
notes on the trial and determine
the outcome based on their notes.
Gifted/advanced students will be

assigned to the role of lawyer. This
role involves the most abstract and
critical thought. It also involves public
speaking.
106

N/A
N/A
N/A
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Mock Trial
Mary Warren vs. The People
Criminal Defamation
Trial Procedure:
Preparations:
1) Prepare nametag.
2) Five minutes to meet as needed for final preparations.
Opening Statements:
1) Prosecution presents opening statement (two minutes).
2) Defense presents opening statement (two minutes).
Prosecution Presents Case:
1) Witness examination by prosecution (three minutes per witness).
2) Witness cross-examination by defense (three minutes per witness).
Defense Presents Case:
1) Witness examination by defense (three minutes per witness).
2) Witness cross-examination by prosecution (three minutes per witness).

Closing Statements:
1) Prosecution presents closing statement (two minutes).
2) Defense presents closing statement (two minutes).
Jury Deliberation:
1) Jury deliberates; they must come to a unanimous decision to convict Mary Warren.
2) Jury determines punishment.
3) Head Juror presents outcome and sentence (if guilty).
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Daily Lesson Plan

Standard Honors AP
Day/Date: 18/20 (10-27-15)
CCSS.W.11-12.7
CCSS.SL.11-12.1a
CCSS.L.11-12.3

Trial procedure
Students will know:
Legal jargon
Defamation
Justice
Plaintiff
Defense
Prosecutor
SCOTUS
The Crucible
The Laws and Liberties
The Court of Oyer and Terminer: Legal Process
SCOTUS paper assignment handout
Technology Needs
Document camera
Laptop
Materials
LESSON ACTIVITIES

Five minutes for students to meet with their legal teams to finalize closing statements.
Beaulieu
Section
Statement of
Objective &
Purpose
Guided
Practice
Independent
Practice/
Homework
Closing/
Summary
Time
6 min. Were going to finish the trial
w/hook today! Please get into your places so
that we can begin.
40
Finish Trial of Mary Warren for
min.
Defamation
2 min.
5 min.
109

Get into places, prepare to
finish trial.
Finish trial.
Grammar warm up B4 integrating

quotes into papers.
Complete warm up.
Assign SCOTUS essay. Handout

documents and read through
assignment.
Take up papers, ask questions

about assignment.
You have the rest of the class

period to work on this paper. I
recommend that you do some sort of
pre-writing, either in class or at
home tonight. Of course, you need to
read the documents before you can
form your argument. Please write
down the steps for the pre-write in
your binder now.
Please finish pre-writing for
homework.
Begin pre-writing task.
Remember, we will be meeting in

Make note.
the media center tomorrow, not in
the classroom. See you then!
Trial
CFU during pre-write
Struggling students were given

resources to help them structure
their papers. Additionally, instead
of including quotes and support
from all three documents, some
students only needed to provide
information from two sources.
N/A
N/A
N/A
N/A
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Warm Up B4
Please add the appropriate punctuation below.
1)
In Act III John Proctor proclaims God is dead
2)
In Elizabeth and Johns conversation in Act II
John says to Elizabeth
An everlasting funeral marches round your heart
This metaphor illustrates the couples marital
issues following Johns affair
3)
More weight Giles Corey states moments
before his death
Supreme Court Opinion Pre-Write
Creating your argument:
Establish your argument: were the trials legal or illegal?
Supporting evidence 1:
Structuring your essay (use the information from the chart above to craft introductory sentences
for each paragraph):
Introductory paragraph: The trials were legal OR illegal because
Body paragraph 1: evidence
Conclusion paragraph: With this evidence, it is clear the trials were legal OR illegal
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Daily Lesson Plan

Standard Honors AP
Day/Date: 19/20 (10-28-15)
CCSS.W.11-12.7
CCSS.L.11-12.3

Procedure for writing an opinion paper
Students will know:
The argument they will make in their paper
Begin writing their paper
Articulate their position in writing
Defamation
Justice
SCOTUS
Materials
The Crucible
Technology Needs
Media Center
Laptop
LESSON ACTIVITIES
Get out necessary papers.
Section
Statement of
3
Good morning! Today you have the Listen.
Objective &
min.
entire class period to work on your
Purpose
with
SCOTUS opinion. Please use this
hook time wisely. I will be walking around
to help. Raise your hand if you have
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112
specific questions.
Guided
Practice
40
min.
Circulate, help students with their

papers.
Work on paper.
Independent
Practice/
Homework
2
min.
You may continue to work on your

paper at home tonight if you wish.
We will be back in the media center Listen, ask questions.

tomorrow. Please meet here and not
in the classroom. Any questions
before the bell?
CFU during paper writing
Closing/
Summary
N/A
5
min.
N/A
N/A
N/A
N/A
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SCOTUS Opinion Were the Salem Witch Trials legal?

The year is 1694. The child of an accused witch, Thomas Brown, is unable to claim his familys
land, which was redistributed following his mothers execution. He claims that the trial
proceedings were not legal, and, thus, he should be able to reclaim his land. A Supreme Court,
much like the one in todays government, is formed to decide the issue. You are a member of
that Supreme Court and must determine whether or not the trials were unjust based on the laws
of the day. You will write a persuasive paper (A Supreme Court Opinion) explaining why you
believe the trials were or were not legal. Please use support from The Crucible as well as the
information outlined below to assist you in your writing.
Facts of the case
1) The General Laws and Liberties Concerning the Inhabitants of the Massachusetts (1648)
are in effect. (See attached handout.)
2) However, the Court of Oyer and Terminer took precedence during the witch trials
themselves.
3) Thomas Brown is of legal age to inherit the property, but he was not at the time of his
mothers death. His father died shortly before his mothers trial.
4) His mother was one of the 19 victims hung over the course of the witch trials. While the
information regarding her specific case has been lost, you may cite any trial proceedings
in The Crucible when explaining your position.
How do I write this opinion?
1) Read The General Laws and Liberties Concerning the Inhabitants of the Massachusetts
document.
2) Read the Court of Oyer and Terminer Legal Process document.
3) Re-read the facts of the case above.
4) Determine whether the trials were legal based on the two legal documents and your
knowledge of how the trials progressed in The Crucible.
a. Remember, the trials as a whole must be proven illegal, not only Mrs. Browns
case (which, of course, we have no specific record of).
5) Write a Supreme Court Opinion (a persuasive paper) explaining why you think the witch
trials were legal or illegal. Decide what reparations Thomas Brown should receive, if any.
a. Cite evidence from the two legal documents and The Crucible.
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The General Laws and Liberties Concerning the Inhabitants of the Massachusetts
(1648) Standard
As soon as God set up a government among his people, he gave them laws to govern society. These
fundamental principles are comprehensive enough to cover all cases brought to court now and in future
times.
God has given us these laws; now we must execute them as he saw fit. Remember that old and true
proverb, The execution of law is the life of the law. If you think you are not bound by these laws, we
answer that since you and your family and your home are protected by our authority, you tacitly agree to
our government and laws.
The Book of the General Laws and Liberties
It is therefore ordered by this court and God that no mans life shall be taken away; no mans honor or
good name shall be stained; no man shall be deprived of his wife or children; no mans goods or estate
shall be taken away from him. Nor shall any persons life be interfered with unless he or she breaks the
laws outlined by the government. Should a person be accused of a capital crime, that person shall have
full power and liberty to make their last will and testament and other lawful articles regarding their lands
and estates.
Age
It is ordered by this court and God that the age for passing of land or other hereditary items, voting rights,
verdicts or sentences in any civil court case, shall be 21 years old. In the case of choosing a guardian, the
age will be 14 years old.
Arrests
It is ordered and decreed by this court and God that no man shall be arrested or imprisoned for any debt or
fine if the law can find any compensation from his estate. If no compensation can be found, he is
responsible for payment through prison time.
Capitol Laws
If any man shall keep or worship and other God but the Lord God, he shall be put to death. Exodus. 22.
20. Deut. 13. 6. And 10. Deut. 17. 2. 6.
If any man or woman is a witch, that is, has or consults with a familiar spirit, he or she shall be put to
death. Exodus. 22. 18. Leviticus 20. 27. Deut. 18. 10. 11.
If any person commits adultery with a married person, the adulterer and adulteress shall surely be put to
death. Lev. 19. And 18. 20. Deuteronomy 22. 23. 27.
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Heresy
Should any Christian within this community attempt to subvert and destroy the Christian faith and
religion through heresy, such as denying the immortality of the soul, the resurrection of the body, attempt
to seduce others to commit heresy, etc., every person guilty shall be sentenced to banishment.
Lying
While truth in words and actions is required of all men, especially of Christians who are the professed
servants of God, and while all lying is contrary to truth, and some lies are not only sinful (as all lies are)
but also destructive to public well-being and injurious to some people, or with the intent to deceive and
abuse people with fake news and reports, it is therefore ordered by the court and God that every person of
the age of discretion (14 years old) who willingly makes or publishes any lie will be fined ten shillings, or
if the person has no money, he or she will stand in the stocks for a time not exceeding two hours. The
punishments will increase from there for continued lying.
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The General Laws and Liberties Concerning the Inhabitants of the Massachusetts
(1648) - Honors
So soon as God had set up Political Government among his people Israel he gave them a body of laws for
judgment both in civil and criminal causes. These mere brief and fundamental principles, yet withal so
full and comprehensive as out of them clear deductions were to be drawn to all particular cases in future
times.
You have called us from amongst the rest of our Brethren and given us power to make these laws: we
must now call upon you to see them executed: remembering that old & true proverb, The execution of
the law is the life of the law. If one sort of you that is a non-Freemen should object that you had no hand
in calling us to this work, and therefore think yourselves not bound to obedience etc. We answer that a
subsequent, or implicit consent is of like force in this case, as an express precedent power: for in putting
your persons and estates into the protection and way of subsistence held forth and exercised within this
Jurisdiction, you do tacitly submit to this Government and to all the wholesome laws thereof, and so is the
common repute in all nations and that upon this Maxim.
The Book of the General Laws and Liberties
It is therefore ordered by this Court, & Authority thereof, That no mans life shall be taken away; no mans
honor or good name shall be stained; no mans person shall be arrested, restrained, banished, dismembered
nor any ways punished; no man shall be deprived of his wife or children; no mans goods or estate shall be
taken away from him; nor any ways [interfered with] under color of Law or countenance of Authority
unless it be by the virtue or equity of some express law of the Country warranting the same established by
a General Court & sufficiently published, or in case of the defect of a law in any particular case by the
word of God. And in capital cases, or in cases excommunicate, condemned or other, shall have full
power and liberty to make their Wills & Testaments & other lawful Alienations of their lands and estates.
Age
It is ordered by this Court & the Authority thereof, that the age for passing away of lands, or such kind of
hereditaments, or for giving of votes, verdicts or sentences in any civil courts or causes, shall be twenty
and one years: but in case of choosing of Guardians, fourteen years.
Arrests
It is ordered and decreed by this Court & Authority thereof, That no mans person shall be arrested or
imprisoned for any debt or fine if the law can find any competent means of satisfaction otherwise from
his estate. And if not his person may be arrested and imprisoned, where he shall be kept at his own
charge, not the Plaintiffs, till satisfaction be made; unless the Court that had cognizance of the cause or
some superior Court shall otherwise determine.
Capitol Laws
IF any man after legal conviction shall HAVE OR WORSHIP any other God, but the LORD GOD: he
shall be put to death. Exodus. 22. 20. Deut. 13. 6. & 10. Deut. 17. 2. 6.
If any man or woman be a WITCH, that is, has or consults with a familiar spirit, they shall be put to
death. Exodus. 22. 18. Leviticus 20. 27. Deut. 18. 10. 11.
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If any person commit ADULTERY with a married or espoused wife; the Adulterer & Adulteress shall
surely be put to death. Lev. 20. 19. & 18. 20. Deuteronomy 22. 23. 27.
Heresy
That if any Christian within this Jurisdiction shall go about to subvert and destroy the Christian Faith and
Religion, by broaching or maintaining any damnable heresy; as denying the immortality of the Soul, or
the resurrection of the body, or any sin to be repented of in the Regenerate, or any evil done by the
outward man to be accounted sin: or denying that Christ gave himself a Ransom for our sins, or shall
affirm that wee are not justified by his Death and Righteousness, but by the perfection of our own works;
or shall deny the morality of the fourth commandment, or shall endeavor to seduce others to any the
heresies aforementioned, every such person continuing obstinate therein after due means of conviction
shall be sentenced to Banishment.
Lying
Whereas truth in words as well as in actions is required of all men, especially of Christians who are the
professed Servants of the God to Truth; and whereas all lying is contrary to truth, and some sorts of lies
are not only sinful (as all lies are) but also pernicious to the Public-weal, and injurious to particular
persons; it is therefore ordered by this Court and Authority thereof,
That every person of the age of discretion [which is accounted fourteen years] who shall wittingly and
willingly make, or publish any Lie which may be pernicious to the public weal, or tending to the damage
or injury of any particular person, or with intent to deceive and abuse the people with false news or
reports: and the same duly proved in any Court or before any one Magistrate (who hath hereby power
granted to hear, and determine all offences against this Law) such person shall be fined for the first
offence ten shillings, or if the party be unable to pay the same then to be set in the stocks so long as the
said Court or Magistrate shall appoint, in some open place, not exceeding two hours. For the second
offence in that kind whereof any shall be legally convicted the sum of twenty shillings, or be whipped
upon the naked body not exceeding ten stripes. And for the third offence that way forty shillings, or if the
party be unable to pay, then to be whipped with more stripes, not exceeding fifteen. And if yet any shall
offend in like kind, and be legally convicted thereof, such person, male or female, shall be fined ten
shillings a time more then formerly: or if the party so offending be unable to pay, then to be whipped with
five, or six more stripes then formerly not exceeding forty at any time.
Beaulieu
118
The Court of Oyer and Terminer

Legal Process
1) When an individual filed an official complaint to the court about a suspected witch, a magistrate
would issue a warrant for the arrest of the accused person. Before the Court of Oyer and Terminer
was appointed, the sitting magistrates of the regular Salem court or village officials presided at the
examinations, which functioned as preliminary hearings and decided whether there was enough
evidence to hold an accused witch for trial.
2) If the complaint was deemed credible, the magistrates issued a warrant for arrest and the individual
was brought in for a public examination, essentially an interrogation, where the magistrates pressed
the accused to confess.
3) Once the accused person was taken into custody, he or she was examined by two or more magistrates.
If, after listening to testimony, the magistrates believed the accused person was probably guilty, the
accused was sent to jail for possible re-examination and to await trial.
4) The case would then be presented to a Grand Jury, where testimony would be made and depositions
entered into evidence.
5) If the accused is indicted by the Grand Jury, he or she was tried before the Court of Oyer and
Terminer. A jury would then decide the defendants guilt or innocence.
6) If the defendant was found guilty, the Court would pronounce the sentence. In the Salem Witch
Trials, guilty defendants were sentenced to be hanged on a specific date.
7) The sheriff and his deputies carried out the sentence of death.
Beaulieu
119
ACT Writing Test Rubric SCOTUS Opinion

Score 6:
Responses at
this
scorepoint
demonstrate
effective skill
in writing an
argumentative
essay.
Score 5:
Responses at
this
scorepoint
demonstrate
welldeveloped
skill in
writing an
argumentative
essay.
Score 4:
Responses at
this
scorepoint
demonstrate
adequate skill
in writing an
argumentative
essay.
Ideas and Analysis
Development and Support
Organization
Language Use
The writer generates

an argument that
critically engages one
perspective on the
given issue. The
arguments thesis
reflects nuance and
precision in thought
and purpose. The
argument establishes
and employs an
insightful context for
analysis of the issue.
The analysis examines
implications,
complexities and
tensions, and/or
underlying values and
assumptions.
an argument that
productively engages
one perspective on the
given issue. The
arguments thesis
reflects precision in
thought and purpose.
The argument
establishes and
employs a thoughtful
context for analysis of
the issue and its
perspective. The
analysis addresses
implications,
complexities and
tensions, and/or
assumptions.
an argument that
engages one
perspective on the
given issue. The
arguments thesis
reflects clarity in
The argument
establishes and
employs a relevant
context for analysis of
the issue and its
Development of ideas
and support for claims
deepen insight and
broaden context. An
integrated line of
skillful reasoning and
illustration effectively
conveys the
significance of the
argument. Elaboration
enriches and bolsters
ideas and analysis.
The response exhibits

a skillful
organizational
strategy. The response
is unified by a
controlling idea or
purpose, and a logical
progression of ideas
increases the
effectiveness of the
writers argument.
Transitions between
and within paragraphs
strengthen the
relationships among
ideas.
The use of language

enhances the
argument. Word
choice is skillful and
precise. Sentence
structures are
consistently varied
and clear. Stylistic
and register choices,
including voice and
tone, are strategic
and effective. While
a few minor errors in
grammar, usage, and
mechanics may be
present, they do not
impede
understanding.
deepen understanding.
A mostly integrated line
of purposeful reasoning
and illustration capably
conveys the
significance of the
argument. Elaboration
enriches ideas and
analysis.

a productive
organizational
strategy. The response
is mostly unified by a
controlling idea or
purpose, and a logical
sequencing of ideas
contributes to the
effectiveness of the
argument. Transitions
between and within
paragraphs
consistently clarify the
relationships among
ideas.
The use of language

works in service of
the argument. Word
choice is precise.
Sentence structures
are clear and varied
often. Stylistic and
register choices,
including voice and
tone, are purposeful
and productive.
While minor errors
in grammar, usage,
and mechanics may
be present, they do
not impede
understanding.
clarify meaning and
purpose. Lines of clear
reasoning and
illustration adequately
convey the significance
of the argument.
Elaboration extends
ideas and analysis.

a clear organizational
strategy. The overall
shape of the response
reflects an emergent
controlling idea or
purpose. Ideas are
logically grouped and
sequenced.
Transitions between
clarify the
relationships among
The use of language

conveys the
argument with
clarity. Word choice
is adequate and
sometimes precise.
Sentence structures
are clear and
demonstrate some
variety. Stylistic and
register choices,
including voice and
tone, are appropriate
Beaulieu
perspective. The
analysis recognizes
implications,
complexities and
tensions, and/or
assumptions.
Score 3:
Responses at
this
scorepoint
demonstrate
some
developing
skill in
writing an
argumentative
essay.
Score 2:
Responses at
this
scorepoint
demonstrate
weak or
inconsistent
skill in
writing an
argumentative
essay
Score 1:
Responses at
120
ideas.
for the rhetorical

purpose. While
errors in grammar,
usage, and
mechanics are
present, they rarely
impede
understanding.
Ideas and Analysis
Development and Support
Organization
Language Use

an argument that
responds to one
perspective on the
given issue. The
arguments thesis
reflects some clarity in
The argument
establishes a limited or
tangential context for
analysis of the issue
and its perspective.
Analysis is simplistic
or somewhat unclear.
are mostly relevant but
are overly general or
simplistic. Reasoning
and illustration largely
clarify the argument but
may be somewhat
repetitious or imprecise.

a basic organizational
structure. The
response largely
coheres, with most
ideas logically
grouped. Transitions
between and within
paragraphs sometimes
clarify the
relationships among
ideas.

an argument that
weakly responds to
one perspective on the
given issue. The
arguments thesis, if
evident, reflects little
clarity in thought and
purpose. Attempts at
analysis are
incomplete, largely
irrelevant, or consist
primarily of
restatement of the
issue and its
perspective.
are weak, confused, or
disjointed. Reasoning
and illustration are
inadequate, illogical, or
circular, and fail to
fully clarify the
argument.

a rudimentary
organizational
structure. Grouping of
ideas is inconsistent
and often unclear.
Transitions between
are misleading or
poorly formed.
The writer fails to

generate an argument
that responds
Ideas lack development,

and claims lack support.
Reasoning and
The response does not

exhibit an
organizational
The use of language

is basic and only
somewhat clear.
Word choice is
general and
occasionally
imprecise. Sentence
structures are usually
clear but show little
variety. Stylistic and
register choices,
including voice and
tone, are not always
appropriate for the
rhetorical purpose.
Distracting errors in
grammar, usage, and
mechanics may be
present, but they
generally do not
impede
understanding.
The use of language
is inconsistent and
often unclear. Word
choice is
rudimentary and
frequently imprecise.
Sentence structures
are sometimes
unclear. Stylistic and
register choices,
including voice and
tone, are inconsistent
and are not always
appropriate for the
rhetorical purpose.
Distracting errors in
grammar, usage, and
mechanics are
present, and they
sometimes impede
understanding.
The use of language
fails to demonstrate
skill in responding to
Beaulieu
this
scorepoint
demonstrate
little or no
skill in
writing an
argumentative
essay.
intelligibly to the task.

The writers intentions
are difficult to discern.
Attempts at analysis
are unclear or
irrelevant.
illustration are unclear,

incoherent, or largely
absent.
structure. There is
little grouping of
ideas. When present,
transitional devices
fail to connect ideas.
121
the task. Word

choice is imprecise
and often difficult to
comprehend.
Sentence structures
are often unclear.
Stylistic and register
choices are difficult
to identify. Errors in
grammar, usage, and
mechanics are
pervasive and often
impede
understanding.
Beaulieu
122
Daily Lesson Plan

Standard Honors AP
Day/Date: 20/20 (10-29-15)
CCSS.W.11-12.7
CCSS.L.11-12.3

Procedure for writing an opinion paper
Students will know:
The argument they will make in their paper
Begin writing their paper
Articulate their position in writing
Defamation
Justice
SCOTUS
The Crucible
Technology Needs
Media Center
Laptop
Materials
LESSON ACTIVITIES
Pass out paper rubric and calendar for next unit.
Section
Statement of
3
Like yesterday, you have the whole
Get out materials, listen, work
Objective &
min.
class period to work on your paper.
on paper.
Purpose
with
This is our last day in the media
hook center use this time wisely!
Beaulieu
Guided
Practice
40
min.
Circulate as students continue to work Continue working on paper.

on their papers.
Independent
Practice/
Homework
2
min.
If youd like for me to read your

rough draft and give you feedback,
please have your rough draft to me by
tomorrow!
Closing/
Summary
5
min.
Were finished with our unit on The

Crucible! Please remember that your
final SCOTUS opinion is due a week
from tomorrow. See you back in the
classroom tomorrow!
123
Make note.
CFU during paper writing

N/A
N/A
N/A
N/A
N/A

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English III/The Crucible

MAT Fall Unit Plan Cover Sheet

Title of Unit: The Crucible

Course/Level: English III

Date Submitted: November 30, 2015

Where/How Addressed in the Unit

How to closely read a play: Students will understand stage

English III/The Crucible

Integration with 21st

The Crucible (1996): Students will view Acts I and III of

Critical Thinking and

Argumentative Essay: Students will write a persuasive

English III/The Crucible

Unit Plan for English III The Crucible

Dramatizing language can help readers/viewers read in

Students will know . . .

The plot and characters in The Crucible.

Is spoken language different than written

Students will be able to . . .

Closely read the language of

English III/The Crucible

The historical framework for the text, including Arthur

Write persuasively for or against the

Stage 2Assessment Evidence

Work on a legal team in preparing for the trial of Mary

Quizzes to assess whether students

Stage 3Learning Plan

English III/The Crucible

Daily Lesson Plan

Relevant NC Standard Course of Study Goal(s):

Specific Lesson Objectives

English III/The Crucible

Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)

We will review the syllabus together

Respond with any questions

Before we dive into the text, well

Pass out student packet. Present

Take up packet, take notes.

As I mentioned in the syllabus, well

Listen, get into groups.

English III/The Crucible

Give the task of defining the word

Gather in Reading Groups.

Bring the class back together. Ask

Have a representative from the

Pass out The Crucible. Turn to Act I.

English III/The Crucible

CFU during Two Things I Learned and looking at student questions.

English III/The Crucible

English III/The Crucible

The Crucible Important Information!

English III/The Crucible

English III/The Crucible

English III/The Crucible

English III/The Crucible

Daily Lesson Plan

Specific Lesson Objectives

The Crucible (1996 film)

Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)

English III/The Crucible

What the Teacher will do: