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Sept. 30. Bellwork. ACT THREE: Write one page (in detail) about a time when . . . You (or someone you observed) was on a "power trip.". Common Core Standard The Crucible.
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Bellwork • ACT THREE: Write one page (in detail) about a time when . . . • You (or someone you observed) was on a "power trip."
Common Core StandardThe Crucible • 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, including determining where the text leaves matters uncertain. • 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. • RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Analyze and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies and techniques
lines 77–96: • Analyze • How are Hale’s attempts to help Giles and Francis hindered? Why else might these men be frustrated? • Synthesize • Do you think that the judges will be sympathetic to the husbands’ efforts to save their wives? Why or why not?
Lines 215–241: • Recall • Why does Proctor avoid church and sometimes plow on Sunday? • Interpret • How can you give both a positive and a negative interpretion to Proctor’s responses to the disclosures that he stays away from church and sometimes works on Sunday? • Evaluate • How easy is it for readers to sympathize with Proctor as he answers Danforth’s questions? Explain.
Lines 501-525 • Analyze • What will it mean if Proctor is right about Abigail and the other girls? Why does Hale want Proctor to hire a lawyer to make his case? • Evaluate • How well does Miller convey the intensity of Hale’s feelings in this scene? Cite evidence.
lines 738–759: • Analyze • Why is Mary unable to faint when Parris asks her to do so? • Synthesize • Consider what you have learned about Mary Warren up to this point. Why is placing great importance upon her testimony an effective way of creating suspense?
lines 796–805. • Analyze Motivation • What techniques does Abigail use to redirect the attention of the court? • Why does she deflect interest in herself?
lines 1034–1054, • Summarize • When the girls speak as a group, what do they say? Why? • Interpret • How do the girls behave as Mary grows increasingly upset? • Synthesize • What causes might explain the girls’ behavior? Which cause do you think has the best textual support?
Explore Plot and Character Development • Have students reread lines 457–470 • identify the crucial shift in Hale’s position. • discuss what Danforth’s angry words reveal about his own position.
Exit Ticket • Synthesize • Encourage students to reflect upon Giles’s responses to Danforth in lines 411–430. • Then write a brief paragraph explaining how this scene connects to the themes of The Crucible and to Miller’s own views. Students may choose to reread the mini-essays found earlier in the play or to do brief research online for more information about Miller’s views on and experiences of McCarthyism.