1. Imagine that John and Elizabeth Proctor are in jail but have not yet met face-to-face as they do in Act 4. In your best handwriting, write a letter from Elizabeth to her husband John. Elizabeth knows they are both headed for the gallows (hanging). In the letter, detail any grievances (complaints) she has with John and their life together, any regrets she has, any blame, and any beliefs she might have. In the same way, imagine John reads the letter and responds. Write a letter from John to Elizabeth in response to hers; it should express how he feels now, and any beliefs/regrets he may have.
2. There are multiple cases of irony in the play. Select three such cases, and draw a small sketch or cartoon that depicts the events at the “moment of surprise” the audience experiences in each case. Three cases, three pieces of art. On the back of each drawing/sketch, explain in a few sentences how that particular situation is ironic.
3. Imagine you are a lawyer sent to defend the accused of Salem. You understand the Puritan culture and their strong religious beliefs, and although you know it will be difficult, you must still present a defense to the court. Write the dialog (in play-like format) of the courtroom scene in which you present your defense. In this scene, your dialog should also include interaction with the judges and perhaps a few characters.
4. Abigail refuses to admit any wrongdoing in the play, and keeps lying to the end, yet we discover in Act Four that she has left town. Why did she leave? Imagine that Abby writes two “Goodbye” letters: one to Proctor, the other to her uncle Reverend Parris. Using your best handwriting, write these two letters from Abby. In each, detail why she is leaving, any regrets she has, any blame, and any beliefs.
5. John Proctor, despite his best efforts, fails to overthrow Abby and the girls. Despite the fact that he cheated on his wife, we still consider him a kind of hero, so write a song that commemorates him as a hero. His story is tragic, just like the story of the witchcraft hysteria overall, so write a song that will recall the major events in the play, build up Proctor, and make us see him as a hero who fell. Who is the “villain?”
6. Make a comparison between the hysteria of the Salem Witch Trials and at least TWO of the following: Americans’ view toward Japanese after the bombing of Pearl Harbor; Americans’ view toward people of Middle-Eastern descent after the attacks of September 11; Americans’ view toward Native Americans during Westward Expansion across the North American Continent; Americans’ view toward Communists and Communism during the Cold War, especially in the time of Senator Joe McCarthy. You can create art, a poster, write a speech, write a paper. Just let me know.

• The project itself shows exceptional quality and care in preparation
• The student’s replies to questions are thorough and deliberate; care was obviously taken in preparation to answer
• The project itself and the student’s replies show a knowledge that consistently goes deeper than the surface of the play

• The project shows good quality and care in preparation
• The student’s replies to questions are mostly thorough and deliberate; some care was taken
• The project itself and the student’s replies show a knowledge that at times goes deeper than the surface of the play

• The project shows quality and care in preparation, but not consistently
• The student’s replies to questions are not developed, nevertheless, the student answers the questions
• The project itself and the student’s replies show good understanding of the play, yet no deeper insights are given

• The project meets the requirements, yet quality and care are not evident
• The student’s replies to questions are minimal, yet reveal a passable level of knowledge and understanding
• The project itself and the student’s replies show passable understanding of the play; no deeper insights are given

1. It is revealed in Act II that those charged with witchcraft and deny it face hanging. However, those who confess to their sin face only a few days in jail. If this is in fact ironic, then identify how – what is unnatural about the situation, and what would one suspect under normal circumstances?
    
2. John Proctor is asked to recite his commandments, yet he forgets one. When Elizabeth reminds him which one is missing, the audience finds it an ironic twist. What is it about this small episode that makes it ironic? Once again, try to fit your explanation into the definition.
    
3. When Hale interrogates the Proctors in Act II he encourages John to show “charity.” Audience members, upon hearing Hale utter this to Proctor, tend to laugh, claiming that this is ironic coming from Hale. Given Hale’s position as Reverend and his behavior in the play so far, how is his encouragement to Proctor in fact ironic? Once again, identify what the audiences sees vs. what we would expect from the situation.
4. John Proctor assures the judges that his wife Elizabeth has never been known to lie – she is a perfectly honest woman. Yet when she is brought before the judges to report why she fired Abigail from the house, she does something very surprising that shocks all of the characters AND the audience. How is her behavior at that moment ironic, considering what we expect, and what John Proctor knows about his wife?
    

1. First, you must explain what is logically to be expected. An example if we’re writing about #1 might be: “Under normal circumstances, when someone is accused of a crime and they plead guilty, there is severe punishment, especially if the crime is violent. However, if someone pleads not guilty and is also found not guilty by a court of law, then they are allowed to go free of any punishment at all.”
2. Second, describe how it “plays out” in the text. An example if we’re continuing #1 might be: “In the play, those who plead guilty are given a light punishment by a few days in jail. So even if they are guilty of witchcraft, they are free within a matter of days, accepted once again by society. However, if the accused pleads that they are not guilty, then they are not believed, and they are likely to be given the penalty of death – the harshest penalty.”
3. And lastly, explain how the text puts a “twist” on our expectation through irony. More for #1 could sound like: “The play presents a situation that is opposite what we expect. Instead of the guilty being punished, they practically go free immediately, and get a light sentence. In addition, those who are not guilty are put to death. It is ironic that the opposite of expectation is presented.”

1. What is the setting of Act Two?
2. When John Proctor enters, why is he tired from the day?
3. How is he received by Elizabeth Proctor?
4. What stands between the Proctors?
5. Based on their interaction, how is their relationship at present? (Details for support?)
6. Do they have any affection for one another? (Details for support?)

1. Why does John pause to think when Elizabeth urges him to go tell the court Abigail is lying?
2. Why does Elizabeth think John pauses?
3. What is the attitude of Mary Warren when she returns from the courthouse, and why does she have this attitude?
4. What shocking news does Mary Warren bring the Proctors?
5. What gift does she give Elizabeth Proctor, and how does it become relevant later in the Act?
6. What is Hale's purpose when he comes to the Proctor home?
7. Do the Proctors give Hale any information he can use? If so, what is it?
8. Hale seemed sure of finding witchcraft in Act One - an expert with heavy books. How sure is he now? (Details for support?)
9. On what grounds is Elizabeth Proctor arrested? How did she foresee this coming?
10. How are Giles Corey, Francis Nurse, and John Proctor bound together at the end of Act Two?
11. What feelings toward his wife do you feel John Proctor has based on Act Two overall?

1. What is the setting of Act Two?
2. When John Proctor enters, why is he tired from the day?
3. How is he received by Elizabeth Proctor?
4. What stands between the Proctors?
5. Based on their interaction, how is their relationship at present? (Details for support?)
6. Do they have any affection for one another? (Details for support?)

• In the beginning of Act Two we meet a new character: Elizabeth Proctor. What kind of woman is she?
• What problems are now faced by John and Elizabeth Proctor?
• Is there anything they can do?

• Complete reading Act Two.
• Get inside the head of a main character in Act Two. What is he/she thinking as these events unfold? How do they feel about what they see, and what motivates them to behave the way they do? Write about 1/2 page of thoughts you think one of the characters has. This homework will be collected and graded on the ten-point scale.

1. If any of you (want, wants) to help, please come after school.
2. Neither the players nor the coach (feel, feels) the game went well.
3. While out running late at night, I saw (a, an) UFO.
4. Peter's kindness showed everyone he is (a, an) honorable man.
5. Correct or incorrect: "Paula!" shouted her father, "Get your dog out of my garden!"
6. Correct or incorrect: It may surprise you, but I enjoy movies with Jim Carrey, especially "The Mask."

• What connection is made between Betty's "illness" and the Putnam's own history? Why are they quick to jump to witchcraft?
• What do the stage directions in italics say about Mercy Lewis? Who is she? What does she do in this part?
• What differences do you see between Mary Warren and Mercy Lewis? Who is more powerful?

• How is Proctor connected to Mary Warren? How is he connected to Abigail?
• What comments by Proctor seem to offend Abigail? How does Abby WANT to be seen?

• What "power" does Rebecca Nurse seem to have over Betty?
• What is Rebecca's answer for Betty's "sickness?"
• Mrs. Putnam has a problem with Rebecca - what is it?

• What conflict does Parris have with Proctor and others in town?
• What is Putnam's problem with Giles Corey? With John Proctor?
• Based on how these men interact, what would you say is a major problem in the town?

• Based on these pages, what kind of man is Hale? Trustworthy?
• What shocking fact does Mrs. Putnam reveal about her past?
• What is Giles Corey curious about with regard to his wife?

• Characterization - Objective: Objective characterization is how society or other characters view one specific character.
• Characterization - Subjective: Subjective characterization is how a specific character views him or herself.

• Who are her friends? What seems to tie her and the girls together?
• What is Abigail's role in the group of girls?

• How does she see herself? (Subjective characterization) -- give a summary of the events or dialog that reveals this information to you (better yet - a page #)
• How do others see her? (Objective characterization) -- give a summary of the events or dialog that reveals this information to you (better yet - a page #)
• Helpful questions:

• What does Proctor think of Abigail? How does he view their past relationship and their relationship now?
• What does Abigail think of Elizabeth Proctor?
• What does Parris tell Abigail about rumors concerning her?

• There will be a brief QUIZ next class on Act One - know your character relationships AND how to support your opinion of a character
• Begin reading Act Two - read from the beginning to the middle of page 64 where Elizabeth tells John Proctor, "Go to Abigail" QUESTION: Why would she tell him to go to Abigail? What could the girl do for Elizabeth and John at this point?

1. A frustrated coach yelled at his player, How can you expect to win when you play like that!?
2. The song Elevation by the group U2 is one of my favorites.
3. I prefer Tolkein's novel The Lord of the Rings to the film series of the same name.
4. Justin explained to me, When I interviewed Suzanne for the yearbook, she said, I love running cross country for the exercise and the friendship with others.
5. My daughter can't say the word dog, so she says oof oof instead.

• Does the Tituba journal entry assignment demonstrate you know what happened in Act One?
• Does the journal entry address what happened in the woods prior to Act One?
• Does the journal entry reveal how Tituba feels in response to the day's events?

• Reverend Sam Parris
• Betty Parris
• Abigail
• Tituba
• Thomas Putnam
• Ann Putnam
• Ruth Putnam
• Mary Warren
• Mercy Lewis
• John Proctor
• Elizabeth Proctor
• Giles Corey
• Rebecca Nurse
• Reverend Hale

• What is the accusation against her?
• How does she handle the accusation?
• Do you think her handling of this situation is wise or not?

• Group one members: Read silently from Putnam’s lines at the bottom of 15 to page 22 where Mercy Lewis exits the stage.
• Group two members: Read silently from where Mercy Lewis exits the stage to the top of 25 where Abigail says, “John, pity me, pity me!”
• Group three members: Read silently the DIALOG ONLY from the top of 26 to the bottom of 32 where Parris says, “Why, thank you, Giles!”
• Group four members: Read silently from the middle of 38 where Hale enters to the top of 44 where we began our investigation of Tituba above.

• After reading, make a list of the characters in your assigned section.
• Decide on two words that best describe each character based on what you read in this section.
• For each word you use to describe the character, point to evidence that backs your opinion. Ask yourself, “Why is this a good word to describe this person?”

• Part One: Finish reading Act One on your own if you haven't done so.
• Revise and improve your journal entry for Tituba now that you know more about her.
• Part Two: Complete a character analysis worksheet (you can just create your own based on our handout) for TWO more characters: Abigail, Parris, Hale, Mr. Putnam, Mrs. Putnam. Base your assessments of these two people on their behavior in ACT ONE ONLY.
   

1. My brother saw (a, an) mouse run away when he turned on the light.
2. Have you ever had (a, an) dream with (a, an) unicorn?
3. You will find the hammer (a, an) useless tool when you really need pliers.
4. I heard you saw (a, an) awesome game this weekend. Where was it played?
    
5. I will meet you and your brother (a, an) hour after school.
6. I had (a, an) business meeting with (a, an) Russian last week, and I found him (a, an) honest man.
7. REVIEW: Either my brother or my sisters (is, are) expected to drive you to your appointment.
8. REVIEW: Each of the people (was, were) amazed by the gymnast's floor routine.

• http://summarycentral.tripod.com/thecrucible.htm
• http://www.bookrags.com/notes/cru/PART1.htm
• http://plays.about.com/od/plays/a/crucibleSummary.htm

1. What is revealed about the community of Salem? What do the people in this community seem to value?
2. What does Miller reveal about any characters?
3. Does the author claim to make an accurate representation of the events surrounding the witch trials?

1. What do we know so far about the community from Miller's comments?
2. What do we know about Miller's interpretation of the events? Does he sound reliable?

1. How wise is Tituba? Just a stupid slave woman, or something more?
2. Would you want Reverend Parris to be your father? Forget the fact he's a Reverend - base your reply simply on what you learn about his personality from the way he acts and what he says.
3. What possibilities exist for why Betty won't speak?

• What does she think about her employer Mr. Parris?
• What does she think about the day's events?
• What are her thoughts about the girls in town and her involvement with them?
• WHat does she want to do now?

• Students will receive a card or slip of paper with an example of a literary device at work. Devices such as simile, alliteration, onomotopaea, metaphor, rhyming couplet, organization (intro, body, conclusion), hyperbole/exaggeration, and understatement will be used.
• Students must read their cards aloud to locate other group members.

• Students introduce one another by first name within the group.
• The group attempts to identify what kind of literary device was used on their slip of paper.
• The group tries to think of a kind of food that begins with the same letter as each person's first name. Examples: Russell > ravioli -- Barbara > blueberries -- Tyler > turnips
• Once groups link first names to a food, groups will take turns standing and introducing one another like so: "This is Russell and he likes ravioli." Groups also read their slip of paper and share what literary device they think is being used.
• Each new group to introduce itself must repeat the names and "likes" of each previous group!
• Finally, the teacher tries to identify each person's first name and his/her food connection.

• Name, first and last
• City and state or country where you were born
• Number and names of brothers and sisters
• List of major interests (minimum one, maximum three)

• For this activity, students must think of how they are NOT like some common object.
• Think of something or find something that is completely opposite of yourself. Select something that has characteristics different from you.
• Describe in detail how the object you have chosen is NOT like you (or how you are not like it). Write at least five sentences, and no more than one full page of text.