Curriculum / ELA / 10th Grade / Unit 7: The Crucible / Lesson 11
ELA
Unit 7
10th Grade
Lesson 11 of 22
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Draw parallels between McCarthyism and the events of The Crucible.
Explain events of the rising action and the irony of the situation.
Play: The Crucible by Arthur Miller — Act II, pp. 53-60 and pp. 60-67
Article: “McCarthyism” by USHistory.org
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What message do you think Arthur Miller wanted to send to his readers by writing The Crucible during the McCarthyism era? Explain using evidence from both texts.
What is Miller’s purpose in the scene on pp. 60–67? Explain.
Questions about the text that will help guide the students understanding
Homework Review: The Crucible (pp. 53–60):
“McCarthyism”:
The Crucible (pp. 60–67):
Suggestions for teachers to help them teach this lesson
Lesson 10
Lesson 12
Distinguish between mood and tone in the first pages of “The Lottery.”
Independently identify and analyze symbols used in “The Lottery."
Finish “The Lottery” and explain how Jackson’s tone serves to underscore the horror of the events in the story.
Reexamine “The Lottery” for clues early on that hint at the eventual ending.
Explain theme in a short written response that addresses Checks For Understanding from the previous unit’s test.
Explain the herd mentality phenomenon.
Analyze the full setting and explain how the setting helped to create the herd mentality that caused the witch trials.
Establish the power dynamics, conflict, and characterization as revealed in Act 1.
Characterize the relationship between John Proctor and Abigail.
Identify and describe the conflict between the Putnams and the Nurses as developed by Miller in this scene.
Characterize Hale and explain what he represents in the play.
Explain how the role of the Devil has changed in religion over time and explain how the people of Salem viewed him.
Explain the difference in perspective and tone between the excerpts from Condé’s book and Miller’s play.
Analyze Proctor and Elizabeth’s relationship and identify each of these characters’ tragic flaws.
Explain John Proctor’s decision to go to the court.
Analyze the symbolism of the courtroom and the significance of Danforth.
Track Mary Warren’s changing emotions throughout this scene.
Continue tracking Mary Warren’s emotions.
Examine Miller’s use of suspense.
Continue to track Mary Warren’s emotions for open response.
Writing
Produce a written analysis of Mary Warren’s changing emotions.
Identify and compare perspective in two texts.
Explain Danforth’s motives in this scene and analyze Proctor’s choice.
Explain John Proctor’s tragic flaw.
Explain what makes The Crucible a tragedy and John Proctor its tragic hero.
Explain the tone and author’s purpose of specific lines of the poem.
Draw connections to events in The Crucible.
Assessment
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