The Crucible Research Project for After Reading
My juniors are getting fix to first The Crucible this calendar week, and I am and then excited! Arthur Miller'due south play is a groovy way to teach allegory, tone, and speaking and listening skills. It's also a fun fashion to finish the semester. Here are some of my best strategies and tools for teaching The Crucible :
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Earlier Reading The Crucible
Over the years, I've learned that my students practice not need an exhaustive understanding of the play'south historical contexts (yeah, that's plural contexts ). However, there is some information students do need to truly understand the text.
–Build context for the Red Scare. For students to truly appreciateThe Crucible, they demand an thought of the historical context in which Miller wrote the play. To help students build context for the Cerise Scare, I ordinarily show What is McCarthyism? And How Did information technology Happen? by Ellen Schrecker on Ted-Ed (one of my favorite Ted-Ed videos!). This curt video gives students the basics of McCarthyism and sets up some of the play's central conflicts. I've developed this listening guide to help my students follow along.
–Define allegory. Earlier discussing the Salem Witch Trials in detail, I introduce the concept of "allegory." This is a term I define explicitly for students. The definition I utilise isan writer's use of i event, image, or figure to provide commentary (usually critical and/or political) on another effect, prototype, or effigy.Some examples to consider areThe Lion, the Witch, and the Wardrobe as Christian allegory orAnimal Farm as political apologue. Depending on the class, students ofttimes enquire me to differentiate apologue from parody, satire, and/or symbolism. When they inquire, this is the visual I use.
-Edifice apprehension and previewing themes. An apprehension guide is another bang-up way to get students excited for reading The Crucible. To preview important conflicts and themes from the play, I utilise this gratis anticipation guide!
Visualizing Characters
As I build context for the Red Scare, it'south also important to build context for the Salem Witch Trials and the individuals involved. Here's how I assist students understand the relationships at play inThe Crucible.
Beginning, I get a piece of chart paper to mail service on the board. With my students, I'm going to make a "family tree" of sorts and then they tin can run into the relationships between characters in the story. This kind of chart is a must-take anchor chart for secondary ELA. I similar to start with Rev. Parris, then become to Tituba, Betty, and Abigail. Once I get to Abigail, I begin to connect all the girls involved in the accusations.
Pro Tip: Fifty-fifty though Ruth Putnam does not speak during the play, calculation her to the chart helps students meet the relationship between the Putnams and the Salem Witch Trials. As I create the chart on the board, some students will create their own chart, but others volition just listen.
Then, I begin to enquire for students interested in playing each role. Earlier class fifty-fifty begins, I might approach students I know who are particularly shy or timid and prepare them for what is coming. Unless a pupil has an exceptional situation, I require every student to play a part in our classroom "performance." However, if I know a student gets anxious about speaking in class, I will usually give them a preview of the play's smaller roles. Then, I will call on them first, then they become a part they feel comfortable with. Similarly, I will too talk to my more outgoing students ahead of time and propose some of the meaty roles.
Pro Tip: Get a good Danforth. I ever think that I need a good Proctor and a stiff Parris, merely Danforth slips by me sometimes. Some of his speeches are quite long, so a strong oral reader is a must!
As we cast the play, I add student names to the chart near the graphic symbol(s) they are playing. I will leave this posted for the duration of the play, so students can continually associate one student with 1 character. Some students may play more than than 1 character. Some roles that are traditionally female person may be not exist played by female person actors and vice versa, but none of that matters. The goal of casting the play is to aid students visualize the text.
Pro Tip: Cast ane pupil every bit your all-purpose stand-in so when a pupil is absent, you immediately know who volition step upwardly.
Edifice Context for the Salem Witch Trials
Once I have my bandage, I inquire my students to practise some background reading. I choose background texts from a number of sources, and each student reads a unique article. Very few students will read the same articles. I choose which student will read which slice of groundwork information based on which function(s) the student will have in our play and how well the student reads.
Once students have read their articles, students will work in small groups to create ballast charts with relevant information and visuals. I develop the groups based on what students read and how their readings relate. The groups and readings are listed below. I discover groups 1-3 and half-dozen-7 to be especially important. If you are short of students, groups 4-5 could be eliminated. After students accept created their anchor charts, they present them to the grade, and we hang them throughout the room. I am always impressed by how often we reference these charts.
Grouping 1: The Parris HouseholdThe student playing Rev. Parris will read this commodity from History of Massachusetts, Rebecca Brooks' historical blog. Our Parris will also read Arthur Miller'due south commentary about the character, which begins "At the fourth dimension of these events…" The commodity does contain spoilers, so yous may want to apply a Google Chrome extension similar Impress Friendly to clip the article accordingly. Similarly, the pupil playing Betty Parris will read this article, and our Tituba volition read this article. Although Abigail Williams is role of the Parris household, too, most articles I accept establish about her include too many spoilers! If you lot have a expert introductory article about Abigail, permit us know in the comments.
Grouping 2: Rev. Hale and Puritan ReligionIn this grouping, the student actor playing Hale will read this commodity. Additionally, I volition assign some other student to read the Unhurt commentary first with "Mr. Hale is nearing 40…" This is a dense piece of commentary and requires a capable reader. Then, I divide the rest of Miller's opening commentary between two students usually having i read from "No one tin can really know…" and 1 read from "The believed…" I ask these ii students to indicate out important aspects of Puritan religion, including fear of the forest. The data nearly Puritan life and religion is dense, so assign these readings to strong readers.
Grouping 3: Proctor and PutnamIn gild to prepare upwards Putnam and Proctor as parallel characters, I will take a group of only ii. Our Putnam actor will read Miller'south commentary showtime with "A word nearly Thomas Putnam…" The Proctor actor will read Miller'south commentary beginning with "Proctor was a…" Commonly, these two students create a t-chart contrasting these two characters.
Group 4: Respected TownspeopleThis, inevitably, becomes the "Old People Group." The educatee actors playing Francis and Rebecca Nurse will read Miller'due south commentary beginning with "And while they are so…" This is a good identify for students who are capable but non confident readers because they are going to read the same excerpt and can compare notes as needed. I too place our Giles player in this group. Giles is a dandy role for a educatee who is eager to participate but may not be the greatest oral reader. Additionally, Giles is a great role for the grade clown. Anyway, the Giles thespian will read Miller's commentary kickoff with "Old Giles must be spoken for…"
Group 5: Salem HistoryThis group normally takes 2-three students who are good simply not bully readers or who maybe lack confidence equally readers. 2 students tin can read this commodity nearly the Salem Witch Trial victims, or another student tin can read this article from Smithsonian. Another student can read facts near the Salem Witch Trials. If I need to, our educatee textbook likewise includes some background data a pupil tin read. In all cases, read the articles ahead to grab spoilers. Oftentimes, this is the group I ask to nowadays first so they can lay a solid foundation for us.
Group 6: What Options Did the Accused Have?On the surface, this may seem similar a silly grouping. However, I take establish this group to be essential because is helps my students sympathise the limitations of being accused. This group is where I identify my lowest readers and my visual readers. For my low readers, this is a good identify considering Rebecca Brooks' commodity is very piece of cake to follow (lots of good text features). Further, all the students in this grouping are going to read the same article, so they can work together. This is also a practiced place for my visual learners because the article lends itself to a menstruum chart. I am almost 100% sure this article contains a spoiler for Giles' fate, and then pre-read and edit ahead of time.
Grouping seven: Why I Wrote the Crucible by Arthur MillerThis is a great place for your Danforth! Typically, my Danforth is a strong independent reader. Miller's article is an important read but a challenging ane, and so this is a great identify for independent readers. I usually assign 2-3 students to this group and permit them know alee of time that they were specially selected for a challenge. This is unremarkably the group I have present last. Oftentimes, if the students are strong enough, I will besides enquire them to innovate the idea of an allegory.
While Reading The Crucible
While we read the play, we clear a space in the room to apply as a "stage." Since the play begins with Betty comatose, nosotros apply a table equally the "bed." One time we commencement arranging article of furniture in the room, students are commonly hooked. I've written about the importance of acting out plays before, only I will reiterate here that interim out plays helps students visualize the text and the complex relationships between characters.
In particular, while we are reading, students must be actively listening. Over the years, I've handled this unlike means. Sometimes I utilize entrance and exits slips to appraise how closely students were paying attention. Most of time fourth dimension, I utilize student annotations. As a grade, students decide what high-quality annotations wait like. Generally, my students determine a number of quality annotations per page of text. Since our summative assessment for this play is a test, I too give formative quizzes after each human action.
Every bit nosotros read the play, it's of import to stop and assess understanding (I use these quizzes). After yous've taught the play a few times, you go an idea of where you need to end. For case, the Act 2 scenes with John and Elizabeth are not that heady, so I frequently ask my students to make inferences based on stage directions. How is their marriage going? How can you tell?
Similarly, Danforth'due south speeches in courtroom are quite long, so nosotros may do a shut paraphrase of his speeches. Since I however do a bong ringer each solar day while we're reading the play, it takes us two or three course periods to read an act. Before we stop for each twenty-four hour period, I ask students to make a prediction for tomorrow. Then, at the beginning of the next form period, we begin with those predictions.
Finally, as we read, we render to the students' anchor charts. In detail, the Putnam and Proctor parallel characters chart becomes more and more important as we begin to consider themes. Similarly, the poster focused on Arthur Miller's reasons for writingThe Crucible becomes increasingly relevant.
Essential Questions for The Crucible
Essential questions are a great way to guide educatee reading and interpretation of the text. Over the years, I've honed in on these 7 essential questions:
- Firstly, what are the characteristics of a successful society?
- Secondly, should religion be part of authorities?
- How does fearfulness affect the truth and justice?
- When does organized religion become dangerous?
- What is the source of morality?
- What is the pride of integrity?
- Is gossip harmless?
Subsequently Reading The Crucible
While I enjoy teachingThe Crucible and its themes practice pose still-relevant points for discussion, the text is not without bug. In detail, Miller's treatment of Tituba and female characters can be troubling. For this reason, reading or discussing the text through critical lenses tin be especially of import. This critical sampler from Prestwick House is a not bad place to go started.
- In particular, Tituba is treated poorly inThe Crucible. As the only Blackness grapheme, she is subject to Othering and exoticizing as well as marginalization. For these reasons, a feminist or gender studies lens tin shed additional lite of Tituba. However, if you really desire to disengage Miller's reduction of Tituba, effort using the deconstructionist lens.
- For fun! Netflix'south recentThe Spooky Adventures of Sabrina ofttimes alludes toThe Crucible.Like The Crucible,Sabrinadoes not treat all of its Black characters well. For instance, cheque out this article fromTeen Vogueabout howSabrina"Failed Prudence Nighttime."
- Like Tituba (and Taylor Swift), Abigail's portrayal can have some problems. In particular, reading Abigail's story alongside Hester Prynne'south story tin exist revealing. Is Abigail, like Hester, the victim of slut shaming? Cheque out these resources to continue a discussion of Abigail'southward agency, femininity, and power. Here is a particularly proficient slice of feminist criticism to consider.
- This article fromRealClearPoliticscomparesThe Crucible and contemporary campus assaults. The article, itself, has some bug but also poses some interesting questions for give-and-take.
- As a tragic hero, John Proctor might also be studied through a critical lens. Is he a tragic hero? A fool? Read more virtually him here.
Needless to say, I am very excited that my students will begin readingThe Cruciblenext week. The play's continued relevance amazes me. All my cess resource for The Crucible are here. What are your favorite strategies for teaching this course play? Let us know in the comments.
Photograph by Rikki Austin on Unsplash
Source: https://moore-english.com/teaching-the-crucible/
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