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American Literature (Unit 1)--ThematicUnit: IntoleranceEssential Questions

How do our intolerances affect our relationships with one another? In what ways is today’s society more accepting/less intolerant than early America? Or is

it? How has intolerance changed your behavior or your perception of self?

Power Objectives: 3, 4, 11, 12, 14Objectives: 2, 6, 7, 8, 9, 17, 21, 22Concept American Lit.

IAmerican Lit. II Writing/Project Musical

ConnectionIntolerance Crucible The Laramie ProjectWatch Crash (edited

version)“The Beauty of Gray” Live

Twain’s “The Lowest Animal”

Japanese internment –Farewell to Manz.

Emmitt Till documentary

“Your Racist Friend” They Might Be

Scarlet Letter Jena 6 Why I Came to America—Oprah

“Intolerance” Tool

“Tableau” Stereotype poem “Birmingham Sunday” Joan Baez

Claude McKay “The Lynching”“America”

“Bury My Heart at Wounded Knee” Indigo Girls

The lynching of James Byrd “AmeriKKKa 1998”

“Empire” Dar Williams

“Do I Look Like Public Enemy Number One?” Lorraine Ali

“Don’t Drink the Water” DM“Maria” Rage Against the Machine

Countee Cullen’s “Incident”

“I Kissed a Girl” Katy Perry

Maya Angelou “Harlem Hopscotch”

“Strange Fruit” Billie Holliday

Marge Piercy “Barbie Doll”“Mending Wall”“Resentments Still Run Deep”“We Still Have a Race Problem”“Black Men and Public Spaces”“People Like Us”

“Colorblind” Counting Crows“What’s Going on?” MTV All-stars

American Literature Unit 1 Big Idea:

Guiding Questions:

Learning Targets:

Assessment:

Unit: Intolerance

Day 1: What do you REALLY think?

Unit Specific Objectives Met:

Materials: Pencil and pen “My America—Unveiling your Perceptions of America” worksheet

Essential Question(s): How do our intolerances affect our relationships with one another? In what ways is today’s society more accepting/less intolerant than early America? Or is


Topical Question(s): N/A

Student Assessment: Students will be assessed based on their completion of the “My America—Unveiling

your Perceptions of America” worksheet.

Opening Structure: Get students orientated with QUACK again. Today is day 2. Spend about 5-10 minutes. Transition to today’s lesson by talking about how connotation and denotation are at the

heart of how we’ll discuss the big issues in class. There are acceptable and correct “denotations” to our topics and there are hidden assumptions and meanings that we will work hard to understand and use appropriately (like the connotation).

Mini Lesson: We have lots of beliefs about the way the world works. These are fine things to have.

What we will be working on this unit is understanding where we come from and learning how to peacefully coexist with others that maybe don’t feel the same way. As I’ve said before, we can’t explore what others think until we know what we think.

For the rest of the hour, I’m going to ask you to share your opinions on a variety of topics. The trick, though, is that you need to share these opinions in writing only.

Proceed to give a topic and have them write for several minutes.

Work Time: As students are writing, use proximity to monitor talking and to help encourage more

writing. Be sure to give student ideas on how to extend their writing/thinking if stuck.

Debrief: Great writing! I will collect these tomorrow. I will hold on to them for the year. If you

want to add to anything tonight, that would be great!

Tomorrow’s Preview/Purpose: Tomorrow we’re going to start looking at different ways of listening and speaking. We

will work diligently on really controlling our words.

Homework: Finish writing on worksheet if necessary

REFLECTIONHow did it go? What would I do differently next time?

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overhaul.OK but not as strong as this needs to be.

Overall lesson concept solid but

some kinks to work out.

Powerful teaching and learning happened

today!

Unit: Intolerance

Day 2: Inner/Outer circle


Materials: Pencil and pen Role Assignments Reflection worksheet Stereotype article



Topical Question(s): How can we share and think in a fair and tolerant manner? What non-verbal cues do we need to be aware of? What kind of listener/speaker am I?

Student Assessment: Students will be assessed based on their completion of the “Reflection” worksheet.

Opening Structure: Get students orientated with QUACK again. Today is day 3. Spend about 5-10 minutes. Transition to today’s lesson by talking about how sometimes actions speak louder than

words. Just as our quack words can be visual, how we feel can be, too.

Mini Lesson: Pass out role assignments Explain: Today we are going to get to have a great discussion! But before we can, I need

fifteen volunteers to go out into the hall while the rest of us talk. You need to be SILENT in that hall.

As students go into the hall, pass out role assignments to everyone and check for understanding. Explain: we are going to be observing the discussion as if we’re in a museum and they are the artifacts. We will not be jumping in, we will simply be collecting data. We’ll report on that data after the discussion goes for fifteen minutes.

Bring students in from hall and arrange desks in inner/outer circle form. Let the discussion begin!

Work Time: As students are collecting data, listen carefully and take any reflection notes of your own.

Make sure to monitor the discussion carefully.

Debrief: Great job! We’re just scratching the surface of how we communicate. For some extra

credit, I’d like you to bring in pictures of people non-verbally communicating both positively and negatively.

Tomorrow’s Preview/Purpose: Tomorrow we’re going to continue looking at unconscious clues to who we are, what we

think, and how we believe. We will be doing some computer stuff and working toward understanding how we communicate.

Homework: Complete the reflection worksheet and read the stereotype article.


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today!

Role AssignmentsFor the following activity you are going to take on one of the below assigned roles. Do the best you can to completely follow the directions. We’re counting on you to make this lesson successful!Timers: You and a partner will not just how long each person speaks. You will be paired timing each speaker. As they speak, on time and the other write. Making a table will help.Gender Watchers: One of you will be watching the boys and making generalizations on how they are acting. You are looking for cues they give (do they raise their voices to be heard) or trends you perceive. The other will watch the girls and do the same.Turn Marker: It is your job to mark down how many times each person talked. Interuptions count!Non-Verbal Cue Observers: It is your job to notice every nonverbal cue that is made. You need to split up the speakers and really watch their body language. Make assumptions and really try to see it all!Interruption Counter: Make a chart and note how many times each person interrupts. Interruptions can be verbal and nonverbal.

Reflection Sheet

What kind of communicator are you? For the following questions, answer in complete, honest, and detailed sentences. I want you to really reflect on what you do verbally and nonverbally.

1. How can we share and think in a fair and tolerant manner?

2. What non-verbal cues do we need to be aware of?

3. How do I show I’m listening?

4. How do I show I’m not listening?

5. How do I share something important to me?

6. How do I show I’m upset?

7. What cues do I give that tell others to stop?

8. How can I make others aware of my communication styles?

The Psychology of StereotypesSurvival of the Fittest: Like Animals, Humans Are BiasedBy JOHN STOSSEL and KRISTINA KENDALLSept. 15, 2006 In a world of survival of the fittest, it makes sense that animals are hard-wired with a basic instinct that has them making snap judgments about their predators.

Stossel asked kids who they thought was nicer, the Arab or Chinese man. The children responded, the Chinese man because he had a smile. But both men were smiling. (ABC News)

Some chimpanzees attack chimps that are of the same species, but not a part of their group. And some fish attack their own kind simply because they weren't hatched in the same lake.

But what about human beings? Psychologists say we categorize -- or stereotype -- by age and race and gender, because our brains are wired to do so automatically.

"When you're a social animal, you need to be able to distinguish who's a friend and who's a foe. You need to understand who's a member of your pack, who's a member of a different pack," said John Dovidio, a professor of psychology at the University of Connecticut.

According to Dovidio, even those of us who believe that we don't stereotype, do. "We categorize people automatically, unconsciously, immediately, based on a person's race and based on a person's sex."

When Does It Start? It begins in childhood. "20/20" brought together three groups of kids and showed them pictures of two men -- one Arab, the other Asian.

When we asked the children which man they liked better, over and over, more kids said they preferred "the Chinese guy."

One child preferred the Chinese man "because he looks nicer and he has a smile on." But both men were smiling.

Several children weighed in on the Arab man's personality, basing their opinions on just seeing his picture. One child said, "I think he's weird." Another child said, "He's like the scary dude." Next, "20/20" showed the kids pictures of a black man and white man. This time the pictures were different. Here were some of the comments the kids made about the photo of the black man.

One said, "He looks mean." Another referred to him as "FBI's Most Wanted." Another commented, "He looks like he's a basketball player."

When the white man's picture was shown, one child said, "He's nice." Another said, "I think he's nice except he might be mad about something."

The boy was probably picking up on something. The photo of a white man was of Oklahoma City bomber Timothy McVeigh. Admittedly, the pictures were a little bit different, but when we asked which man is a criminal, most kids pointed to the black man. When we asked which man was a teacher, most pointed to McVeigh. This is ironic because the black man pictured was Harvard University professor Roland Fryer.

Most adults claim they don't have these biases, but psychologists who study stereotypes say they do.

Harvard University's Implicit Association Test is supposed to measure racial bias. The test flashes pictures of white and black faces and words like "evil" and "nasty," plus words like "joy" and "wonderful," and evaluates whether people associate different words with certain races.

The test is given quickly, so that test-takers don't have time to think consciously.

The test's designers say it can show whether or not you have a preference for anything -- skirts versus pants, Meg Ryan versus Julia Roberts.

"20/20" invited a group of Pace University students to take the test. They said they preferred Julia Roberts, and the test showed they did.

But when we told them the test results revealed other implicit biases, such as one against career women, the elderly, blacks, Arabs and gays, some students got defensive.

Researchers say the test shows what's really in your subconscious, with sometimes surprising results. Not just young people but old people, too, showed an overwhelming bias against the elderly.

"You wouldn't expect that old people would think that old is bad. But the elderly are every bit as negative about the idea of old age as much younger people are," said Anthony Greenwald, a professor of psychology at the University of Washington.

The researchers also found about half of the black people who took this test showed bias against blacks. Greenwald says many people discover they have biases that they wish they didn't.

"I certainly don't want to think of myself as a racist. But these things are in my head, they show up on the test," said Greenwald.

Of course, the biases in our head are only harmful if we act on them.

In 1999, four New York City police officers shot and killed Amadou Diallo, an immigrant from Guinea, while he reached into his pocket for what the officers feared was a gun but turned out to be his wallet.

Psychologists like Joshua Correll, a professor at the University of Chicago, study how race can affect such real-life decisions.

He has had thousands of people in America take a test in which different scenes flash across the screen. Then a person appears holding either something safe like a cell phone, or something lethal like a gun.

The results? "They shoot very quickly when an armed target is black. They take a little bit longer to shoot when the armed target is white," Correll said.

Even black people are quicker to shoot if the person is black.

"White, black, Latino, Asian, again and again and again, we see this same pattern of effects: bias in the reaction times, bias in the mistakes that they make," Correll said.

According to Correll, the more a test-taker tries to not appear biased the more bias shows up in the test results.

If we all have these subconscious biases. What can we do about them? Psychologists say we can control our conscious actions.

"If we're just aware that it exists, it gives us a chance to do something, to be vigilant to not let our unintended biases -- our implicit biases -- take over our behavior, which can happen unintentionally," Greenwald said.

Unit: Intolerance

Day 3: Do I have hidden preferences? Am I without prejudice?

Unit Specific Objectives Met: To recognize one’s own levels of tolerance.

Materials: Without Prejudice video Stereotypes article Stereotypes worksheet Computers and log in passwords



Topical Question(s): What do my preferences say about me?

Student Assessment: Students will be assessed based on their participation with the implicit tests and their

completion of the stereotypes worksheet.

Opening Structure: Get students orientated with QUACK again. Today is day 3. Spend about 5-10 minutes. If necessary, debrief inner/outer circle activity. Transition to today’s topic by discussing with students the need for continual awareness. I am not going to ask you to think or to prefer differently than you do. I am going to ask

you to be aware and to use a filter when necessary. If I prefer blondes to brunettes, that is fine, but I don’t need to degrade every blonde I see. We are working on understanding our preferences and on deciding whether or not anything needs to be done about these preferences. So let’s get started!

Mini Lesson: Debrief Stereotype article and have students respond on the first section of the

stereotypes worksheet. Show the video: http://www.alternet.org/blogs/video/56754/ Have students respond to questions 1 and 2. Go to the computer lab to finish the worksheet.

Work Time: In the computer lab, monitor and assist students as they complete the implicit tests. Remind students that they need to have their reflection sheets ready to turn in tomorrow.

Debrief: Remind students that they need to have the reflection sheet ready to turn in tomorrow.

Also make sure students know that they need to turn in the stereotype worksheets tomorrow. Reitterate to students that no test can tell them they are racist, sexist, etc. All

http://www.alternet.org/blogs/video/56754/

today was about was seeing where your preferences might lie and then digging inside yourself and discovering what that means and how you feel.

Tomorrow’s Preview/Purpose: Tomorrow we’re going to work together to discuss the meaning of the word tolerance.

What will that look like and be like in our class?

Homework: Complete the reflection sheets from yesterday and the stereotypes worksheet from today.


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today!

Unit: Intolerance

Day 4: Frayer Model

Unit Specific Objectives Met: To define tolerance (as well as intolerance)

o the quality of accepting other people's rights to their own opinions, beliefs, or actions; recognizing and respecting the beliefs or practices of others

o unwillingness to recognize and respect differences in opinions or beliefs To identify examples, non-examples, and characteristics of tolerance.

Materials: Frayer Model worksheet Anchor Chart Paper




Student Assessment: Students will be able to complete the Frayer model worksheet.

Opening Structure: Get QUACK completed. Today is day 4. Spend about 5-10 minutes and remind students

that tomorrow is their quiz. Opening: The majority of Americans are tolerant of different beliefs, cultures, and

opinions. (Agree or disagree) Share responses. Ask students what they think tolerance is. (Quick-write & share). Place student definitions on the board. Then have students look up definition or use

Internet dictionary and provide definition.

Mini Lesson: Distribute the Frayer model. And have students work towards understanding the

definition of tolerance. Discuss the guidelines for Frayer handout:

o The “Examples” section looks for explanations of when tolerance is used and how to describe tolerance. (Tolerance in action).

o The “Non-Examples” section looks for times tolerance is not being used, ways to explain intolerance, and ways you know someone is not being tolerant.

Work Time: Give students time to work on the “Examples” and “Non-Examples” part of the handout

by themselves. Put the students in pairs and have them discuss their responses (adding ideas if they

wish).

Share whole class. Then have students continue to work in pairs to discover some “Characteristics.”

What are characteristics of people who are tolerant? People who are tolerant usually understand that people have differences. Tolerant people speak without negative judgment. Tolerance can be taught.

Share “characteristics” whole class. (You may want to have students also create a list of characteristics for intolerance).

Post characteristics in the room and refer to them throughout the unit.

Debrief: To end class, share the following with students: # of hate groups in the United States and

in Missouri. http://www.splcenter.org/intel/map/?source=redirect&url=tolerance-maps-hate Hate groups in United States. Click on Missouri (list of 29 hate groups residing in our state).

Reaction? (you may want to have students write quickly—returning to their opening writing—do they still agree with their previous response? Were they shocked to see the number of hate groups and types in Missouri—throughout the United States?)

Tomorrow’s Preview/Purpose: We’re going to continue to look at where we are and what we feel with regards to our

tolerance levels.

Homework: None! Enjoy your three day weekend. (I would have had the homework be the opening

from the next day).


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today!

http://www.splcenter.org/intel/map/?source=redirect&url=tolerance-maps-hate

http://www.splcenter.org/intel/map/?source=redirect&url=tolerance-maps-hate

TOLERANCE

Non-examples

Characteristics

Name: ___________________________________ Hour: _______ Date: ______

Tolerance Frayer ModelDefinitions:

Examples

Unit: Intolerance

Day 5: Do I communicate effectively?


Materials: Frayer Model (to recap and revise) PowerPoint slide handouts Communication handout




Student Assessment: Students will be assessed on their participation in the presentation by taking notes on the

slide handouts.

Opening Structure: Assignment: Have students write their initial reactions to the following words (Similar to

first day activity): Honesty is crucial. (Writer’s Notebook)o Older peopleo Nerdso Blonde femaleso Mexicanso African Americanso Muslims

We just had a great three day weekend, and now we’re really settled into the school year. So what are we doing? Well, we’re finalizing our readiness for discussion and we’re finalizing our understanding of both the idea of tolerance and the awareness of our own beliefs and values. Today is a transition day. It is a day where we will be tying up loose ends and a day where we will be solidifying our concept of the unit.

Mini Lesson: Introduce today’s objectives and emphasize how important conversation and participation

will be in the class. Begin PowerPoint. Have students take notes on their handouts. After the PowerPoint, distribute copies of the Communication handout. First, it’s important to recognize the pitfalls of Communication (ineffective speaking and

listening skills) and the effects they can have on a conversation. Show the clip between Rosie and Elisabeth. The first time you show it, do it without

sound. The second time, do it with sound. Have students take notes and complete the worksheet. Discuss issues.

Work Time: Have pods brainstorm for several minutes to come up with ways in which people with

totally different beliefs can talk. Discuss whole class and note on our individual frayer models (on back). Go back to frayer model at this point and discuss what tolerance really means.

Debrief: Before we leave today, we need to go to our writer’s notebooks and get it all down. You

need to answer these questions: What does tolerance mean? How can we effectively communicate? What beliefs of mine might be tough to tolerate and how can I share them without generating negative conflict?

Tomorrow’s Preview/Purpose: Tomorrow we’ll begin discussions! Get ready to start talking productively. Be sure to

review our communication guidelines.

Homework: None


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today!

Communication Up-close Name: ________________________

American Literature Hr.: ___________

Part I: As you watch the video clip, record the communication pitfalls that you observe. (Minimum of 6)

Video Clip: “The View: Elisabeth vs. Rosie”—Non-Verbal Communication Pitfalls

Part II: Record at least 6 communication pitfalls you recognize from the conversation.

Video Clip: “The View: Elisabeth vs. Rosie”—Verbal Communication Pitfalls

Unit: Intolerance

Day 6: Trying our hands at mini-discussions

Unit Specific Objectives Met: To practice using effective communication skills during small and large group

discussions. To use during reading skills—asking questions, marking the text, etc. To write reflectively before and during and after reading.

Materials: Materials from yesterday to transition and wrap up Articles: “We Still Have a Race Problem” and “Murder Case Forces Jasper…”




Student Assessment: Students will be assessed based on their successful annotations of the two articles.

Opening Structure: Opening question (to respond in writer’s notebook): Do you think that racism is

currently a major problem in the United States? If so, why do you think so? If not, why do you think it is no longer a major problem?

Recap Discussion Do’s and Don’ts. (Remind them of objective #1 above)

Mini Lesson: As we read his essay, I’m going to ask you to practice a couple of skills that Good

readers use to monitor their comprehension and to make meaning of what they’ve read:o Good readers mark the text—they circle details that are surprising or grab their

attention—they ask questions about what they’ve read—they mark spots that they disagree/agree with.

o Good readers stop periodically to reflect about what they’ve read—this helps them to monitor and to deepen their comprehension.

Please read along with me. (Stop periodically and model how to mark a text—how to circle details that may surprise you or shock you.) When you reach a stopping point (I’ll mark some natural stopping points on the essay), have students record their thoughts—what surprised them, what do they agree/disagree, what do they question).

Continue to read, mark, and reflect throughout the essay.

Work Time: Model a pair share using effective speaking and listening skills. (Have a student volunteer

to be your partner upfront, turn chairs toward each other, and ask your student partner to share his/her response with you. As he/she does, model effective communication skills. Debrief what you did as a listener—how you demonstrated effective communication skills—body language, reaction, verbal responses, etc.).

Then have students pair share their responses to the opening question. Move about room to monitor their interaction.

Before sharing some of their responses whole class—brag about what you observed them doing well in terms of communication skills.

Our theme this unit is “intolerance”. And for the next several weeks we’re going to examine this theme through a variety of lenses. How tolerant are we of African Americans? Muslims? People who are overweight? People who are different? People who chose a different lifestyle?

Today, we’re going to take a close look at racial tolerance. Briefly discuss opening question whole class (it will be interesting to see how they respond=)

Introduce Dennis Fritz’s article “We Still Have a Race Problem in the United States.” (Dennis is a student at the University of Texas—a member of the International Socialist Organization).

Debrief: At the end, ask them to revisit the opening question—have students to respond again with

their newly acquired knowledge.

Tomorrow’s Preview/Purpose: Tomorrow we will continue to explore some of these issues and move on to our text as

well.

Homework: Assignment: Have students respond to questions and record their reactions to a news

article titled: “Murder case forces Jasper to revisit horror of slaying in June”. (Reinforcing the skills we’ve practiced in class).


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We still have a race problem in the U.S.By Dennis FritzPublished: Wednesday, January 21, 2004Updated: Saturday, November 29, 2008

Let me begin by sharing a few tidbits of information:

* A recent study by the University of Chicago found that job applicants with "black sounding" names (e.g.

"LaQuisha" or "Jamal") were only half as likely to be called back for interviews as applicants with "white

sounding" names (e.g. "Emily" or "Brenden"), even when the former had greater experience and superior

qualifications. A subsequent study by Northwestern University found that white job applicants with

criminal records were more likely to be called back for interviews than black applicants with no criminal

history.

* The Harvard Civil Rights Project, in its recent study of the 185 largest school districts in the United

States, found that in all but four districts, levels of segregation had increased significantly between 1986

and 2000. According to the report, school segregation rates in the United States today stand near pre-civil

rights movement levels.

* While African-Americans account for only about 13 percent of all monthly drug users, they account for

35 percent of all arrests for drug possession, 55 percent of all convictions and 74 percent of all prison

sentences.

I cite the studies and statistics above to make a point that we white folks seem to have a hard time getting

our minds around these days, namely that racial discrimination still exists. The entire argument against

affirmative action, for example, rests on the assumption that racism is no longer a significant factor in

American life. For the most part, white people today see racism as a relatively minor phenomenon, largely

confined to isolated, individual acts of bigotry, and capable of being dealt with on a "case by case" basis.

This view is at best naïve and at worst delusional. As the information above makes clear, not only does

racism still exist, but it is severe, systematic and pervades every aspect American life, from education to

employment to the workings of the criminal justice system.

What has changed since the heyday of the civil rights movement is not the degree to which racism

pervades our society, but rather the manner in which that racism is expressed. Prior to the civil rights

movement, open expressions of racism were socially acceptable and therefore commonplace. We have

all seen footage of Strom Thurmond shouting "Segregation now, segregation forever!" to a crowd of

cheering supporters. While these kinds of overt, in-your-face expressions of racism still exist, they have

been largely supplanted - particularly within the public realm - by a more subtle, but no less pernicious,

form of bigotry sociologists call "color-blind racism."

Color-blind racism involves a large degree of what George Orwell called "doublethink", or the ability to

hold two contradictory ideas at once and believe both of them. As sociologist Jennifer L. Pierce has

written, "[white] Americans proclaim the virtues of a color-blind society at the same time as they do

everything possible to be self-conscious about race and racial matters." While staunchly insisting that we

are "color-blind," the vast majority of white Americans "choose to live in predominantly white

neighborhoods, work in racially segregated occupations, and, if given the opportunity, hire white

employees rather than African Americans."

As the old saying goes, talk is cheap. In a recent national survey, only 1 percent of white Americans

admitted they would move if an African-American moved in next door. Yet, the fact is that rates of

residential segregation in the United States have increased, not decreased, since the 1970s. In another

nationwide survey, 92 percent of white Americans claimed that they believed that white and black children

should attend school together. But the fact is that schools today are as segregated as ever and are

becoming increasingly so. Clearly, the vast majority of white Americans, regardless of what they might be

willing to say openly, still believe that "good neighborhoods" mean white neighborhoods, and that "good

schools" mean white schools. Even more telling is the fact that a majority of white Americans still see

affirmative action as a form of "reverse racism" that advances the fortunes of "unqualified" minorities at

the expense of more deserving whites.

Any worthwhile discussion of affirmative action, educational equity, racial profiling or any other issue

related to race must begin with an admission on the part of white Americans that racism is alive and well.

Otherwise, as my father would say, we are just spinning our wheels.

Fritz is a South Austin resident and a member of the International Socialist Organization.

American Literature Name: ___________________

Intolerance & racism.

Directions: As you read the news article titled “Murder case forces Jasper to revisit horror of slaying in June”, practice the following reading skills:

o Mark the text— circle (or highlight) details that are surprising or grab your attention ask questions about what you’ve read mark spots that you disagree/agree with.

o Stop periodically (stopping points are marked in news article) to reflect about what you’ve read—this will help monitor and deepen your comprehension.

Reflection for Stop #1:

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In the space provided below, record at least five details/lines that you marked as you read. (Spend some time looking over your marks—which ones really stand out to you now that you’ve finished the article?)

1. ________________________________________________________________________________________________________________________________

2. ________________________________________________________________________________________________________________________________

3. ________________________________________________________________________________________________________________________________

4.

________________________________________________________________________________________________________________________________

5.

________________________________________________________________________________________________________________________________

Murder case forces Jasper to revisit horror of slaying in JuneBy Richard Stewart, Houston Chronicle East Texas Bureau StaffMarch 21, 1999, 10:57 a.m.

(BEGIN MARKING THE TEXT)

JASPER, TEXAS - It had been one of the hottest springs in memory in the Piney Woods, with almost no rain for well over a month, and the lakes were so low that many of the boat ramps no longer reached the water. The morning of June 7 offered no hope for change.

Local folks heading to work and church that Sunday morning along Huff Creek Road, an old thoroughfare east of town leading to the Newton County community of Jamestown, made a horrible discovery - a headless body in the road.

The mutilated mass of what had been living, human flesh was right in the middle of the road, between the old Huff Creek Cemetery - long the final resting place for African-Americans from the area - and an old community chapel used now only during cemetery cleanings and other special events.

Lawmen rushing to the area were soon flagged down by other residents. A head had been found in a ditch about a mile away. Actually, it was the upper part of the torso, with the head and right arm attached.

Even after officers found a wallet containing identification for James Byrd Jr. - someone some of them knew well - they couldn't identify the swollen and disfigured face of the severed head by the photograph.

It was easy for the officers to find out what had happened. A trail of what affidavits coldly described as "a brown substance" stained the road - along what must have been a trail of torture - for almost three miles. The trail led for almost two miles and then along a twisty, sandy logging trail for almost another mile to a clearing in the woods.

Byrd had been dragged to death - a horribly brutal means of killing that had been suffered by black men at the hands of whites in the rural South earlier in the century, the horse giving way to the car or truck. It touched a racial nerve across the country.

Word quickly spread around Jasper and then to surrounding towns and cities. Within a day, reporters were making their way to the town of 8,000 - first from Houston and Beaumont and then from other states and countries. The killing was big news in modern America - a country that thought itself far beyond the kind of racial crime associated with an earlier, much more violent era.

Jasper thought itself far beyond that kind of problem, too. It's a pleasant, busy little town, at the intersection of two old trade routes. The rolling, wooded countryside has dozens of tiny communities. There are big lakes, brimming with fat bass luring fishermen to Jasper's motels, resorts and restaurants.

Most Jasper residents thought their town was far more tolerant and sophisticated in racial matters than the smaller surrounding East Texas towns. Some black residents had risen to top positions in the community. There is a black mayor, a black administrator at the hospital. A black is the executive director of the regional council of governments and had been the top officer in the chamber of commerce.

The town that calls itself "The Jewel of the Forest" soon found itself internationally famous as the place where a black man had been dragged to death.

(STOP AND REFLECT ON YOUR HANDOUT)

(AS YOU RETURN TO READING, CONTINUE MARKING THE TEXT)

By the time the out-of-town reporters began to show up, three white men had been arrested and were safely behind the locked doors of the Aubrey Cole Law Enforcement Center, which serves as the sheriff's office and jail.

As the jail's front lawn turned into a village of television satellite trucks, protest groups and media-hungry politicians, platoons of local, state and federal law officers met inside to try to figure out just what had happened to James Byrd Jr. out on Huff Creek Road - and why.

Prosecutors now believe they know exactly what happened. Jury selection is set to begin Monday for the trial of John William "Bill" King, 24, the first of the three defendants to be tried on a capital murder charge. The other two accused in the crime are Lawrence Russell Brewer Jr., 31, and Shawn Berry, 23.

Early on, District Attorney Guy James Gray offered Berry, the only defendant to make statements to investigators, a plea bargain of life in prison in exchange for his testimony against the other two. He turned down that offer and after further investigation it wasn't made again.

Now Gray is seeking the death penalty for all three. "I'm pretty soft on the death penalty," Gray said. But when he looks at the album containing photographs from Byrd 's autopsy, he said he "can't bring myself to seek less than death for anybody who can cause this."

For such a well-publicized case, investigators and prosecutors are playing it close to the vest. There are many details that won't be revealed before the trial - and some that nobody may ever know for sure.

There seems to have been little planning in the crime. The three white men were driving around in Berry's gray primer-painted 1982 Ford pickup that Saturday night and seem to have come across Byrd randomly. But perhaps trouble was inevitable. For one thing, they all had conviction records - including Byrd - and all had spent time behind bars.

Berry and King had been buddies since high school. Both had been busted in September 1992 for burglary. Both were sentenced to three months in a prison boot camp and then were released on 10 years probation.

Both were released on Jan. 14, 1993. King, however, violated terms of his probation and failed to complete a restitution program. He was sent to prison in June 1995 and was released on parole two years later.

While in prison, King met Russell Brewer. He had been in and out of prison on burglary and drug charges since 1987. In September 1993 Brewer's parole on a cocaine conviction was revoked. He was finally released in September 1997.

Two or three weeks before Byrd 's slaying, Brewer showed up in Jasper.

Nobody in town knew much about Brewer. He was quiet, but seemed jumpy. He had no other connection to Jasper except for King and Berry and was seldom seen without them.

Jasper is a small town, less than 30 blocks from end to end. If King, Brewer and Berry didn't travel in the same circles as James Byrd Jr., they had surely seen him around.

At 49, Byrd was practically a fixture in the town. He was a gregarious person who enjoyed drinking and usually walked wherever he went. He didn't own a car and apparently didn't miss having one.

He had graduated in 1967, in the last segregated class at Rowe High School before it was consolidated with Jasper High as part of a desegregation plan. A gifted musician, Byrd played a sweet trumpet in the school band. He also played the piano and had a singing voice that was often in demand at parties.

His parents, James Sr. and Stella Byrd , probably would have preferred that he use his fine voice in the choir at Greater New Bethel Baptist Church, where James Sr. was a deacon.

Byrd told his friends and relatives that he would be famous one day, famous for his singing voice and entertaining. Instead, his fame would come from the terrible way he died.

Like the men accused of killing him, Byrd had a prison record.

His stints in prison began in February 1969 when he arrived at Madison County's Ferguson Unit to serve a two-year sentence for a Houston-area theft.

Over the next 26 years, he was returned to prison six more times, to serve sentences for theft, forgery and violation of parole or mandatory supervision.

Byrd 's last incarceration, for violation of mandatory supervision rules, began at Brazoria County's Ramsey III Unit in February 1995. With credit for good time and time served in the county jail, he again was released on mandatory supervision in July 1996.

Former Jasper Police Chief Harlan Alexander said Byrd "wasn't a bad guy," just one of those people who seems to get into trouble.


(AS YOU RETURN TO READING, CONTINUE MARKING THE TEXT)

What exactly happened the evening of James Byrd’s death?

Investigators said the trio drove around for much of the evening, drinking beer. Before the night was over, prosecutors allege, the offer of a ride became a deadly kidnapping.

Berry told investigators that he'd stopped and given Byrd a ride. He said he didn't know Byrd, but recognized him as somebody who walked around Jasper a lot.

King was upset about giving Byrd a ride, Berry told investigators. He quoted King as cursing and saying, "You don't need to be picking up a (expletive) nigger."

They drove east out of Jasper, stopping at a closed convenience store. It was a place Berry knew well. He had lived in that area years before.

There are at least three stories of what happened next. Berry gave investigators two different versions. King later said in a letter sent to the Dallas Morning News that he and Brewer changed places with Byrd , getting into the bed of the truck while he got inside with Berry. King said Berry then drove Brewer and him back to their apartment, where they spent the rest of the night.

But investigators and prosecutors say there is far too much evidence that ties all three men with what they think really happened next.

They went about a mile and arrived at a small clearing, a place Berry knew well as a safe and secluded spot for locals to go out under the moonlight and drink beer without having to fear the law.

King claimed that Berry walked into the clearing to make a deal to buy illegal steroids from Byrd . Investigators said they have found little evidence that Berry used steroids and none that Byrd sold them.

Berry said that when they reached the clearing, King said he was "fixin' to scare the (expletive) out of this nigger."

Whatever happened, investigators believe there was a fight in the clearing. "It was the investigator's opinion that the upturned grass, disturbed dirt . . . and the broken beer bottle are consistent with signs of a struggle," they wrote in affidavits.

In the clearing the investigators also found several items that could have fallen out of a truck while someone was being pulled out, or that could have been left during a struggle.

Of particular interest were the little wrench set and the lighter. The wrench set had the name "Berry" on it. The lighter was engraved with the word "Possum," which King's girlfriend, Kylie Greeney, said had been King's prison nickname. It also had a triangular Ku Klux Klan symbol.

Berry said his two companions began to beat Byrd . His lawyer, Joseph "Lum" Hawthorn of Beaumont, said Berry tried to get between Byrd and the assailants. But prosecutors said blood on Berry's shoes and other forensic evidence indicate he had more to do with the beating.

After the beating, Berry told investigators, Brewer sprayed Byrd 's face with black spray paint.

And later Berry said he noticed that Brewer, who was wearing sandals, had an injured toe; he said Brewer told him he hurt it when he kicked Byrd .

In his first account, Berry told police he ran away during the beating and then got back into the truck as King drove away from the clearing. Smashed brush along the trail indicates that at one point the truck stopped and backed into the undergrowth before resuming its trip.

Berry said he asked King if he was just going to leave Byrd out in the clearing and King answered, "We're starting The Turner Diaries early," perhaps alluding to the racial warfare depicted in that book.

After the truck turned onto the pavement of Huff Creek Road, Berry said, Brewer looked toward the back and, using an obscenity, said Byrd was "bouncing all over the place." Berry said he then looked and saw Byrd being dragged behind the truck.

Just when Byrd died is hard to say. Early on, investigators said they thought he had been beaten unconscious before he was chained by the ankles to the back of the truck. But autopsy reports indicate he may have tried to support himself on his elbows and forearms before he died.

Investigators found Byrd 's tennis shoes, his wallet, a shirt and other personal items along the dirt trail. His dentures and keys were on the pavement.

How fast they traveled wasn't revealed, but the trail of blood and flesh weaved from one side of the road to the other and back again. Then, coming around a curve to the left, Byrd 's body apparently bounced into the ditch on the right side of the road, hitting the ragged edge of a concrete culvert just below the right arm.

The impact ripped the arm, shoulder, neck and head from the rest of the body, which continued to be dragged for another mile.

The once-bright orange and yellow spray-painted circles that marked the places where investigators found blood, flesh and other evidence along the route of horror have faded almost to black now. It's impossible to find the outline of the body that once marked the pavement beside the old cemetery. The stark word "HEAD" with a line pointing to the ditch and culvert has faded from view.


Unit: Intolerance

Day 7: Practicing successful communication/discussion

Unit Specific Objectives Met: To use during-reading strategies to annotate a poem. To collaborate with peers on size bias on America. To use concrete details to support answers.

Materials: Poetry handout Size powerpoint Reflection handout




Student Assessment: Students will be assessed on their poetry annotations and their reflections.

Opening Structure: Have students begin with a WN entry fueled from the powerpoint. The basic question is

this: How do you feel about what you’ve just seen?

Mini Lesson: Tell the kids you are going to share a poem on America’s obsession with weight. It is written by a

boy about his girlfriend. Read the poem “Barbie and Ken 101” to the class (I haven taken liberty to edit some controversial parts to make them more appropriate). The poem is party of Def Jam Poetry—unedited clips are online. You personally may want to watch a clip to see how it is read. http://www.youtube.com/watch?v=e8MVhIiy8UQ

After the reading of the poem and the time to write, have kids share their reactions to the poem with the class.

Work Time: Next, have kids partner up in class by sex (girl with girl peer/boy with boy peer, etc.). Allow

three students to a group if need be. Distribute the handout about Weight in America. Walk through the handout section be section.

o Have kids brainstorm what intolerance to obesity/pressure to be thin they have seen in schools (on playgrounds, in gym, at lunch, in the classroom, etc.). Have EACH group share a finding.

o Next, have kids brainstorm messages that advertisements and commercials send to women (for girl groups) and men (for boy groups). Have them be specific with companies and the message. Have it stick to size issues. Have EACH group share a finding. Be sure to see what weight messages are being sent to boys and girls.

http://www.youtube.com/watch?v=e8MVhIiy8UQ

o Third, have kids brainstorm TV characters who are overweight—what are the characters like? (Do they make fun of themselves? Do they have low self-esteem? Are they less successful than their peers?) Have each group share one answer.

o Finally, have kids brainstorm tv personalities (actors, actresses, sporting stars, etc.) who send an unhealthy body image about thinness. Have students share a finding.

Have kids return to their regular seats. De-brief and summarize that weight issues seem to be prevalent in males and females and that we mostly have all been involved in ridiculing others or being ridiculed for our weight. It would be great to personally talk about weight as it relates to you/those you love.

Debrief: If time, have students, in their writer’s notebook, write (a poem/paragraph/lyrics/ or any other

forma) a “Beauty from the Inside” entry. Describe to me a “beautiful” person you know that has NOTHING to do about PHYSICAL appearance. What internal qualities make this person beautiful? Be specific. Use concrete details.

Tomorrow’s Preview/Purpose: Tomorrow we will work on getting some ideas on topics you’d like to discuss. We’ll be

going to the computer lab and working in mini-groups to come up with justifications and literature selections for next unit. Be ready to think!

Homework: Finish the reading from yesterday and that worksheet. Make sure you have it to turn in

tomorrow!


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today!

While listening to the poem, make the following annotations:

! to points that you agree with—personally

? to points you really question—they may not really reflect America as you know it

for parts that made you laugh

for parts that sadden you because they are TOO prevalent in society

“Barbie and Ken 101” by Rafael Casal

sometimes I feel like I'm sittin' in the back row of Barbie and Ken 101a class we are all in, but never seem to learn fromSome general ed requirement forStudents of American cultureA general ed that convinces even the brightestof young women that sex is survival of the thinnestand I'm sick of this education that doesn't serve our best interests

my teacher has no faceshe is every Revlon model women have ever chasedher lectures come through magazines in beauty shops & ad campaigns

just turn on your tvthis just in… a skewed perspective for today’s youth “y'al ladies ain’t thin enough, fellas ain’t trimenough, wanna be sexy?Y'al don't go to the gym enough”

cut to commercial, come on tune in, tune in to our maintenance team

convinced you're ugly? then we’ll tell you how to fix it with MaybellinePerpetually started by these dolls marketed in the late 50's namedBarbie and Kenhence theclass I'm inAre you following?

This stuff just doesn't endThey keep moldin' Barbie to fit new trendsnext maybe they'll have club hoppin' BarbieWith thongs as accessories,video ho Barbieabusive boyfriend sold separately,under-aged BarbieKobe Bryant included,or 9/11 victim Barbieand Ken is proud to get recruited

problem is all these teachings are women’s decayand I'm startin' to worry cuz my girl is up front and she's getting an A

this is where I start getting peeved off, ok?when did it become all abouttuckin' in the gutt I gotta get the bigger chestI just wanna fit a little better in a dressso let me get a little skinny; gotta fit into an itty bittygotta be a size slimmer

pleaseteacher, teacher, I wanna give my oral presentationcuz I have a problem with the class, and matter of fact, I have, a fat grudge with thewhole administrationyou're the reason my girl won't eat in front of me in restaurants

the reason that she thinks she's overweight in over ten spotsless gut, less pudge, less lunch, less real

more looks, more love, more Barbie appeal?

to heck with Barbie and KenMy future daughter will never play with them

you're the reason bleedin' 15 year old girls’ arms are slitYou made 12 year olds think skinny was a complimentAnd now it's too lateI can't write my way through this bathroom doorSo I raise my hand in class cuz I can't stand it any moreTeacher teacher your lectures all backwardsYou got mothers and daughters forgetting what mattersCuz above butts, lips, legs, and UgsThe most attractive women are the ones who don't give a _ _ _ _

So screw your teachings your lessons and plansYou skewed sick distant relative of the manYour plan for brainwashin' my baby I rejectI'm walkin' out of this class, and I will proudly take, my F

Now…give me a detailed reaction…How does this poem pertain to the America that you see (at school, with your friends, on TV, etc.)? Give me one SOLID paragraph with concrete details.

Weight in America—Group Handout

Members: _____________________________________ Hour: ______

Session #1: Brainstorm what intolerance to obesity/pressure to be thin you have witnessed in schools (K-12). Think of all aspects of schooling.

Session #2: Girls, what images do advertisements send to women about weight? Give reference to specific companies and specific messages. Boys, what images do advertisements send to men about weight? Give reference to specific companies and specific messages.

Session #3: Brainstorm names of TV characters who are overweight? What are the characters like? Do they make fun of themselves? Do they have low self-esteem? Are they less successful than their peers?

Session #4: List TV personalities (actors, actresses, sporting stars, etc.) who send an unhealthy body image about thinness.

Unit: Intolerance

Day 8: Planning Ahead

Unit Specific Objectives Met: To discover intolerances present in our community To support opinions with facts To connect with the world and their peers

Materials: Topic worksheet Computer lab




Student Assessment: Students will complete the topic worksheet in groups.

Opening Structure: Collect homework from Wednesday. Have students create a quick list in their WNs: what topics would you love to discuss in

school? List at least fifteen.

Mini Lesson: The last two days we were able to do a bit of discussion with controversial topics. This is

American LITERATURE class, not discussion class. However, a lot of what we will read, will spark discussion. A lot of what we will look at, will be in response to controversy. For the next couple of weeks, we’re going to look at an anchor text that will deal with intolerance. When finished with that, we will move on to our Freedom/Politics/ and Religion unit. This is where we will definitely be pairing more articles and ideas like what we’ve talked about in the last two days.

On Monday we will make the bridge to The Crucible, but until then, I want to give you every opportunity to be heard. Let’s look at your task for the day and get started!

What you see on your worksheet is a list of tasks. For the rest of the hour you are going to follow the directions to get together materials that would be great to use for sharing with your classmates. You’ll be looking for websites, articles, or other media that pertain to a topic that could be discussed. Let’s look at what the worksheet and the directions are asking you.

What I want you to remember is this: the last two days of mini-discussions, we have had a clear focus (racism and weight tolerance). We have had several texts to look at (poems, newspaper articles, videos, etc.). We’ve had a theme that the lessons have fit (intolerance). We have had opportunities to annotate, to discuss, and do debrief. The stuff you find will build similar lessons. Remember that what you collect and put together should be transferrable into a lesson!

Work Time: Students will work on completing the worksheet and turning it in by the end of the hour.

Debrief: That’s it for our mini-discussions for now. I hope you got a taste for what’s to come. Be

sure to take these ideas and keep on the lookout for anything that pertains to them when you’re outside of the classroom. Feel free to bring in those items for future sharing.

Tomorrow’s Preview/Purpose: On Monday we’ll be starting with The Crucible. It will be fun!

Homework: None


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today!

Creating a lesson for class discussion

Directions: Complete the prompts below with a partner or two (No groups of more than three and no singletons!). Read all pieces of the prompt, have fun and get some good ideas down!

Step 1: Identify and investigate the topic.

What is your topic?How does that relate to freedom, politics and religion?Explain the layers of your topic and circle the ideas you want to address with your lesson.

Step 2: Find some great websites to share. Below, list at least three websites that could be usable for investigating your topic. Complete the prompts in the table.

Website

What’s on it that we should look at (links we should look at)?

How does this enhance your topic?

Website



Website



TURN THE PAPER OVER

Step 3: Find some great texs to share. Below, list two texts that could be usable for investigating your topic. Complete the prompts in the table AND ATTACH THE TEXTS!

Text title and genre

What does this text highlight about your topic?


Text title and genre

What does this text highlight about your topic?


Alternate lesson for 5th hour (no computer lab available)

Unit: Intolerance

Day 8 (alternate lesson): What do statistics and studies tell us?

Unit Specific Objectives Met: To discover intolerances present in our community To support opinions with facts To connect with the world and their peers

Materials: Fact sheet Annotation Key List of question stem ideas Article “Is Your Baby Racist” for reference




Student Assessment: Students will be assessed based on their active participation in a classroom discussion.

Opening Structure: Collect homework from Wednesday. I know we’re doing something different from the other classes today, but that is going to

fun, not bad Yesterday I showed you the title of the article “Is Your Baby Racist” and teased our activity. Right now, I want you to take a look at the facts and concepts I pulled from the article. As we read these ideas, remember to annotate them. Use the key on the screen.

Mini Lesson: So now we’re going to have a real discussion. I want you to do this by pair sharing.

Your job is to share with each member of the class, but individually. First, prepare what you want to say. Model on document camera.

Now it’s time to do a variation of pair sharing. Model pair share. Take a volunteer and read them your prepared statement. Let them ask you two questions. Answer the questions. Now let them go and repeat the process. Solicit questions from the class of observers and check for understanding.

Work Time: Get started with the mass pair-sharing. Time each interaction. Students should meet and

share for two minutes and then switch as I ring a bell or something. Signal debriefing and stopping time and take some whole class responses. Ask students to do a quick reflect in their WNs if time.

Debrief: How did you like this activity? We may try this again as time goes on. Any last

thoughts? Be sure to turn in your prepared “speech” as an exit pass upon leaving!

Tomorrow’s Preview/Purpose: On Monday we will begin to get into the Crucible. Bring your books. We may not use

them, but I want you to get in the practice. We will be bringing them everyday for awhile.

Homework: None!


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today!

Annotation Key

If you agree with a statistic/note

If you question the validity of a statistic/note

? If you are confused by a statistic/note ?

If you disagree with a statistic/note

Question Help

Use any of the stems below to help formulate a good question:

Why do you think… What did you mean by… Where did you get that (insert idea here)? Has (insert idea here) affected you personally? Has (insert idea here) affected someone you know? Has (insert idea here) affected our world in some way

that you can quantify? How do you think this is important to… Who has this applied to? When do you think this issue will matter most?

Fact/Note Sheet from “Is Your Baby Racist” by Po Bronson and Ashley Merryman, Newsweek, September 14, 2009 issue, pages 53-60.

Unit: Intolerance

Day 9: Transitioning into the Crucible

Unit Specific Objectives Met: Students will pre-read and make connections and predictions with the text.

Materials: Jigsaw worksheet Seven articles relating to The Crucible Vocab worksheets




Student Assessment: Students will be assessed based on their thorough completion of the jigsaw worksheet.

Opening Structure: Get students orientated with QUACK again. Today is day 1 of the next five words.

Spend about 5-10 minutes. Answer any questions.

Mini Lesson: Today you are all going to teach each other. The thing about The Crucible is that it has a

lot of artifacts that go with it. It also has a lot of history and layers. What we need to do is number off by fives. Now, let’s get the groups to meet and I’ll give you some articles to read.

Pass out articles to each group and have the groups read their article. As the groups come to finishing their reading, they need to pick out the seven key points.

Each group picks a leader and that leader will teach the next group of interested people about that group’s information.

Then the groups will re-form and share the information they gained.

Work Time: Have students jigsaw and discuss.

Debrief: So what were you surprised by? Not surprised by? In your WN, react to the information you just got. Do you see anything like this going on

right now? What kinds of social issues are at the forefront of controversy today?

Tomorrow’s Preview/Purpose: Tomorrow we will get more involved into the Crucible so get excited!

Homework:

None.


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today!

Unit: Intolerance

Day 10: Pre-reading, Predicting, and Getting Ready to Read

Unit Specific Objectives Met: Students will pre-read and make connections and predictions with the text.

Materials: Pre-reading Jigsaw Quiz Textbooks Crucible Anticipation Guide Annotation Bookmarks




Student Assessment: Students will be assessed based on their completion of the jigsaw quiz and anticipation

guide.

Opening Structure: Complete the jigsaw activity. Allow no more than 10 minutes. Field any questions from

students Issue the jigsaw quiz (5-10 minutes). Get students orientated with QUACK again. Today is day 2. Spend about 5 minutes. Explain to students that for the next two weeks or so we will be reading The Crucible.

This is an emotionally and politically charged play. It is also pretty intense and difficult to follow. To get orientated into it and hopefully make it easier, we’re going to look at an anticipation guide to see where our beliefs lie before the text. Have students complete the activity and place in their WNs (5 minutes or so).

Have students draw a part out of the hat. Allow one minute for switching.

Mini Lesson: Today we’re going to get started with the play. This is a pretty difficult first act as far as

plays go so we’ll start off a little slow. As we read act one, you have one job: to annotate using these annotation bookmarks. Let’s look at them.

First let’s note the two types of questions. We know there are two types of questions and the bookmark reminds us. As you read act one, I want you to track your questions and label them. You should have at least ten questions on your annotation bookmark by the end of the act. As we begin reading, I’ll stop us periodically to check our progress.

The other thing you will be tracking is the action and characters of the play. Every time an event occurs, I want you to note it on the annotation bookmark. Bullet the event and note the page number. This will come in handy as we continue our study. Every time we get character details, I want you to note that, too.

Let’s get started!

Work Time: Read pages 1216 and begin completing annotation bookmarks.

Debrief: Questions? How did it go? Whew! We cruised today! Keep up the good work

Tomorrow’s Preview/Purpose: Tomorrow we will be continuing our annotation and study. We will work to answer

some of the questions and keep pushing through act one.

Homework: None.


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today!

Name: _______________________________________________ Hr: _____

Pre-Reading Jigsaw Quiz

Directions: Use ONE COMPLETE sentence to answer each of the following questions.

1. Describe one way of uncovering a witch.

2. Define McCarthyism.

3. What was one reason that Miller wrote The Crucible?

4. Why were most witches women?

5. Explain how the witch trials were unfair.

Name: _______________________________________________ Hr: _____

Pre-Reading Jigsaw Quiz

Directions: Use ONE COMPLETE sentence to answer each of the following questions.

1. Describe one way of uncovering a witch.

2. Define McCarthyism.

3. What was one reason that Miller wrote The Crucible?

4. Why were most witches women?

5. Explain how the witch trials were unfair.

The Crucible Anticipation Guide

Carefully read and consider each of the following statements. Then mark whether you agree or disagree with each statement.

Agree Disagree Statement

1. Age does not matter in a relationship between a man and a woman.

2. “All is fair in love and war.”

3. Adultery is acceptable in today’s society.

4. It is okay to lie or cheat as long as you don’t get caught.

5. Withholding the truth is the same thing as telling a lie.

6. There are times in life when you should lie.

7. Gossiping is a harmless but fun way to pass time.

8. If the majority of people believe a statement is true, then it must be true.

9. In the American judicial system, the accused is innocent until proven guilty.

10. I am willing to accept the consequences of my actions.

11. Going to church helps to make you a good person.

12. Most people have certain fundamental beliefs that they are not willing to compromise.

Now choose one of the above statements with which you strongly agree or disagree. Explain your feelings about this statement in a brief paragraph that you write in the space below.

Name: ___________________________Hour: _____

Annotation Bookmark for The CrucibleThin Questions are those questions you ask that have definite answers. When we are confused or just need some clarification, we ask thin questions. For example: Mrs. Dwyer, how many questions do we need to ask? This question has a definite answer and is asked to help the reader understand better.

Thick Questions are those questions you ask that don’t have definite answers. These are the nagging or haunting questions that lend themselves well to discussion. For example: Why did you become a teacher, Mrs. Dwyer? This question has more than one answer and lots of layers of answers.

Below, make note of at least ten questions you have over Act One. When you ask the question, label the type and leave space for an answer.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Name: ___________________________Hour: _____

Annotation Bookmark for The CrucibleThin Questions are those questions you ask that have definite answers. When we are confused or just need some clarification, we ask thin questions. For example: Mrs. Dwyer, how many questions do we need to ask? This question has a definite answer and is asked to help the reader understand better.

Thick Questions are those questions you ask that don’t have definite answers. These are the nagging or haunting questions that lend themselves well to discussion. For example: Why did you become a teacher, Mrs. Dwyer? This question has more than one answer and lots of layers of answers.

Below, make note of at least ten questions you have over Act One. When you ask the question, label the type and leave space for an answer.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Action TrackingIn the table below, note the events that happen in act one.

Event Page #

CharactersList details about the characters in the table below.

Character Traits DiscoveredReverend Parris

Tituba

Abigail Williams

John Proctor

Rebecca Nurse

Reverend John Hale

Action TrackingIn the table below, note the events that happen in act one.

Event Page #

CharactersList details about the characters in the table below.

Character Traits DiscoveredReverend Parris

Tituba

Abigail Williams

John Proctor

Rebecca Nurse

Reverend John Hale

Picking Parts out of the hat!Cut and place in a hat for drawing out parts. Pass around an uncut sheet for students to put their names on.Reverend ParrisBetty ParrisTitubaAbigail WilliamsSusanna WalcottMrs. Ann PutnamThomas PutnamMercy LewisMary WarrenJohn ProctorRebecca NurseGiles CoreyReverend John HaleElizabeth ProctorFrancis Nurse

Ezekiel CheeverMarshal HerrickJudge HathorneDeputy Governor DanforthSarah GoodHopkins

Unit: Intolerance

Day 11: Getting into Act 1 and Annotating

Unit Specific Objectives Met: Students will utilize during reading strategies to question and interact with the text.

Materials: Annotation Book Marks Textbooks



Topical Question(s): What is going on in The Crucible?

Student Assessment: Students will be assessed based on their successful completion of the bookmarks.

Opening Structure: Have students work on day three of quack and complete their daily lionbook. Remind students of what we were doing yesterday and field questions. Every day with

The Crucible will begin this way: with questions and clarifications.

Mini Lesson: Today’s mini-lesson will focus on how to interact with the text. As we read today, we

will be using our annotation bookmark to question. Now, I know you’ve done this before and that you really do “get” it, but I am going to model it as I read. Bear in mind, that though I’m the teacher, I haven’t read The Crucible since I taught it three or four years ago and even then, I didn’t read it because my school just showed the movie. So…I think I will have tons of questions just like you!

As we read, stop and model questioning, both thick and thin.

Work Time: Read pages 1217-wherever you get and complete the annotation bookmarks. Goal today:

1225.

Debrief: So, what is going on with the crucible? Let’s look at the events so far and mark our

bookmark. Any questions? Comments?

Tomorrow’s Preview/Purpose: Tomorrow we will read some more and get into the meat of Act 1.

Homework: None unless you need to support your learning by going to outside sources.


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Unit: Intolerance

Day 12: Continuing our Act 1 Reading


Materials: Annotation Book Marks Textbooks





Opening Structure: Remind students of what we were doing yesterday and field questions. Every day with

The Crucible will begin this way: with questions and clarifications. Today I’m not going to read the narration. I wasn’t very happy with the way class ran

yesterday. The narration interfered with meaning. So I want you to take these post-its and mark the following pages: 1221, 1224, 1226, 1229, 1230, 1232. On each of these pages mark them with two post-its that should be put in like tabs.

Now, each of these post-it pairs are marking a large chunk of narration. As we read and get to these chunks, I will expect you to read them for homework and annotate them.

So what goes on the post-its? There are two post-its in each section. One post-it is for summarizing and one post-it is for questioning. You CANNOT write more than three sentences for each summary. There are six sections so you’ll, at max, have a total of 18 sentences. For each question post-it you will be marking down one thin question and one thick question.


will be using our annotation bookmark to question. Now, I know you’ve done this before and that you really do “get” it, but I am going to model it as I read

As we read, stop and model questioning, both thick and thin.


1224. Have students work on day four of quack. Remind about the quiz tomorrow!



Tomorrow’s Preview/Purpose: Tomorrow we will read and finish Act 1!



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today!

Unit: Intolerance



Materials: Annotation Book Marks Textbooks Post-its





Opening Structure: Quack quiz Remind students of what we were doing yesterday and field questions. Every day with

The Crucible will begin this way: with questions and clarifications. Last night you read the narration and completed some questions and summaries. I want

you to turn in those post-its to me. Put your name on the post-its and staple them together. Make sure they’re clearly labeled! Turn them in!


will be using our annotation bookmark to question. I am going to model it as I read As we read, stop and model questioning, both thick and thin.


1230.



Tomorrow’s Preview/Purpose: Tomorrow we will read and finish Act 1!



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today!

Unit: Intolerance



Materials: Annotation Book Marks Textbooks Post-its






The Crucible will begin this way: with questions and clarifications.


will be using our annotation bookmark to question. I am going to model it as I read As we read, stop and model questioning, both thick and thin.

Work Time: Read the rest of act 1



Tomorrow’s Preview/Purpose: Tomorrow we will quiz over act one and make sure we’re experts. Make sure you’ve

completed all of your post-its.

Homework: Finish your post-its.


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Needs major overhaul.

OK but not as strong as this needs to be.




today!

Unit: Intolerance



Materials: Annotation Book Marks Textbooks Post-its Act 1 quiz






The Crucible will begin this way: with questions and clarifications. Last night you read the narration and completed some questions and summaries. I want

you to turn in those post-its to me. Put your name on the post-its and staple them together. Make sure they’re clearly labeled! Turn them in!

Mini Lesson: Today I just want to take some time to check for understanding. Our reading of act one

was purely about “getting it” so let’s see how you’re doing. Do you get it? Do you need anything from me?

Work Time: Complete act 1 quiz and the annotation bookmarks.

Debrief: Any questions? Comments?

Tomorrow’s Preview/Purpose: Tomorrow we will read begin the deeper work with act 2! We will build upon our

content knowledge and start working on our reading skills.


REFLECTION

How did it go? What would I do differently next time?

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Name: ________________________________________ Hr: _____The Crucible Act 1 Quiz

Answer the following questions using COMPLETE sentences unless otherwise specified. Follow ALL directions carefully!

1. Summarize the act so far using no more than FIVE sentences.

2. LIST three acts of intolerance you have witnessed so far (in the play, not in the world).

3. Pose ONE thick question you have about the people of Salem and then answering it using one example from the text (summarize the example, no need for quotes).

4. Tell me three things about Abigail Williams.

5. Tell me three things about Reverend Parris.

Name: ________________________________________ Hr: _____The Crucible Act 1 Quiz

Answer the following questions using COMPLETE sentences unless otherwise specified. Follow ALL directions carefully!

1. Summarize the act so far using no more than FIVE sentences.

2. LIST three acts of intolerance you have witnessed so far (in the play, not in the world).

3. Pose ONE thick question you have about the people of Salem and then answering it using one example from the text (summarize the example, no need for quotes).

4. Tell me three things about Abigail Williams.

5. Tell me three things about Reverend Parris.

Unit: Intolerance

Day 16: Beginning our character studies

Unit Specific Objectives Met: I can apply pre-reading strategies to aid comprehension by previewing text and setting a

purpose for my reading. I can apply during reading strategies to infer, question, and summarize. I can use details from text to analyze character motivation, type, and characterization.

Materials: Textbooks Character Study Packets Why are we doing this big idea sheet Character Signs



Topical Question(s): How do I create deep/thick questions? How do I answer deep/thick questions? How do I relate to a character?

Student Assessment: Students will be assessed through their participation.

Opening Structure: So we’ve read and understood Act 1, now it’s time to set a purpose for reading Act 2 and

the rest of the play. We’re going to pretend to be doctors. In today’s society, if we thought someone was a witch or just in general disturbed, we wouldn’t stone them or hang them as Ebay has pointed out, we would treat them. Today and for the rest of our time with The Crucible, we are going to look at the characters as psychiatric patients in need of treatment.

Issue Character packets Preview Packets and talk clarifying questions

Mini Lesson: So let’s get started! When you came into class, you were given a character sign to wear.

A good doctor uses empathy to aid in the treatment of a patient. You can’t treat what you don’t know and understand. So, as we work on these character analyses, it will be your job to wear this sign daily, to get inside the shoes and heads of these characters. The first step to this is to complete the character observation sheet in your character packet. Go ahead and really think about who this person is. Write quickly and write well!

Now that you’ve begun to think about studying this character, it is time to review one of the skills we’ve taken for granted: questioning. Let’s review (thick/deep and thin/clarifying).

So what does this look like? Solicit response and clarify/enhance.

This questioning is starting to come naturally for you, but as you may have noticed with Act 1, it can go all over the place. Though good readers ask questions, good readers also set and narrow a purpose for reading. We have set and narrowed our purpose and it is to discover and understand our character. This means our questions will need to be focused only on character. What does this look like?

Have students review Therapeutic Question and Answer sheet in packet and ask them to create just two of the questions for homework.

Work Time: Prepare to read Act 2 by chunking the reading. Have students create two thick questions for the Therapeutic Question and Answer sheet

in their packet. Make sure students have completed the Preliminary Patient Observation form in their

packets.

Debrief: How does this feel? Any questions?

Tomorrow’s Preview/Purpose: Tomorrow we will be working on chunks one and two and furthering our understanding

of our patient.

Homework: Complete two questions on the Therapeutic Question and Answer sheet.


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Reverend Parris

Tituba

Abigail Williams

Mary Warren

The Putnams

John Proctor

Rebecca Nurse

Reverend John Hale

Elizabeth Proctor

Why are we doing this?Unit 2 Essential Questions and Learning Targets

Below you will find the “big ideas” of what we have been and are doing. This sheet should serve as a “man behind the curtain” piece for you. What we do in class is just “what we do in class” if you don’t know why we’re doing it. Below is my list of whys (learning targets) and my list of questions you should be continuously thinking on as we work (essential questions).

Essential Questions: How do our intolerances affect our relationships with one another? In what ways is today’s society more accepting/less intolerant than early America? Or is


Learning Targets: I can apply pre-reading strategies to aid comprehension by previewing text and setting a

purpose for my reading. I can apply during reading strategies to infer, question, and summarize. I can apply post-reading skills to comprehend, interpret, analyze, and evaluate text (draw

conclusions, question to clarify, and summarize). I can use details from text to analyze a theme across genres. I can use details from texts to analyze and evaluate an author’s tone, diction, and purpose

on the overall meaning of the work. I can use details from text to analyze character motivation, type, and characterization. I can use details from text to analyze conflict and setting and their impact on character

and mood. I can apply the Six Traits of Writing and the steps of the writing process to compose a

multi-paragraph reflection. I can evaluate my written work for voice. I can apply effective listening skills during whole group and small group discussions.

Assessment of Learning: I will be able to show my mastery of the above reading skill-based learning targets

through a completed character study. I will be able to show my mastery of the above writing skill-based learning targets

through a completed character analysis piece.

Patient Chart for: _________________________________________

Compiled by Dr. __________________________________

Contents of Chart:

Included—Y/N Reviewed—Y/N

Preliminary Patient Observations

Therapeutic Questions and Answers

Patient Motivation Study

Environmental Study

Observation of Subject in Action

Pattern Study of Patient Intolerance

Observational Connections

Character Analysis Report

Comments:

Preliminary Patient Observations

The patient was observed as looking…

The patient was observed as saying…

The patient was observed as doing…

Other observations I have made about this patient:

Based on the above observations, I have come to the below conclusions and beliefs:

Note to student: This worksheet should have be completed as if you were actually a doctor interviewing your character/patient. I am expecting that you create quotes, not draw them from the text. However, your created quotes should be based on what you know of the character.

Therapeutic Questions and Answers

The following questions were posed to the subject and answered. What follows are direct quotes from the character recorded for the purpose of observation.

Question #1 (about character’s thoughts):____________________________________________________________

Question #2 (about character’s actions):____________________________________________________________

Question #3 9about character’s words):____________________________________________________________

Question #4 (about character’s emotions):___________________________________________________________

Question #5 (about something of concern):___________________________________________________________

Patient response to question:

Doctor evaluation (why you think the patient answered this way):









Patient Motivation Study

The below observations were recorded. These observations seek to deduce the patient’s motivations for their actions.

The patient did (text says) As a doctor I know So I deduce/infer

Environmental Study

The patient was observed in his/her native environment. Notes on their patient’s environment were taken with a focus on deduction. The doctor was looking for clues as to the rationale for the patient’s behavior.

Describe the patient’s native environment: ___________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

How does the environment affect the patient: _________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Is the patient a product of their environment? Yes/No

Reasons for doctor’s findings: _____________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Observation of Subject in Action

The patient’s actions were observed. Notes on their patient’s behavior were taken with a focus on deduction. The doctor was looking for clues as to the rationale for the patient’s behavior.

Describe the patient’s behavior: ___________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

How does the behavior affect the patient and those around him/her: _______________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

What is going on to cause this behavior: _____________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Is the patient a product of what has happened to them or around them? Yes/No

Reasons for doctor’s findings: _____________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Pattern Study of Patient Intolerance

The following observations were made based on the doctor’s interpretation of intolerances the patient was either a victim of or perpetuated.

List intolerances observed to be perpetuated by the patient: _____________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

What proof exists of this: ________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

How could the patient have changed this: ____________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

List the intolerances in which the patient was a victim: _________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

What proof exists of this: ________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

How could the patient have changed this: ___________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Observational Connections

In an attempt to better serve the patient, the doctor has worked on connecting to the patient. Below follows a serious of doctor to patient connections, patient to patient connections, and patient to world connections in the hopes that gathering data will prove useful to assessing the patient.

Doctor to Patient Connection:

Patient to Patient Connection:

Patient to World Connection:

Doctor to Patient Connection:

Patient to Patient Connection:

Patient to World Connection:

Unit: Intolerance

Day 17: Beginning Act 2 for real

Unit Specific Objectives Met: I can apply during reading strategies to infer, question, and summarize. I can apply post-reading skills to comprehend, interpret, analyze, and evaluate text (draw

conclusions, question to clarify, and summarize). I can use details from text to analyze character motivation, type, and characterization.

Materials: Textbooks Exit Slips Patient Chart



Topical Question(s): How do I make solid connections? How do I relate to a character?

Student Assessment: Students will be assessed through their work on annotation slips.

Opening Structure: As students enter, give them their sign and pride points cards Review why we are doing this Make sure they have completed their lionbook work.

Mini Lesson: Today we are going to tackle act 2. Remember, we are digging deeper. We are not just

figuring out what is going on, we are acting as doctors observing our patients. As we read today, we are setting our purpose: to understand, but to also understand our

patient. As part of this, I want you to begin annotating. This act we will have another annotation

strip bookmark, but it will revolve around character. We will be marking it as we go. You should be using this as you read. At the end of each chunk, we will stop and I will model what I want you to do.

Be sure to explain the bookmark after reading chunk one and model it’s completion for the character of Betty Parris (since no one has her) on the document camera.

Work Time: Students will read Chunk 1 together as a class and they will work with me on their

annotation strip for that chunk. Students will then read Chunk 2 and annotate silently on their own.

Debrief:

Now is the time for questions. Today we accomplished a lot and we pushed hard. This is what the rest of the play will feel like. What do you need from me?

Tomorrow’s Preview/Purpose: Tomorrow we will continue to tackle act 2! Keep putting yourself in your patient’s

shoes!

Homework: Finish Chunk 2 if necessary.


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Betty Parris

Name: ___________________________Hour: _____

Annotation Bookmark for Act 2We don’t live in a vacuum. So when we read, we shouldn’t assume that our characters do. As you read this act, you will be making connections between your patient/character, and the other characters in the story. Any time that you see a connection, write it down! I don’t care if it is a deep or surface connection, the more you get, the better. I expect to see at least 10 connections. Number your connections.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Name: ___________________________

Hour: _____

Annotation Bookmark for Act 2We don’t live in a vacuum. So when we read, we shouldn’t assume that our characters do. As you read this act, you will be making connections between your patient/character, and the other characters in the story. Any time that you see a connection, write it down! I don’t care if it is a deep or surface connection, the more you get, the better. I expect to see at least 10 connections. Number your connections.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Action TrackingIn the table below, note the events that happen in act two.

Event Page #

Your PatientKeep empathizing with your patient! As you read, make note of the following with regards to your patient.

Data to Look for

Observation

How are you like your character?What has your character done that surprised you?What has your character done that shows who they really are?How likable is your character? Explain.


Event Page #

Your PatientKeep empathizing with your patient! As you read, make note of the following with regards to your patient.

Data to Look for

Observation

How are you like your character?What has your character done that surprised you?What has your character done that shows who they really are?How likable is your character? Explain.

Unit: Intolerance

Day 18: Finishing Act 2

Unit Specific Objectives Met: I can apply during reading strategies to infer, question, and summarize. I can apply post-reading skills to comprehend, interpret, analyze, and evaluate text (draw

conclusions, question to clarify, and summarize). I can use details from text to analyze character motivation, type, and characterization.

Materials: Textbooks Annotation Strips



Topical Question(s): How do I make solid connections? How do I relate to a character?

Student Assessment: Students will be assessed through their work on annotation slips.

Opening Structure: As students enter, give them their sign. Review why we are doing this Make sure they have completed their lionbook work.

Mini Lesson: Today we are going to finish act 2. Let’s remember our purpose! We will not have a specific mini-lesson today. We are continuing from yesterday. But if

necessary, let’s talk about fixing-up our reading from yesterday. Let’s also recap by asking and answering some of our questions.

Work Time: Students will read Chunk 3 and 4 together as a class and they will work on their

annotation strip for that chunk.

Debrief: What do you need from me? On Monday we will take the Act 2 quiz. Make sure you

“get” what’s going on and that you can make sure to get your questions ready for the start of class.

Tomorrow’s Preview/Purpose: Monday we will quiz over act 2 and get moving on our patient charts!

Homework: Finish Chunk 4 if necessary.


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Unit: Intolerance

Day 19: Making Observations on our Patient Charts

Unit Specific Objectives Met: I can apply post-reading skills to comprehend, interpret, analyze, and evaluate text (draw

conclusions, question to clarify, and summarize). I can use details from text to analyze character motivation, type, and characterization. I can use details from text to analyze conflict and setting and their impact on character

and mood.

Materials: Textbooks Quack for 3.3 Act 2 Quiz Patient Charts



Topical Question(s): How do I create deep/thick questions? How can I relate to my patient

Student Assessment: Students will be assessed through their completion of an exit pass.

Opening Structure: Have students ask questions about Act 2 and clarify. Make sure students know that Lionbook will pick up again tomorrow. Take Act 2 Quiz Watch Quack 3.3 and do the definition portion of quack worksheet. Get patient signs

Mini Lesson: Let’s talk about our patients again! So we’ve made observations on our patient chart, but now we need to move further.

We’re 2/5 of the way through this story and we need to start evaluating our patients further. I want to talk to you about the Therapeutic Question and Answer sheet.

Discuss with students how to fill it out. Model using Betty.

Work Time: Students need to complete the Therapeutic Question and Answer sheet.

Debrief: So how are you doing? Any questions? Comments? We’ll keep at it!

Tomorrow’s Preview/Purpose:

Tomorrow we will take a break from the play in order to take a district assessment. Don’t worry, we’ll pick up again on Wednesday!

Homework: Finish Therapeutic Question and Answer sheet in chart.


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Name: ______________________________ Hour: ________ Date: __________

Act 2 Quiz

Complete the following questions being sure to follow directions carefully. Unless otherwise stated, you should use COMPLETE sentences.

1. Tell me three things about the character of John Proctor. Offer text proof of each.

2. Tell me three things about the character of Elizabeth Proctor. Offer text proof of each.

3. List five events from Act 2 using no more than five words per bullet.

a.

b.

c.

d.

e.

4. What is one connection you have made between your patient and someone or something in act 2?

5. What are three instances of intolerance witnessed in act 2?

Name: ______________________________ Hour: ________ Date: __________

Exit Slip

In the space below, note one impression you have of your character. Explain how this impression has been made.

Name: ______________________________ Hour: ________ Date: __________

Exit Slip


Name: ______________________________ Hour: ________ Date: __________

Exit Slip


Unit: Intolerance

Day 20: District Writing Assessment

Unit Specific Objectives Met: None

Materials: Pen or pencil District Writing Prompt and draft paper sheets

Essential Question(s): N/A


Student Assessment: Students will be assessed through their completion of the district writing prompt.

Opening Structure: Have students complete their quack work. Make sure students also finish with lionbook.

Mini Lesson: None

Work Time: Students will complete the district writing prompt.

Debrief: None

Tomorrow’s Preview/Purpose: We’ll get back into the play. Be ready to watch!

Homework: None.


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Unit: Intolerance

Day 21: Beginning Act 3


purpose for my reading. I can apply during reading strategies to infer, question, and summarize. I can use details from text to analyze character motivation, type, and characterization.

Materials: Textbooks Movie Act 3 Annotation Bookmarks



Topical Question(s): How do I make successful inferences? How do characters come to life in film?

Student Assessment: Students will be assessed through their completion of their bookmarks.

Opening Structure: Students need to continue their quack study. Today is day 3, but we are also completing

day 2. Students need to do their lionbook.

Mini Lesson: Today we are finally watching the movie! Of course, you need bookmarks to annotate

what you watch as well! Let’s look at these and make sure you know how to complete them.

Now, I’m going to be stopping as we “read” this text. I will stop periodically so you can annotate your text. We’ll also take some time to discuss what we’re seeing that is similar or different from our text.

Any questions? As we watch the opening of the movie, show the witch scene and pause and talk. Then

make sure to show/pause/introduce each of the main characters. Start “act 3” with the arrests scene and then skip the part with John, Mary, and Elizabeth to continue. Explain how act 3 is an amalgamation of acts 1-4. Be sure to do 2 inferences with students. Use the Mr. Jacobs scene for that.

Work Time: Students should be viewing and annotating the movie.

Debrief: So what do you think? Was it worth the wait?

Tomorrow’s Preview/Purpose: We’ll continue on in our study tomorrow!

Homework: None unless they need to catch up!


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Name: ___________________________Hour: _____

Annotation Bookmark for Act 3Finally, we get to watch the movie! The good news, no reading, the bad news, still annotating! As you “read” the movie text, I want you to follow along with the captions and action. As we watch, really track your thinking. For this act, I want you to note inferences. Remember, to make an inference you need to tell me what the text says, then what your schema/BK is, then your inference. We will practice 2 together and you’ll get the rest!

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Name: ___________________________Hour: _____

Annotation Bookmark for Act 3Finally, we get to watch the movie! The good news, no reading, the bad news, still annotating! As you “read” the movie text, I want you to follow along with the captions and action. As we watch, really track your thinking. For this act, I want you to note inferences. Remember, to make an inference you need to tell me what the text says, then what your schema/BK is, then your inference. We will practice 2 together and you’ll get the rest!

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Action TrackingIn the table below, note the events that happen in “act 3.”

Event

Your PatientKeep empathizing with your patient! As you watch, make notes about your character. How do they look? How do they act? What do you notice?

Observations

Action TrackingIn the table below, note the events that happen in “act 3.”

Event

Your PatientKeep empathizing with your patient! As you watch, make notes about your character. How do they look? How do they act? What do you notice?

Observations

Unit: Intolerance

Day 22: Continuing the viewing of act 3

Unit Specific Objectives Met: I can apply during reading strategies to infer, question, and summarize. I can use details from text to analyze character motivation, type, and characterization. I can use details from text to analyze conflict and setting and their impact on character

and mood.

Materials: Textbooks Annotation bookmarks for act 3



Topical Question(s): How do I create solid inferences?

Student Assessment: Students will be assessed through their completion of annotation bookmarks.

Opening Structure: Have students complete lionbook and their vocab sheet. Remind about the vocab quiz

tomorrow!

Mini Lesson: Today we are continuing with inferring and viewing our text. Let’s jump right in. I’ll

stop at times to question and allow you time to infer!Work Time:

Continue viewing act 3 and annotating.Debrief:

So what do you think? Do you like the movie? Is it helping with understanding?Tomorrow’s Preview/Purpose:

Tomorrow we will finish our viewing of Act 3. Keep working on your bookmarks!Homework:

Review bookmarks so far and study for quack quiz.REFLECTION


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today!

Unit: Intolerance

Day 23: Finishing our viewing of Act 3


and mood.

Materials: Textbooks Quack Quiz DVD of The Crucible Exit Slips



Topical Question(s): How is the reality of the play different than that of the movie? What is going on in the story? What am I learning about my patient/character?


Opening Structure: Students should participate in lionbook activity. Students should review and ready for the quack quiz. Students should take quack quiz and turn in quacktrice.

Mini Lesson: Today we are going to push through the rest of act 3. There is a lot of action and

heartbreak. I will NOT be talking about it until Monday. Instead, I will stop throughout and pause for your annotations.

Work Time: View act three and annotate. We should finish it today.

Debrief: Wow. What a story! Before you leave today, you need to complete and exit pass for

me.

Tomorrow’s Preview/Purpose: We will begin again on Monday by discussing what we saw in act three. We will take an

act 3 quiz and then we will work on our patient charts!

Homework:

None.


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Name: ______________________________ Hour: ________ Date: __________

Exit Slip

In the space below, note TEN events that have happened in the play.1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Name: ______________________________ Hour: ________ Date: __________

Exit Slip


2.

3.

4.

5.

6.

7.

8.

9.

10.

Name: ______________________________ Hour: ________ Date: __________

Exit Slip


2.

3.

4.

5.

6.

7.

8.

9.

10.

Unit: Intolerance

Day 24: Studying our patients some more


conclusions, question to clarify, and summarize). I can use details from texts to analyze and evaluate an author’s tone, diction, and purpose

on the overall meaning of the work. I can use details from text to analyze character motivation, type, and characterization. I can use details from text to analyze conflict and setting and their impact on character

and mood.

Materials: Textbooks Act 3 Quiz Patient Chart Packet (we’ll work on the Patient Motivation Study, the Environmental

Study, and the Observation of Subject in Action)



Topical Question(s): What am I learning about my patient/character?


Opening Structure: Students should complete their daily lionbook. Students should review their act 3 bookmark and prepare for the quiz. Students should take the quiz. Distribute patient signs.

Mini Lesson: Model the completion of the Patient Motivation Study, the Environmental Study, and the

Observation of Subject in Action parts of the patient chart. Discuss what we’re doing again and within each piece address the specific skills of inferring and questioning.

Work Time: Students should work on their packets and ask questions.

Debrief: We’re almost there! What kinds of questions do you have for me? Catch if needed

whole class.

Tomorrow’s Preview/Purpose: Tomorrow we get back into the text! We will be reading act 4.

Homework: Finish Patient Motivation Study, the Environmental Study, and the Observation of

Subject in Action sheets.


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today!

Name: ______________________________ Hour: ________ Date: __________

Act 3 Quiz—Making Inferences

Complete the following items being sure to follow the inference-making process. You will be making inferences based on ACT THREE and what you SAW. Remember to be specific and make detailed inferences.

The video showed (this is like “the text said”)

I know (this is where you BK/Schema goes)

So…(this is where your inference goes)

The girls delay before saying that they see a “black man” talking to Mr. Jacobs.

I know that when you are lieing, you might delay to act and hedge a bit. I also know that when you are trying to pull off a prank you sometimes delay because you’re coordinating with your partner.

So I think the girls are big fat liars! I think they were coordinating their efforts and so sometimes it took a minute before they’d “see” the same things.

Judge Danforth tells Reverend Parris to sit down and be quiet when Reverend Parris says he’d like to question Mary.

We hear from Judge Danforth that Elizabeth Proctor is pregnant and John Proctor says, well it must be true because she will never lie.

Elizabeth hesitates for quite a bit and makes extra comments before telling the judge that her husband did not have an affair.

Abby’s face in shock as Mary hugged her and said, “I’m sorry, Abby!”

Reverend Hale denounces the court proceedings and says he’s “quit the court.”

Unit: Intolerance

Day 25: Beginning Act 4


purpose for my reading. I can apply during reading strategies to infer, question, and summarize. I can use details from text to analyze character motivation, type, and characterization. I can use details from text to analyze conflict and setting and their impact on character

and mood.

Materials: Textbooks Act 4 Annotation Bookmarks Exit passes



Topical Question(s): How do I create deep/thick questions?

Student Assessment: Students will be assessed through their completion of annotation using their bookmarks.

Opening Structure: Students will complete their lionbook activity. Field and answer questions about the text and remind where we are. Chunk the text of act 4 (mark at page 1266, 1268, 1270, 1271)

Mini Lesson: Today we will be focusing on digging deep. As we read we will continue to annotate as

we always do using our bookmarks, but today we will focus on questioning and on really looking beyond the text for answers. Let’s read act 4, chunk 1 and then I’ll model for you what I’m talking about.

Read chunk 1 aloud together and then model the questioning and fill in the other pieces of the bookmark.

Work Time: Complete the bookmark and reading through chunk 2.

Debrief: Can you believe these people? Tomorrow we will finish! Any predictions? Before you

leave, give me an exit pass prediction with reason. Use only one sentence! See the model for your example.

Tomorrow’s Preview/Purpose: We’ll finish the play and make some predictions!

Homework: None unless chunk 2 wasn’t finished, then finish that on your own.


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today!

Name: ___________________________Hour: _____

Annotation Bookmark for Act 4We’ve read and inferred a lot about the characters in our texts and now we’re to the end. For this act, I want you to create four SUPER-THICK questions and then answer them using your inferences from the text. Create one thick question after reading each chunk of the text.Thick Question After Reading Chunk 1:

Answer to Thick Question from Chunk 1:

Thick Question After Reading Chunk 2:








Name: ___________________________Hour: _____

Annotation Bookmark for Act 4We’ve read and inferred a lot about the characters in our texts and now we’re to the end. For this act, I want you to create four SUPER-THICK questions and then answer them using your inferences from the text. Create one thick question after reading each chunk of the text.Thick Question After Reading Chunk 1:











Event Page #

ConnectingAs you read, make connections to your character/patient and the events of the play.Text-to-Self Connections:__

__

__

Text-to-Text Connections:__

__

__

Text-to-World Connections:__

__

__


Event Page #

ConnectingAs you read, make connections to your character/patient and the events of the play.Text-to-Self Connections:__

__

__

Text-to-Text Connections:__

__

__

Text-to-World Connections:__

__

__

Name: ______________________________ Hour: ________ Date: __________

Exit Slip

In the space below give me one prediction and reason behind the prediction. Use only ONE sentence! See the example for a model to follow.

EXAMPLE PREDICTION: I believe that Reverend Parris will leave town because after Abigail left his credibility was completely shot and no one will ever believe he knows right from wrong if his kids are any indication of his teaching.

Name: ______________________________ Hour: ________ Date: __________

Exit Slip



Name: ______________________________ Hour: ________ Date: __________

Exit Slip



Unit: Intolerance

Day 26: Finishing Act 4


and mood.

Materials: Textbooks Act 4 Annotation Bookmarks



Topical Question(s): How do I create deep/thick questions? How do I make connections?

Student Assessment: Students will be assessed through their completion of annotation using their bookmarks.

Opening Structure: Students will complete their lionbook activity. Field and answer questions about the text and remind where we are. Check for understanding of the bookmark process.

Mini Lesson: Today we will be focusing on digging deep. As we read we will continue to annotate as

we always do using our bookmarks, but today we will focus on connecting and on really looking beyond the text for answers. Let’s read act 4, chunk 3 and then I’ll model for you what I’m talking about.

Read chunk 4 aloud together and then model the connecting.

Work Time: Complete the bookmark and reading through chunks 3-5.

Debrief: Wow, this is pretty intense! Any questions? How can I help? Remember, I’m collecting

ALL bookmarks tomorrow. If you need any more copies of one, come and get it!

Tomorrow’s Preview/Purpose: Tomorrow we will begin to wrap it all up. We will view the end of the crucible, finish up

our bookmarks, and get ready to finish our packets and complete an assessment! Whew!

Homework: None unless chunk 5 wasn’t finished, then finish that on your own.


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today!

Unit: Intolerance

Day 27: Finishing the video and more of the chart


conclusions, question to clarify, and summarize). I can use details from text to analyze a theme across genres. I can use details from text to analyze character motivation, type, and characterization. I can use details from text to analyze conflict and setting and their impact on character

and mood.

Materials: Textbooks Video Patient Chart Packet (we’ll work on the Patient Motivation Study, the Environmental

Study, and the Observation of Subject in Action)



Topical Question(s): How can I study my patient when they aren’t always present?

Opening Structure: Students will complete their lionbook activity.

Work Time: Watch the video and then work on the patient chart pages.

Mini Lesson: Today we’re going to look some more at the patient charting now that we’ve read it all

and seen so much. On document camera model the packet completion using Betty. Work on the Patient

Motivation Study, the Environmental Study, and the Observation of Subject in Action pages.

Debrief: Remember this is due on October 13th. You will need to keep working on this!

Tomorrow’s Preview/Purpose: Tomorrow is a shortened schedule due to homecoming. You can count on taking your

act four quiz and completing another page of your packet.

Homework: packet

REFLECTION


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today!

Unit: Intolerance

Day 28: More of the chart and an act 4 quiz


conclusions, question to clarify, and summarize). I can use details from text to analyze a theme across genres. I can use details from text to analyze character motivation, type, and characterization. I can use details from text to analyze conflict and setting and their impact on character

and mood.

Materials: Textbooks Act 4 quiz Patient Chart Packet (we’ll work on the Pattern Study of Patient Intolerance)




Opening Structure: Students will complete their lionbook activity.

Work Time: Complete the Act 4 quiz and then work on the patient chart page.


and seen so much. On document camera model the packet completion using Betty. Work on the Pattern

Study of Patient Intolerance page.

Debrief: Remember this is due on October 13th. You will need to keep working on this!

Tomorrow’s Preview/Purpose: With the time left you should work on your packet and be good. Enjoy the assembly and

homecoming. We’ll pick up on Monday!

Homework: packet


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today!

Name: ______________________________ Hour: ________ Date: __________

Act 4 Quiz—Putting it all together

Complete the following items being sure to use COMPLETE sentences when needed. Remember to be specific and detailed.

1. Why does Reverend Hale try to get the condemned prisoners to confess? (1 pt)

2. Several months have passed since the events of Act III. Name two specific negative things that are happening in the town due to the many people who have been imprisoned or executed? (2 pts)

3. Why are Danforth and Hathorne so set upon trying to get Rebecca Nurse or John Proctor to confess? (2 pts)

4. What happens to Abigail and what does Reverend Parris say is missing? (2 pts)

5. How does Giles die? Why does he choose to die this way? Make a connection to your life. (3 pts)

6. After Proctor confesses and signs his confession, he rips it up. Why does he tear it up and what results from this act? (5 pts)

7. Extra Credit: What does Reverend Parris say he found in his door? (+1 pt)

Unit: Intolerance

Day 29: Finishing the packet, working on quack, celebrating Columbus Day


conclusions, question to clarify, and summarize).

Materials: Textbooks Patient Chart Packet (we’ll work on the final page—connections)




Opening Structure: Students will complete their lionbook activity. Students will work on Quack 3.4.


and seen so much. On document camera model the packet completion using Betty. Work on the final page.

Work Time: It’s Columbus day! Time to enjoy. Play a word game with a group and turn in your

score sheet for easy participation points. Make sure your quack is done and you’re ready for your big Crucible test tomorrow.

Debrief: Remember the packet is due tomorrow! Make sure it’s completed!

Tomorrow’s Preview/Purpose: Tomorrow you will be taking your Crucible test so make sure you’re ready!

Homework: packet


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some kinks to work


today!

out.

Unit: Intolerance

Day 30: Completing the assessment


conclusions, question to clarify, and summarize).

Materials: Test for The Crucible




Opening Structure: Students will complete their lionbook activity. Students will complete their daily Quack.

Mini Lesson: None today

Work Time: Students will complete the assessment.

Debrief: Time to collect the packets! Make sure your name is on it and you’re ready for turn-in.

Whew! The Crucible is finished!

Tomorrow’s Preview/Purpose: Be ready to start our new unit tomorrow!

Homework: none


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today!

Crucible Final Assessment

Multiple ChoiceIdentify the choice that best completes the statement or answers the question.

ComprehensionThe questions below refer to the selection "The Crucible, Act One."

____ 1. The best definition of the word “crucible” as it applies to the play isa. the hollow at the bottom of an ore furnace where molten lead collectsb. a container made of a substance that can resist great heatc. a lamp burning before a crossd. a severe test or trial

____ 2. In the Overture, Salem is described as all of the following except aa. place inhabited by fanaticsb. few dark housesc. prosperous villaged. location that ships out products of increasing value

____ 3. Before the action of the play begins, Betty Parris and her friendsa. have been chasing boys and flirting with themb. have had affairs with some of the men in townc. have been caught dancing in the woodsd. have been guilty of blasphemy and witchcraft themselves

____ 4. Which of the following statements best describes Tituba?a. She leads the girls astray.b. She is from Boston, and Reverend Parris distrusts her.c. She commonly performs minor acts of witchcraft.d. She is a slave from Barbados who is devoted to Betty.

____ 5. Who is Reverend Parris’s niece?a. Susanna Walcott c. Mary Warrenb. Abigail Williams d. Mercy Lewis

____ 6. What is Ann Putnam’s greatest grief?a. Her daughter Ruth is about to die.b. Seven of her children died in infancy.c. She is worried about Ruth’s bad behavior.d. She knows her husband is unfaithful.

____ 7. Why is the Reverend John Hale summoned?a. He is to settle the dispute between Parris and Parris’s parishioners.b. The parishioners want him to come and preach instead of Parris.c. He has legal training and will help with the disputes over property.d. He is an expert on witchcraft and can help Salem.

____ 8. The setting of the play isa. Salem, Massachusetts, 1692 c. Boston, Massachusetts, 1692b. Salem, Massachusetts, 1630 d. Beverly, Massachusetts, 1630

____ 9. In the Overture of Act One, Miller says that Salem was run as aa. monarchy c. oligarchyb. theocracy d. autocracy

____ 10. Which of the following best describes John Proctor?a. intelligent and independent c. meek and shyb. pious and religious d. jovial and light-hearted

____ 11. According to Miller, the reason the Massachusetts Colony survived was that the Puritans werea. well-educated and ambitious c. motivated mainly by desire for profitb. rugged individualists d. a tightly controlled, communal society

____ 12. The Salem witch trials were probably motivated by all of the these except

a. lust for neighbors’ land c. religious superstitionb. fear of Indian attacks d. jealousy and meanness

____ 13. At the beginning of the play when his daughter, Betty, falls ill, Reverend Parris appears to be most concerned abouta. Betty’s health c. Mrs. Putnam’s opinionsb. Tituba’s honesty d. his own reputation

____ 14. Betty is likely to be in a trancelike state becausea. she fears punishment for being caught dancing in the woodsb. she has been spoiled by her father and is trying to get his attentionc. she feels upset about losing her motherd. she does not like Tituba and wants to get her in trouble

____ 15. When Abigail threatens Betty, Abigail is motivated by hera. jealousy of Betty’s pampered life as the daughter of a ministerb. need for attention in the village because she is an orphanc. fear of the villagers knowing everything they did in the woodsd. fear that Tituba will be accused of witchcraft

____ 16. Abigail accuses Goody Good and Goody Osburn of witchcraft becausea. she is angry with John Proctor for rejecting herb. the accusations seem to be a way to cause Parris troublec. something evil happened to the girls in the forestd. she can persuade Mrs. Putnam and not be punished

ComprehensionThe questions below refer to the selection "The Crucible, Act Two."

____ 17. Mary Warrena. accuses Elizabeth Proctor of being a witchb. claims that she is an official of the court trying witchesc. lies to Reverend Haled. does not like either Elizabeth or John Proctor

____ 18. Elizabeth is afraid that her husbanda. thinks that she is a witch c. is drawn to Mary Warrenb. is still interested in Abigail Williams d. is too harsh with Abigail Williams

____ 19. The people who have been accused of being witches by the court may save themselves from hanging bya. praying and saying the Lord’s Prayerb. accusing other people of being witchesc. confessing to being witchesd. denying that they are witches and reciting Biblical passages

____ 20. What reason does John Proctor give Reverend Hale for his absence from church?a. He does not think Reverend Parris is godly.b. He needs the time to work his farm.c. His children have been frequently ill.d. God does not require constant church attendance.

____ 21. Hale comes to the Proctors’ housea. to get John’s help to stop the witch trialsb. to find out why Elizabeth has not been at churchc. to ask the Proctors some questionsd. because he knows that the girls are all lying about seeing witches

____ 22. Which commandment does John forget when Hale asks him to recite the Ten Commandments?a. Thou shalt not covet thy neighbor’s goods.b. Thou shalt not bear false witness.c. Thou shalt not steal.d. Thou shalt not commit adultery.

____ 23. What is Hale’s advice to the Proctors as he prepares to leave their house?

a. He tells both of them to stay away from Abigail Williams.b. He tells them to go to church and baptize their youngest child.c. He counsels them to stay away from Salem.d. He urges Elizabeth to discharge Mary Warren from their service.

____ 24. What is unusual about the doll that Mary Warren makes for Elizabeth?a. It has a needle stuck in its stomach.b. It looks like Abigail.c. Mary made it from corn shucks and shells.d. It looks like Elizabeth.

____ 25. As Elizabeth is led away to jail, what does John demand of Mary Warren?a. that she stay away from the witch trials in the townb. that she inform the court that Abigail is lyingc. that she take care of the Proctor children until Elizabeth returnsd. that she stop lying and accusing people of being witches

____ 26. Why does Proctor say he is reluctant to go to Salem and tell what Abigail said to him?a. He thinks it will be difficult to prove Abigail is lying.b. He does not want to side with Giles Corey.c. He is afraid of losing his farm.d. He is afraid Mary Warren will no longer work for them.

____ 27. During this act, Mary Warren has becomea. meeker c. bolderb. honest d. independent

____ 28. Hale tests the Proctors by questioning them about all of the following excepta. their relationship c. their church attendanceb. the Ten Commandments d. their belief in witchcraft

____ 29. Who is the leader of the accusers in court?a. Tituba c. John Proctorb. The Deputy Governor d. Abigail Williams

____ 30. What does Proctor say when Hale questions him about not going to church (mark all that apply)?a. He does not like the Reverend Parris.b. He has necessary farm work to do.c. His wife Elizabeth has been ill.d. His conduct is not Mr. Hale’s business.

____ 31. Which becomes apparent during the course of Act Two?a. Most people in Salem find the accusers uncreditable.b. More and more women are being arrested for witchcraft.c. Hale will realize the error of his way.d. Elizabeth will be set free after the hearing.

____ 32. What does Elizabeth ask Proctor to do?a. fire Mary Warren c. speak to Abigail for her sakeb. go to church more regularly d. grant her a divorce

____ 33. What is the most probable cause of the accusation of witchcraft?a. a desire for vengeance and powerb. a real belief in sorceryc. a desire to overthrow the governmentd. a belief in the triumph of the rational mind

____ 34. Marshal Herrick is shamefaced when he appears at the Proctors’ house because hea. is drunkb. has accused Rebecca Nurse and Martha Corey of witchcraftc. comes to take away Elizabethd. comes to ask John for money

____ 35. Mary Warren’s motivation for joining the girls in their accusations of witchcraft isa. her hatred of John and Elizabeth Proctorb. that she has been mistreated by some of the women in the village

c. that she is a lonely girl who craves friends and attentiond. that she wants power over others

____ 36. Elizabeth says that Abigail accuses her of being a witch because Abigaila. is bored and the witchcraft trials are fun for herb. is still angry at Elizabeth because she made her work so hardc. is afraid that she herself will be accused of being a witchd. wants to get rid of Elizabeth so she can have John

ComprehensionThe questions below refer to the selection "The Crucible, Act Three."

____ 37. Deputy Governor Danfortha. seems proud and does not like his authority challengedb. is eager to hear Giles Corey’s defense of his wifec. believes that the girls accusing the women of witchcraft are fraudsd. is an ignorant, humorless man who refuses to listen to evidence

____ 38. In Act Three the person who begins to have doubts about the rightness of the witch trials isa. Ezekiel Cheever c. Thomas Putnamb. Judge Hathorne d. Reverend John Hale

____ 39. Who is the richest man in the village who can afford to buy the land forfeited by George Jacobs if Jacobs hangs as a witch?a. Deputy Governor Danforth c. Thomas Putnamb. Giles Corey d. Ezekiel Cheever

____ 40. What does Judge Hathorne ask Mary Warren to do in court that she cannot do?a. pray c. send out her spiritb. faint d. recite the Ten Commandments

____ 41. What does Abigail Williams do as soon as Danforth begins to question her?a. She begins to cry and behave hysterically.b. She says that Elizabeth Proctor sent her spirit out.c. She says that they must all beware of the Devil.d. She threatens Danforth.

____ 42. What secret does John Proctor reveal to prove the girls are lying?a. He says that Abigail seeks vengeance.b. He confesses that he does not like Reverend Parris or the church.c. He says that Abigail told him that she was going to accuse Elizabeth.d. He says that he promised to marry Abigail if anything happened to Elizabeth.

____ 43. What does John tell the court about his wife?a. She is about to confess. c. She will not lie.b. She will charge Abigail with murder. d. She is pregnant.

____ 44. How do the girls in the courtroom terrorize Mary Warren?a. They give her a poppet that looks like her.b. They repeat everything that she says.c. They tell the court that she has cast a spell on John.d. They say that they see the Devil talking to her.

____ 45. Who is taken to jail at the end of Act Three?a. Martha Corey and John Proctor c. Giles Corey and John Proctorb. Mary Warren and Martha Corey d. Elizabeth Proctor and Mary Warren

____ 46. Why does Danforth dismiss Giles’ deposition?a. Putnam denies what Giles reports.b. The court does not believe Giles’ word.c. Giles will not reveal the name of his source.d. Giles’ deposition was not written by a lawyer.

____ 47. The climax of Act Three occurs whena. Mary Warren renounces her deposition

b. Abigail says she is innocentc. Danforth threatens John Proctord. John Proctor accuses Abigail

____ 48. At the end of Act Three, Hale is disgusted witha. Mary Warren c. the court proceedingsb. Proctor d. his role in the problem

____ 49. Danforth has signed many death warrants, and so hasa. Parris c. Herrickb. Hale d. Putnam

____ 50. Giles believes that Putnam’s motivation for accusing people of witchcraft isa. revenge c. lustb. fear d. greed

____ 51. What does Abigail succeed in doing in this act?a. She regains Proctor's affection.b. She convinces Hale that she is trustworthy.c. She wins Mary Warren back to her side.d. She proves that Proctor is a lecher.

____ 52. Why does Mary seem to change her mind about telling the truth?a. She is scared of Abigail and the others.b. She has seen a vision.c. Proctor tells her all is lost.d. Hale bullies her into capitulating.

____ 53. Abigail and the girls say they seea. a five-legged dragon c. two monarch butterfliesb. a yellow bird d. a goat

____ 54. Abigail triumphs for all of the following reasons excepta. Danforth believes her and not John c. Elizabeth lies to save her husbandb. Mary Warren rejoins the girls d. Hale denounces the trials

____ 55. Danforth does not want to find out that the girls’ accusations are false because hea. will not be able to acquire the victims’ landb. will be blamed for the deaths of innocent peoplec. is afraid people will think him ignorant of the lawd. does not want his involvement with Abigail revealed

____ 56. Elizabeth’s motivation for lying about John’s affair with Abigail is thata. she is embarrassed and does not want anyone to knowb. the villagers will think she has been a bad wifec. she is afraid that John will be arrested as a witchd. she loves John and wants to protect him

ComprehensionThe questions below refer to the selection "The Crucible, Act Four."

____ 57. What news does Reverend Parris reveal at the beginning of Act Four?a. The women accused of witchcraft are about to confess.b. Mercy Lewis and Abigail Williams have stolen Parris’s money and disappeared.c. Tituba and Sarah Good have cast a spell on Marshal Herrick.d. None of the accused have conversed or associated with the Devil.

____ 58. Which two men urge Deputy Governor Danforth to postpone the witch trials because a rebellion in the town seems possible?a. Ezekiel Cheever and John Hale c. John Hale and Reverend Parrisb. John Proctor and John Hale d. Reverend Parris and Judge Hathorne

____ 59. What does John Hale urge Elizabeth Proctor to do?a. persuade her husband to confess to witchcraftb. admit that she lied about Abigail and John

c. promise to get the other women to confessd. plead her own case because she is pregnant

____ 60. How does Giles Corey die?a. He refuses to confess, and finally he is hanged as a witch.b. He dies of a broken heart when he hears that his wife is dead.c. He dies of guilt because he accused his wife of reading strange books.d. He is not hanged, but instead is crushed with stones.

____ 61. John tells Elizabeth that he has not confessed to being a witch becausea. he says that he has confessed to too many liesb. Danforth and Parris want to use him as an examplec. he does not want to confess a lie to contemptible peopled. he is afraid that Danforth will hang Elizabeth for spite

____ 62. Elizabeth blames herselfa. for Mary Warren’s lies c. for John’s reluctance to confessb. for John’s affair with Abigail d. for John’s imprisonment

____ 63. Elizabeth tells John that she “kept a cold house.” Keeping “a cold house” means that shea. never invited anyone to visit themb. frequently let the fire go outc. was not a loving or proper wifed. refused to keep flowers or pretty things in the house

____ 64. What does John want from Elizabeth?a. her approval for his confession to witchcraftb. her assurance that she loves himc. her promise to trust himd. her own confession to witchcraft

____ 65. What is one thing that John cannot do?a. get Martha Corey and Rebecca Nurse to confessb. sign his name to a liec. allow his lie to be made publicd. let Elizabeth lie for him

____ 66. In his confession John admits toa. thinking evil thoughts about Parrisb. seeing Goody Osburn with the Devilc. sending out his spirit on Abigail Williamsd. seeing the Devil

____ 67. Which of these does not occur in Act Four?a. The cows need milking.b. The people argue over ownership of the cows.c. The townspeople stop going to church.d. Children wander from house to house.

____ 68. Which reason does Herrick give for drinking?a. It keeps him warm. c. He is thirsty.b. He is upset about the hangings. d. He is afraid he will be condemned.

____ 69. What are Giles Corey’s last words?a. He asks for God’s mercy.b. He forgives his accusers.c. He calls for more weight.d. He asks God to forgive the people of Salem.

____ 70. The Reverend Parris is worried about all of the following excepta. the trial’s causing a riot c. having no moneyb. being killed d. being accused of witchcraft

____ 71. The final scene between Elizabeth and John shows theira. despair c. reconciliationb. corruption d. victory

____ 72. Elizabeth asks John to forgive her fora. denying his confessionb. discharging Abigail Williamsc. being suspicious and keeping a “cold house”d. failing to recognize his kindness as a father

____ 73. What does Hale do in Act Four?a. He confesses his lack of education.b. He goes to Andover to join the rioters.c. He says that he himself should be arrested.d. He begs the accused to save their lives.

____ 74. Proctor’s struggle is mainly witha. his own conscience c. Elizabethb. Parris d. Danforth

____ 75. What does Abigail do during this act?a. She flees Salem. c. She begs for Proctor’s life.b. She confesses to lying. d. She refuses to testify.

____ 76. Danforth does not want to postpone the hangings becausea. he does not want the people convicted of witchcraft to confessb. the townspeople are looking forward to the hangingsc. the townspeople have put pressure on him to hang those convicted of witchcraftd. people will think Danforth doubts the validity of the trials

____ 77. Why does Elizabeth refuse to influence John’s decision whether to confess?a. She feels he must face his own conscience and make his own decision.b. She cannot feel guilty if he refuses to confess.c. She cannot feel guilty if he does confess.d. She feels that he cannot blame anyone but himself if he does not confess.

____ 78. Which of the following is a strong motivation for John to tear up his confession?a. His fear of eternal damnation if he swears to a lie.b. He wants to be courageous like Rebecca Nurse and Martha Corey.c. He believes that he has to pay for his sin of adultery with Abigail.d. He believes that if he does not confess, he will save Elizabeth’s life.

MatchingFor the following characters, match the trait that best fits

__79. John Proctor a. She is pregnant with her fourth child.__80. Abigail Williams b. He complains about his wife’s reading habits.__81. Reverend John Hale c. A young girl who fakes illness to avoid her father’s wrath.__82. Reverend Parris d. A stubborn and proud man responsible for the court.__83. Elizabeth Proctor e. He at first believes the trials will uncover evil, but changes his mind.__84. Giles Corey ab. A young girl who accuses people of witchcraft for her father.__85. Martha Corey ac. A pious old woman and midwife.__86. Mary Warren ad. A lonely girl who likes to watch more than join.__87. Mercy Lewis ae. He preaches with golden candlesticks.__88. Tituba bc. He doesn’t want to give up his name.__89. Betty Parris bd. A rich man greedy for land.__90. Mrs. Ann Putnam be. A slave from Barbados__91. Thomas Putnam cd. She reads books other than the bible, sometimes even late at night.__92. Rebecca Nurse ce. A loving husband and pillar of the community.__93. Judge Danforth de. A girl who dances naked in the woods. She flees Salem.__94. Francis Nurse abc. A bitter woman who has lost seven babies.__95. Ruth Putnam abd. She drank blood.

Crucible Final AssessmentAnswer SectionMULTIPLE CHOICE

1. ANS: D PTS: 1OBJ: 11.3.6 (literal meanings of words and their usage) | 11.3.3 (context clues)

2. ANS: C PTS: 1OBJ: 11.1.2 (setting and mood/atmosphere) | 11.2.1.10 (monitoring your reading or comprehension)

3. ANS: C PTS: 1OBJ: 11.1.1 (plot) | 11.2.1.10 (monitoring your reading or comprehension)

4. ANS: D PTS: 1 OBJ: 11.1.3.1 (characterization)5. ANS: B PTS: 1

OBJ: 11.1.3.1 (characterization) | 11.2.1.10 (monitoring your reading or comprehension)6. ANS: B PTS: 1

OBJ: 11.1.3.2 (character interactions) | 11.2.1.8 (making inferences)7. ANS: D PTS: 1 OBJ: 11.2.1.10 (monitoring your reading or

comprehension)8. ANS: A PTS: 1

OBJ: 11.1.2 (setting and mood/atmosphere) | 11.2.1.10 (monitoring your reading or comprehension)9. ANS: B PTS: 1 OBJ: 11.2.1.10 (monitoring your reading or

comprehension)10. ANS: A PTS: 1 OBJ: 11.1.3.1 (characterization) | 11.2.1.8 (making

inferences)11. ANS: D PTS: 1 OBJ: 11.2.1.10 (monitoring your reading or

comprehension)12. ANS: B PTS: 1

OBJ: 11.2.1.8 (making inferences) | 11.1.3.2 (character interactions)13. ANS: D PTS: 1

OBJ: 11.2.1.10 (monitoring your reading or comprehension) | 11.1.3.2 (character interactions)14. ANS: A PTS: 1

OBJ: 11.2.1.8 (making inferences) | 11.1.3.2 (character interactions)15. ANS: C PTS: 1 OBJ: 11.1.3.2 (character interactions)16. ANS: D PTS: 1 OBJ: 11.1.3.2 (character interactions)17. ANS: B PTS: 1 OBJ: 11.2.1.10 (monitoring your reading or


OBJ: 11.2.1.10 (monitoring your reading or comprehension) | 11.1.3.2 (character interactions)19. ANS: C PTS: 1

OBJ: 11.2.1.10 (monitoring your reading or comprehension) | 11.1.1 (plot)20. ANS: A PTS: 1


OBJ: 11.2.1.10 (monitoring your reading or comprehension) | 11.1.3.2 (character interactions)22. ANS: D PTS: 1

OBJ: 11.2.1.10 (monitoring your reading or comprehension) | 11.1.1 (plot)23. ANS: B PTS: 1

OBJ: 11.2.1.10 (monitoring your reading or comprehension) | 11.1.3.2 (character interactions)24. ANS: A PTS: 1 OBJ: 11.2.1.10 (monitoring your reading or



OBJ: 11.2.1.10 (monitoring your reading or comprehension) | 11.1.3.2 (character interactions)27. ANS: C PTS: 1 OBJ: 11.1.3.1 (characterization)

28. ANS: A PTS: 1 OBJ: 11.2.1.5 (reading for details)29. ANS: D PTS: 1 OBJ: 11.2.1.10 (monitoring your reading or

comprehension)30. ANS: A PTS: 1 OBJ: 11.2.1.10 (monitoring your reading or

comprehension)31. ANS: B PTS: 1 OBJ: 11.2.1.8 (making inferences)32. ANS: C PTS: 1

OBJ: 11.2.1.10 (monitoring your reading or comprehension) | 11.1.3.2 (character interactions)33. ANS: A PTS: 1 OBJ: 11.2.1.1 (analyzing cause and effect)34. ANS: C PTS: 1

OBJ: 11.2.1.8 (making inferences) | 11.1.3.2 (character interactions)35. ANS: C PTS: 1

OBJ: 11.1.3.2 (character interactions) | 11.2.1.8 (making inferences)36. ANS: D PTS: 1


OBJ: 11.1.3.2 (character interactions) | 11.2.1.8 (making inferences)38. ANS: D PTS: 1 OBJ: 11.2.1.5 (reading for details)39. ANS: C PTS: 1 OBJ: 11.2.1.5 (reading for details) | 11.1.3.1

(characterization)40. ANS: B PTS: 1 OBJ: 11.2.1.10 (monitoring your reading or

comprehension)41. ANS: D PTS: 1



OBJ: 11.2.1.10 (monitoring your reading or comprehension) | 11.1.3.1 (characterization)44. ANS: B PTS: 1


OBJ: 11.2.1.10 (monitoring your reading or comprehension) | 11.1.1 (plot)46. ANS: C PTS: 1

OBJ: 11.2.1.10 (monitoring your reading or comprehension) | 11.1.3.2 (character interactions)47. ANS: A PTS: 1 OBJ: 11.1.1 (plot)48. ANS: C PTS: 1 OBJ: 11.1.1 (plot)49. ANS: B PTS: 1 OBJ: 11.2.1.10 (monitoring your reading or

comprehension)50. ANS: D PTS: 1 OBJ: 11.1.3.2 (character interactions)51. ANS: C PTS: 1 OBJ: 11.1.1 (plot)52. ANS: A PTS: 1

OBJ: 11.2.1.8 (making inferences) | 11.1.3.2 (character interactions)53. ANS: B PTS: 1 OBJ: 11.2.1.10 (monitoring your reading or

comprehension)54. ANS: D PTS: 1

OBJ: 11.2.1.8 (making inferences) | 11.1.3.2 (character interactions)55. ANS: B PTS: 1 OBJ: 11.1.3.2 (character interactions)56. ANS: D PTS: 1 OBJ: 11.1.3.2 (character interactions)57. ANS: B PTS: 1

OBJ: 11.2.1.10 (monitoring your reading or comprehension) | 11.1.1 (plot)58. ANS: C PTS: 1


OBJ: 11.2.1.10 (monitoring your reading or comprehension) | 11.1.3.2 (character interactions)60. ANS: D PTS: 1 OBJ: 11.2.1.10 (monitoring your reading or

comprehension)61. ANS: C PTS: 1

OBJ: 11.2.1.10 (monitoring your reading or comprehension) | 11.1.3.2 (character interactions)62. ANS: B PTS: 1

OBJ: 11.2.1.10 (monitoring your reading or comprehension) | 11.1.3.2 (character interactions)63. ANS: C PTS: 1 OBJ: 11.3.4 (denotation and connotation)64. ANS: A PTS: 1


OBJ: 11.2.1.10 (monitoring your reading or comprehension) | 11.1.3.2 (character interactions)66. ANS: D PTS: 1

OBJ: 11.2.1.10 (monitoring your reading or comprehension) | 11.1.3.2 (character interactions)67. ANS: C PTS: 1 OBJ: 11.2.1.5 (reading for details)68. ANS: A PTS: 1 OBJ: 11.2.1.10 (monitoring your reading or

comprehension)69. ANS: C PTS: 1 OBJ: 11.2.1.10 (monitoring your reading or

comprehension)70. ANS: C PTS: 1 OBJ: 11.2.1.5 (reading for details)71. ANS: C PTS: 1 OBJ: 11.1.3.2 (character interactions)72. ANS: C PTS: 1

OBJ: 11.2.1.10 (monitoring your reading or comprehension) | 11.2.1.5 (reading for details)73. ANS: D PTS: 1

OBJ: 11.2.1.10 (monitoring your reading or comprehension) | 11.1.1 (plot)74. ANS: A PTS: 1

OBJ: 11.1.3.2 (character interactions) | 11.2.1.8 (making inferences)75. ANS: A PTS: 1

OBJ: 11.2.1.10 (monitoring your reading or comprehension) | 11.1.1 (plot)76. ANS: D PTS: 1


OBJ: 11.1.3.2 (character interactions) | 11.2.1.8 (making inferences)78. ANS: B PTS: 1

OBJ: 11.1.3.2 (character interactions) | 11.2.1.8 (making inferences)__79. BC__80. ABD__81. E__82. AE__83. A__84. B__85. CD__86. AD__87. DE__88. BE__89. C__90. ABC__91. BD__92. AC__93. D__94. CE__95. AB

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