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THE CRUCIBLE PACKET, Study notes of English Literature

Katholieke Universiteit Leuven English Literature

While we will answer many of the questions in this packet as a class, you will be expected to complete some of the activities independently.

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THE CRUCIBLE

PACKET

NAME:

PERIOD:

On special offer

Discover Study notes of English Literature Katholieke Universiteit Leuven

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Download THE CRUCIBLE PACKET and more Study notes English Literature in PDF only on Docsity!

THE CRUCIBLE

PACKET

NAME:

PERIOD:

THE CRUCIBLE ACTIVITY PACKET

OVERVIEW.

As we readThe Crucible in class you will be expected to complete all of the critical thinking,

analysis, and synthesis activities in this packet.

Additionally, you will be responsible for learning choosing five vocabulary words from each

act in the play to record in the vocabulary section of this packet.

As the activities in this packet will comprise a significant portion of your grade during the

quarter, it is fully expected that you adhere to all of the following guidelines:

 Do not lose this packet. Students who lose this packet will be expected to print a new

one off of the teacher’s website on their own time and with their own printer before or

after class.

 Unless otherwise specifically directed, respond to all of the questions, prompts, etc. in

this packet in complete sentences. Students will not receive credit for responses

written in incomplete sentences.

 Complete the chapter assignments in a timely manner. While we will answer many of

the questions in this packet as a class, you will be expected to complete some of the

activities independently. Do not wait until the last minute to do so or you will not get

credit for the individual classwork grades when the various Act assignments are

checked during class.

 Bring this packet to class with you every day. We will be working on these

assignments on a daily basis throughout the unit.

 Write neatly and be professional. You will lose points on the individual assignments

and the collective test grade if your packet is crumpled or torn, if you have drawn all

over it, or if your handwriting is illegible.

VOCABULARY WORDS FOR THE CRUCIBLE

ACT ONE

Vocabulary Word Definition 1 – Merriam-Webster 2 – Define the word in your own way, and make it stick in your mind

Synonyms Antonym

Faction^1 –^ A party or group (as within a

government) that is often contentious or self-seeking

Corroborate^1 -^ to support with evidence or^ authority

2 –

Trepidation^1 -^ a nervous or fearful feeling of uncertain

agitation

2 –

Ameliorate^1 -^ to make better or more^ tolerable

2 -

Subservient^1 –^ subordinate, servant, submissive

2 –

ACT TWO

Vocabulary Word Definition 1 – Merriam-Webster 2 – Define the word in your own way, make it stick in your mind

Synonyms Antonym

Blasphemy^1 -^ The act insulting or showing contempt

or lack of reverence for God.

2 –

Conjure^1 –^ to summon a devil or spirit by

invocation or incantation; to practice magical arts.

2 –

Perplexed^1 –^ Bewildered, puzzled, confused

2 -

Pallor^1 –^ Paleness of complexion

2 –

Indignant^1 –^ Feeling angry or upset at the injustice

or unfairness of something

ACT THREE

Vocabulary Word (^) Definition 1 – Merriam-Webster 2 – Define the word in your own way, make it stick in your mind

Synonyms Antonym

Contentious^1 -^ exhibiting an often wearisome tendency to

quarrels and disputes

2 –

Incredulously^1 –^ skeptically; with disbelief

2 –

Affidavit^1 –^ A sworn statement in writing made under

oath before an authorized member of the court

2 –

ANALYZING CHARACTERIZATION AND MOTIVATION IN THE CRUCIBLE

DIRECTIONS: As we readThe Crucible in class, use the following chart as a tool to help you analyze the characters in the play. Be sure to write a detailed description with specific textual evidence for each character and provide a thorough analysis of what is motivating his or her actions in the play.

CHARACTER NAME

PAGE NUMBER

INTRODUCED DETAILED^ DESCRIPTION OF^ CHARACTER AND^ ANALYSIS^ OF^ MOTIVATION

Reverend Parris Page # ______

Detailed Description:

___________________________________________________

Motivation Analysis:

John Proctor Page # ______

Detailed Description:

___________________________________________________

Motivation Analysis:

Abigail Page # ______

Detailed Description:

___________________________________________________

Motivation Analysis:

Mr. Putnam Page # ______

Detailed Description:

___________________________________________________

Motivation Analysis:

CHARACTER

NAME

PAGE NUMBER

INTRODUCED DESCRIPTION AND^ ANALYSIS^ OF^ CHARACTER

Elizabeth

Proctor Page^ #^ ______

Detailed Description:

___________________________________________________

Motivation Analysis:

Mary Warren Page # ______

Detailed Description:

___________________________________________________

Motivation Analysis:

Judge Danforth Page # ______

Detailed Description:

___________________________________________________

Motivation Analysis:

Reverend Hale Page # ______

Detailed Description:

___________________________________________________

Motivation Analysis:

Mary Warren Page # ______

Detailed Description:

___________________________________________________

Motivation Analysis:

ACT I - DIALECTICAL JOURNAL ENTRY

HOW DOES THEME DEVELOP THROUGHOUTTHE CRUCIBLE?

DIRECTIONS : In the first column record two quotes/passages from the play that help develop one of the

themes inThe Crucible. On the right record your response to the passage. In this case, it should be how the

quote is representative of the theme and how it develops as the play progresses.

Passages from text Pg #s Comments & Questions

____________________________________

_____________________________________

_____

_______________________________________________

HYSTERIA

DEFINITION

SYNTHESIZE

How does the definition of “hysteria” apply to The Crucible? Use specific examples from the text to justify your response.

DEFINING HYSTERIA AND EXAMINING HOW IT RELATES TO THE CRUCIBLE

DIRECTIONS: Consider the word “hysteria” and other words and phrases associated with it. Then, look up the actual definition for the word and determine which relates most effectively toThe Crucible. Brainstorm some examples of “hysteria” from our culture or society. Finally, explain how the word “hysteria” relates to The Crucible. Write all of your answers in the spaces provided.

EXAMPLES

ASSOCIATED

WORDS

ACT II - DIALECTICAL JOURNAL ENTRY

HOW DOES THEME DEVELOP THROUGHOUTTHE CRUCIBLE?

DIRECTIONS : In the first column record two quotes/passages from the play that help develop one of the

themes inThe Crucible. On the right record your response to the passage. In this case, it should be how the

quote is representative of the theme and how it develops as the play progresses.

Passages from text Pg #s Comments & Questions

____________________________________

_____________________________________

_____

_______________________________________________

SPEAKING LIKE A PURITAN – METAPHORIC LANGUAGE FROM ACT TWO OF THE CRUCIBLE

DIRECTIONS : One of the ways Arthur Miller conveys the Puritan Setting and central thematic images ofThe Crucible is through the use of metaphoric language. Read the following lines from Act Two, and work with your group to determine the meaning behind the metaphors. After looking at the metaphoric language that Miller’s characters speak, create a metaphor to describe Mary Warren, Hale, or Abigail. Write your answers in the spaces provided.

METAPHOR MEANING

Proctor: “a funeral marches round your heart.”

Elizabeth: “the magistrate sits in your heart.”

Proctor: “I will curse her hotter than the oldest cinder.”

Hale: “Theology is a fortress.”

Francis Nurse: “My wife is the very brick and mortar of the church.”

Proctor: “Vengeance is walking in Salem.”

Our Metaphor:

PROOF AND CONFESSIONS IN ACT THREE OF THE CRUCIBLE – PART ONE

DIRECTIONS: After reading Act Three ofThe Crucible, complete all of the following directions to recognize how proof and confessions worked during the Salem Witch Trials and to understand the implications faced by the characters in the play.

1. Think about a typical courtroom trial. What constitutes evidence in the trial? What role do eyewitness testimonies, confessions, and character witnesses play in determining guilt or innocence? What other kinds of proof are typically required for a conviction? 2. Consider the idea of a confession. In our modern society, why would someone confess to a crime if he or she did not commit it? 3. Why would someone confess to being a witch even though the audience knows it’s not true? Why would someone refuse to confess to being a witch? 4. Reflect on your understanding of Act Three ofThe Crucible and think about the type of evidence that was used to prove someone guilty of witchcraft. In the space below, list examples from Acts One, Two, and Three of the evidence that was used. 5. Miller uses different kinds of irony in his play to emphasize the senselessness of the accusations and trials. In situational irony, a discrepancy takes place between what is expected or appropriate to happen and what actually does happen. How are the false confessions in Act Three examples of situational irony? 6. Conduct a close reading of the court scene in Act Three. Analyze the arguments to identify logical fallacies, or false and misleading arguments. Write two examples of logical fallacies used in Act Three.

ACT III - DIALECTICAL JOURNAL ENTRY

HOW DOES THEME DEVELOP THROUGHOUTTHE CRUCIBLE?

DIRECTIONS : In the first column record two quotes/passages from the play that help develop one of the

themes inThe Crucible. On the right record your response to the passage. In this case, it should be how the

quote is representative of the theme and how it develops as the play progresses.

Passages from text Pg #s Comments & Questions

____________________________________

_____________________________________

_____

_______________________________________________

ACT IV - DIALECTICAL JOURNAL ENTRY

HOW DOES THEME DEVELOP THROUGHOUTTHE CRUCIBLE?

DIRECTIONS : In the first column record two quotes/passages from the play that help develop one of the

themes inThe Crucible. On the right record your response to the passage. In this case, it should be how the

quote is representative of the theme and how it develops as the play progresses.

Passages from text Pg #s Comments & Questions

____________________________________

_____________________________________

_____

_______________________________________________

FINAL VERDICTS – ANALYZING HOW CHARACTER ACTION AFFECTS PLOT AND THEME

DIRECTIONS: At the end ofThe Crucible, both Elizabeth and Proctor make choices that involve personal integrity, and both change their minds. Use the graphic organizer below to help you to recognize the reasons for their choices and understand how these choices impact the plot and the theme of the play. Then, answer the questions that follow.

CHOICES AND EXPLANATIONS ELIZABETH PROCTOR

At first…^ She goes to Proctor to ask if he willconfess. He decides to confess.

Quote and explanation to support why she/he made initial choice

Then, she/he changes his/her mind…

She decides not to go to him at the end to ask if he will confess.^ He decides not to sign his confession.

Quote and explanation to support why she/he changed her/his mind

1. Explain why you think that Arthur Miller had his characters make the choices they did in the space provided below. 2. Did John Proctor reach the right decision at the end of the play? 3. If Proctor had made a different decision at the end of the play, what effect would it have had? Which ending would be more effective? Why?

THE CRUCIBLE PACKET, Study notes of English Literature

Related documents

Partial preview of the text

Download THE CRUCIBLE PACKET and more Study notes English Literature in PDF only on Docsity!

THE CRUCIBLE

PACKET

NAME:

PERIOD:

As we readThe Crucible in class you will be expected to complete all of the critical thinking,

analysis, and synthesis activities in this packet.

Additionally, you will be responsible for learning choosing five vocabulary words from each

act in the play to record in the vocabulary section of this packet.

As the activities in this packet will comprise a significant portion of your grade during the

quarter, it is fully expected that you adhere to all of the following guidelines:

 Do not lose this packet. Students who lose this packet will be expected to print a new

one off of the teacher’s website on their own time and with their own printer before or

after class.

 Unless otherwise specifically directed, respond to all of the questions, prompts, etc. in

this packet in complete sentences. Students will not receive credit for responses

written in incomplete sentences.

 Complete the chapter assignments in a timely manner. While we will answer many of

the questions in this packet as a class, you will be expected to complete some of the

activities independently. Do not wait until the last minute to do so or you will not get

credit for the individual classwork grades when the various Act assignments are

checked during class.

 Bring this packet to class with you every day. We will be working on these

assignments on a daily basis throughout the unit.

 Write neatly and be professional. You will lose points on the individual assignments

and the collective test grade if your packet is crumpled or torn, if you have drawn all

over it, or if your handwriting is illegible.

VOCABULARY WORDS FOR THE CRUCIBLE

ACT ONE

Faction^1 –^ A party or group (as within a

Corroborate^1 -^ to support with evidence or^ authority

Trepidation^1 -^ a nervous or fearful feeling of uncertain

Ameliorate^1 -^ to make better or more^ tolerable

Subservient^1 –^ subordinate, servant, submissive

ACT TWO

Blasphemy^1 -^ The act insulting or showing contempt

Conjure^1 –^ to summon a devil or spirit by

Perplexed^1 –^ Bewildered, puzzled, confused

Pallor^1 –^ Paleness of complexion

Indignant^1 –^ Feeling angry or upset at the injustice

Contentious^1 -^ exhibiting an often wearisome tendency to

Incredulously^1 –^ skeptically; with disbelief

Affidavit^1 –^ A sworn statement in writing made under

ANALYZING CHARACTERIZATION AND MOTIVATION IN THE CRUCIBLE

PAGE NUMBER

INTRODUCED DETAILED^ DESCRIPTION OF^ CHARACTER AND^ ANALYSIS^ OF^ MOTIVATION

Reverend Parris Page # ______

___________________________________________________

John Proctor Page # ______

___________________________________________________

Abigail Page # ______

___________________________________________________

Mr. Putnam Page # ______

___________________________________________________

CHARACTER

NAME

PAGE NUMBER

INTRODUCED DESCRIPTION AND^ ANALYSIS^ OF^ CHARACTER

Proctor Page^ #^ ______

___________________________________________________

Mary Warren Page # ______

___________________________________________________

Judge Danforth Page # ______

___________________________________________________

Reverend Hale Page # ______

___________________________________________________

Mary Warren Page # ______

___________________________________________________

ACT I - DIALECTICAL JOURNAL ENTRY

HOW DOES THEME DEVELOP THROUGHOUTTHE CRUCIBLE?

themes inThe Crucible. On the right record your response to the passage. In this case, it should be how the

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________