Activity Pack

Prestwick House
Prestwick House
Activity Pack
The Crucible
b y A r t h u r M i l l e r
Copyright © 2004 by Prestwick House, Inc., P.O. Box 658, Clayton, DE 19938. 1-800-932-4593. www.prestwickhouse.com Permission to use this unit for
classroom use is extended to purchaser for his or her personal use. This material, in whole or part, may not be copied for resale.
Item No. 200745
ISBN-13 978-1-60389-213-1 Written by Kelley Stewart McConathy
Table of Contents
Pre-Reading
Anticipation Guide........................................................................................................................4
Research/Presentation....................................................................................................................8
Think Like a Puritan.....................................................................................................................12
Act I
Vocabulary: Context Clues............................................................................................................16
Reading Check..............................................................................................................................20
Writing an Essay............................................................................................................................24
Analysis of Writing........................................................................................................................26
Characterization............................................................................................................................30
Writing Diary Entries....................................................................................................................32
Language: Dialect vs. Formal Writing...........................................................................................34
Set Design......................................................................................................................................40
Subjects of the Play.......................................................................................................................44
Act II
Reading Check..............................................................................................................................48
Characterization............................................................................................................................52
Vocabulary/Language.....................................................................................................................64
An Illustrated Summary................................................................................................................68
Irony..............................................................................................................................................70
Writing Dialogue...........................................................................................................................74
Superstitions Essay........................................................................................................................78
Superstitions..................................................................................................................................82
Setting............................................................................................................................................84
Acts I – II
Symbolism.....................................................................................................................................86
Act III
Reading Check..............................................................................................................................94
Plot Review: Round-Robin Reading Check...................................................................................96
Symbolism.....................................................................................................................................100
Character Casting..........................................................................................................................104
Writing a Newspaper Article.........................................................................................................108
Mood and Stage Directions............................................................................................................112
Mood Depiction.............................................................................................................................116
Art: Creating a Collage..................................................................................................................118
Acts I – III
Drama............................................................................................................................................120
© Copyright 2004, Prestwick House, Inc. 2

Act IV
Reading Check..............................................................................................................................122
Writing a Will................................................................................................................................126
Theme............................................................................................................................................128
Setting Review...............................................................................................................................134
Character Interviews.....................................................................................................................138
Mock Trial.....................................................................................................................................140
Acts I – IV
Static/Dynamic Characters............................................................................................................144
Character Traits.............................................................................................................................148
Post-Reading
Writing a Speech............................................................................................................................150
Extra Scene in Act II......................................................................................................................152
Plot Diagram..................................................................................................................................156
Evaluation.....................................................................................................................................160
Appendices
Terms and Definitions...................................................................................................................162
Directions for Interviews...............................................................................................................165
Newspaper.....................................................................................................................................166
Small Group Learning...................................................................................................................168
Procedures for Small Group Work................................................................................................170
Small Group Evaluation Sheet.......................................................................................................171
Student Roles in Group Discussions.............................................................................................172
All references come from the Penguin Plays edition of The Crucible, copyright 1982.
3 © Copyright 2004, Prestwick House, Inc.

Teacher’s Page The Crucible
Pre-Reading
Anticipation Guide
Objectives: Analyzing personal values

Anticipating events in a drama
Activity
Answer the following true/false questions. Don’t worry. There are no right or wrong answers. These are all
concepts that you will encounter when reading The Crucible. You will find it helpful to know where you
stand on these issues. Next, choose three of the statements to explain. For example, you might think that
a particular statement is true most of the time, but note that there can be exceptions.
____ 1. Ministers commit fewer sins than everyone else.
____ 2. Secrets are private information between people that should never be told.
____ 3. It is better to keep silent than to tell a lie.
____ 4. In most cases, the court will find the truth concerning someone’s guilt or innocence.
____ 5. It is not a sin to let someone else take the blame for something you have done.
____ 6. Most people are courageous.
____ 7. Even bad people have some good in them.
____ 8. It’s okay to cheat on your spouse if you are not in love.
____ 9. White lies, or small lies, don’t really matter. It is the big lies that are the most sinful.
____ 10. Women should obey their husbands at all times.
____ 11. People who commit adultery should be put in jail or punished.
____ 12. If our justice system used public embarrassment as punishments, such as whippings or public
ridicule, people would be less likely to commit crimes.
____ 13. When put on the witness stand in court, most people tell the truth.
____ 14. People who admit they desire someone else’s husband or wife should be punished.
____ 15. Dancing is sinful, and those who practice it should be punished.
© Copyright 2004, Prestwick House, Inc. T-4

Student’s Page The Crucible
Name: ________________________________ Date:_________________
Pre-Reading
Anticipation Guide
Objectives: Analyzing personal values

Anticipating events in a drama
Activity
Answer the following true/false questions. Don’t worry. There are no right or wrong answers. These are all
concepts that you will encounter when reading The Crucible. You will find it helpful to know where you
stand on these issues. Next, choose three of the statements to explain. For example, you might think that
a particular statement is true most of the time, but note that there can be exceptions.
____ 1. Ministers commit fewer sins than everyone else.
____ 2. Secrets are private information between people that should never be told.
____ 3. It is better to keep silent than to tell a lie.
____ 4. In most cases, the court will find the truth concerning someone’s guilt or innocence.
____ 5. It is not a sin to let someone else take the blame for something you have done.
____ 6. Most people are courageous.
____ 7. Even bad people have some good in them.
____ 8. It’s okay to cheat on your spouse if you are not in love.
____ 9. White lies, or small lies, don’t really matter. It is the big lies that are the most sinful.
____ 10. Women should obey their husbands at all times.
____ 11. People who commit adultery should be put in jail or punished.
____ 12. If our justice system used public embarrassment as punishments, such as whippings or public
ridicule, people would be less likely to commit crimes.
____ 13. When put on the witness stand in court, most people tell the truth.
____ 14. People who admit they desire someone else’s husband or wife should be punished.
____ 15. Dancing is sinful, and those who practice it should be punished.
S-5 Reproducible Student Worksheet

Explanation #1: ________________________________________________________________________

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Explanation #2: ________________________________________________________________________

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Explanation #3: ________________________________________________________________________

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Note to the Teacher: After students are finished with the quiz, it will be helpful to conduct a class discussion
about all or some of the questions. Tell students that these are just some of the issues that they will encounter
when reading the play. When students are judging each others’ explanations, look for concrete reasoning and
relevant examples.

Name: ________________________________ Date:_________________
Explanation #1: ________________________________________________________________________

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Explanation #2: ________________________________________________________________________

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Explanation #3: ________________________________________________________________________

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Pre-Reading
Research/Presentation
Objectives: Identifying Puritan beliefs and customs

Researching and analyzing historical events and writings
Working cooperatively in a group
Presenting findings to a real audience
Activity
To understand The Crucible and to be able to fully enjoy reading it, you must understand some aspects of
Puritan life as well as other concepts. You will be assigned one of the topics below to research. You will also
find some of the important ideas that you should include in your report. Suggested sources for research
include reference books, periodicals, and the Internet.
• Salem witchcraft trials:

• timeline of trials
• punishments of accused witches
• map of 18th century Salem
• actual court proceedings
• Famous writers of the Puritan era:

• writings of Jonathan Edwards
• Anne Bradstreet
• Cotton Mather
• William Bradford
• Arthur Miller, the playwright:

• his life
• writings
• motivations
• Puritan life:
• dress
• daily life
• education
• Theocracy, Puritan government:

• laws
• beliefs
• religion
• Mass hysteria:
• modern examples

Name: ________________________________ Date:_________________
Pre-Reading
Research/Presentation
Objectives: Identifying Puritan beliefs and customs

Researching and analyzing historical events and writings
Presenting findings to a real audience
Activity
To understand The Crucible and to be able to fully enjoy reading it, you must understand some aspects of
Puritan life as well as other concepts. You will be assigned one of the topics below to research. You will also
find some of the important ideas that you should include in your report. Suggested sources for research
include reference books, periodicals, and the Internet.
• Salem witchcraft trials:

• timeline of trials
• punishments of accused witches
• map of 18th century Salem
• actual court proceedings
• Famous writers of the Puritan era:

• writings of Jonathan Edwards
• Anne Bradstreet
• Cotton Mather
• William Bradford
• Arthur Miller, the playwright:

• his life
• writings
• motivations
• Puritan life:
• dress
• daily life
• education
• Theocracy, Puritan government:

• laws
• beliefs
• religion
• Mass hysteria:
• modern examples

You will then present your findings to a real audience—your class. Within each group, assign yourself one
of the following roles:
• Writer: You are responsible for locating materials and combining everyone’s information to submit
the group’s written report, which will be about 2 typed pages in length.
• Designer: You are responsible for creating a visual aid for the presentation. This may be a collage
of pictures and writings on a poster, a map, PowerPoint presentation, or a brief outline of your
presentation.
• Motivator: You are responsible for getting every member of the class involved in the presentation.
For example, give a quiz, bring a Puritan recipe for everyone to sample, dress in Puritan costume
and demonstrate a typical Puritan skill, or lead the class in writing a poem. Be inventive!
• Presenter: You are responsible for leading the presentation, which will be 5-10 minutes in length.
Schedule and conduct a rehearsal when all group members can be present. Discuss each aspect of
the presentation, who will do what, and the order of things.
Here are the things that EVERYONE will do:
• Research. Turn in your findings to your group’s writer.

• Revise and proofread the final group’s report. This will improve your grades.
• Participate in the rehearsal of the presentation.
• Help each other in any way possible. This will ensure that your presentation is a success.
Note to the Teacher: Close supervision is necessary when students are working in groups. It is recommended
that the teacher assigns the topics to the groups and chooses students for each group if necessary. With groups
of less than four, the motivator and/or designer can be omitted or roles can be modified. Some work can be done
as homework, but this Activity should still take at least three class periods. It is vital, however, that students
understand the fundamentals of the Puritan belief system in order to comprehend and enjoy the drama. We have
deliberately omitted references to the McCarthy hearings in this Activity Pack, choosing to focus on the play
itself instead. If you wish to deal with this historical basis for the play, feel free to do so. Potential activities could
include staging a trial, doing research on the HUAC hearings, looking up information on Joseph McCarthy,
examining Ann Coulter’s book, Treason, making a list of people who were affected directly and indirectly by the
hearings, or take an analytical approach, discussing societal differences between the 1950’s and now, etc.
© Copyright 2004, Prestwick House, Inc. T - 10

Name: ________________________________ Date:_________________
You will then present your findings to a real audience—your class. Within each group, assign yourself one
of the following roles:
• Writer: You are responsible for locating materials and combining everyone’s information to submit
the group’s written report, which will be about 2 typed pages in length.
• Designer: You are responsible for creating a visual aid for the presentation. This may be a collage
of pictures and writings on a poster, a map, PowerPoint presentation, or a brief outline of your
presentation.
• Motivator: You are responsible for getting every member of the class involved in the presentation.
For example, give a quiz, bring a Puritan recipe for everyone to sample, dress in Puritan costume
and demonstrate a typical Puritan skill, or lead the class in writing a poem. Be inventive!
• Presenter: You are responsible for leading the presentation, which will be 5-10 minutes in length.
Schedule and conduct a rehearsal when all group members can be present. Discuss each aspect of
the presentation, who will do what, and the order of things.
Here are the things that EVERYONE will do:
• Research. Turn in your findings to your group’s writer.

• Revise and proofread the final group’s report. This will improve your grades.
• Participate in the rehearsal of the presentation.
• Help each other in any way possible. This will ensure that your presentation is a success.
S - 11 Reproducible Student Worksheet

Pre-Reading
Think Like a Puritan
Objectives: Identifying Puritan beliefs/customs

Using context clues to identify correct terminology
Activity
Understanding Puritanism will help you to understand how mass hysteria and the Salem witch trials
occurred. Read the following information about Puritan life. Fill in the blanks with appropriate terms
using context clues. Some answers are provided for you. They are crossed out below.
church carpentry enforce help prayer Puritan

different sleeping Garden opinions women services
girls chores obey gambling sickness fish
Scriptures theocracy will vote Devil sins
misfortune emotions men plainness drunkenness smart
frowned adults Sabbath hunt Bible sew
pray cook play adultery Salem clothing
winters wash twice hanged witchcraft
Pretend you live in America in the 1600’s. As a 17th century Puritan, your life centers around the
church, as it serves as the center of town and the place where news is received. Everyone must attend
church on the Sabbath because it is against the law not to attend. Men and women sit on opposite sides of
the church and endure long services on hard pews. In addition to church on Sundays, family prayer is also
important. It is recommended that your family hear the Bible read twice daily. Every family member should
also pray everyday, and parents teach the Scriptures to their children.
You believe just as much in the Devil as you do in God. All sins must be punished no matter how big
or small, such as stealing food or sleeping in church. When crops fail or someone is sick, you do not help
because you believe that it is God’s will and that misfortune is punishment for bad behavior.
Your government is a theocracy, meaning that the government centers around the church. It is the
government’s duty to enforce obedience to God. Only church members can vote in elections. Punishable
offences include: theft, breaches of the Sabbath, blasphemy, murder, gambling, drunkenness, adultery, and
participation in theatrical performances.
You are dressed in dark, somber clothing because it is dictated by the church. Plainness and simplicity
are valued in religious worship, writing, and lifestyle. Individual differences are frowned upon.
Men are stronger than women and children because Eve was the first to sin in the Garden of Eden.
Women obey their husbands and do not voice their opinions because they are not regarded as smart.

Name: ________________________________ Date:_________________
Pre-Reading
Think Like a Puritan
Objectives: Identifying Puritan beliefs/customs

Using context clues to identify correct terminology
Activity
Understanding Puritanism will help you to understand how mass hysteria and the Salem witch trials
occurred. Read the following information about Puritan life. Fill in the blanks with appropriate terms
using context clues. Some answers are provided for you. They are crossed out below.
church carpentry enforce help prayer Puritan

different sleeping Garden opinions women services
girls chores obey gambling sickness fish
Scriptures theocracy will vote Devil sins
misfortune emotions men plainness drunkenness smart
frowned adults Sabbath hunt Bible sew
pray cook play adultery Salem clothing
winters wash twice hanged witchcraft
Pretend you live in America in the 1600’s. As a 17th century __________, your life centers around the
church, as it serves as the center of town and the place where news is received. Everyone must attend church
on the __________ because it is against the law not to attend. Men and __________ sit on opposite sides of
the church and endure long __________ on hard pews. In addition to church on Sundays, family prayer is
also important. It is recommended that your family hear the __________ read __________ daily. Every family
member should also __________ everyday, and parents teach the __________ to their children.
You believe just as much in the __________ as you do in God. All __________ must be punished no
matter how big or small, such as stealing food or __________ in church. When crops fail or someone is
sick, you do not help because you believe that it is God’s __________ and that __________ is punishment
for bad behavior.
Your government is a __________, meaning that the government centers around the church. It is
the government’s duty to enforce obedience to God. Only church members can __________ in elections.
Punishable offences include: theft, breaches of the Sabbath, blasphemy, murder, __________, __________,
__________, and participation in theatrical performances.

Children follow the same rules as the adults. They too attend long church services, do chores, and
try not to show their emotions, such as anger, excitement, or fear. Children rarely play because toys and
games are scarce and are considered sinful distractions. Young girls help their mothers tend the house,
cook, wash, and sew. Boys, on the other hand, work as apprentices to learn carpentry, for example. They
also are allowed to explore the outdoors, hunt, and fish.
As you can see, your life as a Puritan would have been very different. Along with strict religion, you
would endure harsh winters, droughts, failed crops, invasions, and sickness. In the midst of these difficul-
ties, the Salem witchcraft trials occurred. At least 150 people were accused of witchcraft, and 20 people
were hanged.

Name: ________________________________ Date:_________________
You are dressed in dark, somber __________ because it is dictated by the church. __________ and sim-
plicity are valued in religious worship, writing, and lifestyle. Individual differences are __________ upon.
__________ are stronger than women and children because Eve was the first to sin in the __________
of Eden. Women __________ their husbands and do not voice their __________ because they are not re-
garded as __________.
Children follow the same rules as the __________. They too attend long church services, do
__________, and try not to show their __________, such as anger, excitement, or fear. Children rarely
__________ because toys and games are scarce and are considered sinful distractions. Young __________
help their mothers tend the house, __________, __________, and __________. Boys, on the other hand,
work as apprentices to learn carpentry, for example. They also are allowed to explore the outdoors,
__________, and __________.
As you can see, your life as a Puritan would have been very __________. Along with strict reli-
gion, you would endure harsh __________, droughts, failed crops, invasions, and __________. In the
midst of these difficulties, the __________ witchcraft trials occurred. At least 150 people were accused of
__________, and 20 people were __________.

Act I
Vocabulary: Context Clues
Objective: Using context clues to determine the meaning of words
Activity
Read each quotation and explain what each underlined word means using context clues. The first one has
been done for you.
1. “This predilection for minding other people’s business was time-honored among the people of Salem,
and it undoubtedly created many of the suspicions which were to feed the coming madness.”
predilection: tendency
2. “The parochial snobbery of these people was partly responsible for their failure to convert the
Indians.”
parochial: narrow-minded
3. “It is still impossible for man to organize his social life without repressions, and the balance has yet
to be struck between order and freedom.”
repressions: cruelties; tyrannies
4. “Long-held hatreds of neighbors could now be openly expressed, and vengeance taken, despite the
Bible’s charitable injunctions.”
vengeance: revenge
injunctions: rules; orders
5. “Now then, in the midst of such disruption, my own household is discovered to be the very center
of some obscene practice. Abominations are done in the forest—”
obscene: indecent; disgusting

abominations: evil conduct
6. “And I heard a screeching and gibberish coming from her mouth.”
gibberish: nonsense words
7. “They will howl me out of Salem for such corruption in my house.”
corruption: dishonesty; a scandal

Name: ________________________________ Date:_________________
Act I
Vocabulary: Context Clues
Objective: Using context clues to determine the meaning of words
Activity
Read each quotation and explain what each underlined word means using context clues. The first one has
been done for you.
1. “This predilection for minding other people’s business was time-honored among the people of Salem,
and it undoubtedly created many of the suspicions which were to feed the coming madness.”
predilection: tendency
2. “The parochial snobbery of these people was partly responsible for their failure to convert the Indians.”
parochial: _________________________________________________________________________
3. “It is still impossible for man to organize his social life without repressions, and the balance has yet
to be struck between order and freedom.”
repressions: _______________________________________________________________________
4. “Long-held hatreds of neighbors could now be openly expressed, and vengeance taken, despite the
Bible’s charitable injunctions.”
vengeance: ________________________________________________________________________
injunctions: _______________________________________________________________________
5. “Now then, in the midst of such disruption, my own household is discovered to be the very center
of some obscene practice. Abominations are done in the forest—”
obscene: __________________________________________________________________________
abominations: _____________________________________________________________________
6. “And I heard a screeching and gibberish coming from her mouth.”
gibberish: _________________________________________________________________________
7. “They will howl me out of Salem for such corruption in my house.”
corruption: ________________________________________________________________________

8. “His vindictive nature was demonstrated long before the witchcraft began.”
vindictive: malicious; spiteful; mean
9. “So it is not surprising to find that so many accusations against people are in the handwriting of
Thomas Putnam, or that his name is so often found as a witness corroborating the supernatural
testimony, or that his daughter led the crying-out at the most opportune junctures of the trials,
especially when—But we’ll speak of that when we come to it.”
corroborating: confirming; backing up

opportune: appropriate; fitting
10. “He knows Tituba conjured Ruth’s sisters to come out of the grave.”
conjured: practiced magic; brought into the mind; summoned
11. “That is a notorious sign of witchcraft afoot, Goody Nurse, a prodigious sign!”
notorious: widely known; infamous

prodigious: remarkable; extraordinary
12. “He was called upon to arbitrate disputes as though he were an unofficial judge, and Rebecca also
enjoyed the high opinion that most people had for him.”
arbitrate: judge; decide
13. “That woman, however, turned into a mere pest under his searching scrutiny, and the child she had
allegedly been afflicting recovered her normal behavior after Hale had given her his kindness and a
few days of rest in his own house.”
scrutiny: inspection; study

allegedly: supposedly
afflicting: causing suffering; bothering
14. “Why would he choose my house to strike? We have all manner of licentious people in the village!”
licentious: immoral
15. “Why are you concealing?”
concealing: hiding

Name: ________________________________ Date:_________________
8. “His vindictive nature was demonstrated long before the witchcraft began.”
vindictive: _________________________________________________________________________
9. “So it is not surprising to find that so many accusations against people are in the handwriting of Thomas
Putnam, or that his name is so often found as a witness corroborating the supernatural testimony, or
that his daughter led the crying-out at the most opportune junctures of the trials, especially when—But
we’ll speak of that when we come to it.”
corroborating: _____________________________________________________________________
opportune: ________________________________________________________________________
10. “He knows Tituba conjured Ruth’s sisters to come out of the grave.”
conjured: _________________________________________________________________________
11. “That is a notorious sign of witchcraft afoot, Goody Nurse, a prodigious sign!”
notorious: _________________________________________________________________________
prodigious: ________________________________________________________________________
12. “He was called upon to arbitrate disputes as though he were an unofficial judge, and Rebecca also
enjoyed the high opinion that most people had for him.”
arbitrate: __________________________________________________________________________
13. “That woman, however, turned into a mere pest under his searching scrutiny, and the child she had
allegedly been afflicting recovered her normal behavior after Hale had given her his kindness and a
few days of rest in his own house.”
scrutiny: __________________________________________________________________________
allegedly: _________________________________________________________________________
afflicting: _________________________________________________________________________
14. “Why would he choose my house to strike? We have all manner of licentious people in the village!”
licentious: _________________________________________________________________________
15. “Why are you concealing?”
concealing: ________________________________________________________________________

Act I
Reading Check
Objective: Understanding the events in a drama
Activity
Answer the following questions using complete sentences. The first question is completed for you.
1. What happens in the woods before Act I that causes Betty’s mysterious illness?
etty, Abigail, and the other girls are dancing in the woods around a fire when Reverend Parris
B
discovers them. Tituba is singing, one of the girls is naked, and there is soup with a frog in it. Betty
is now lying in bed and has done nothing but sleep since the incident.
2. What are Dr. Griggs’ findings?
The doctor can find no medical cause for Betty’s illness. He claims that “unnatural causes” must be to
blame.
3. What is the real reason that Abigail cannot find work?
While working for the Proctors, Goody Proctor discovers that Abigail has had an affair with her husband
John. Abigail still fancies him. Nobody else in the town wants her stealing their husbands either.
4. Why is Ann Putnam convinced that her daughter is bewitched?
Her other seven children all died mysteriously in infancy. Ruth was also found dancing in the woods by
Reverend Parris and is now unable to speak. Goody Putnam is sure the Devil is involved and that he wants
her last child.
5. What shocking thing does Betty try to do when she awakes, and of what does she accuse Abigail?
She tries to jump out of the window and accuses Abigail of drinking blood as a charm to kill John Proctor’s
wife.
6. Describe Rebecca Nurse’s thoughts about the sick children.
She cautions everyone to “go to God for the cause” of the illnesses. She believes that both girls are suffering
from a normal illness.

Name: ________________________________ Date:_________________
Act I
Reading Check
Activity
Answer the following questions using complete sentences. The first question is completed for you.
1. What happens in the woods before Act I that causes Betty’s mysterious illness?
etty, Abigail, and the other girls are dancing in the woods around a fire when Reverend Parris
B
discovers them. Tituba is singing, one of the girls is naked, and there is soup with a frog in it. Betty
is now lying in bed and has done nothing but sleep since the incident.
2. What are Dr. Griggs’ findings?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. What is the real reason that Abigail cannot find work?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. Why is Ann Putnam convinced that her daughter is bewitched?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. What shocking thing does Betty try to do when she awakes, and of what does she accuse Abigail?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6. Describe Rebecca Nurse’s thoughts about the sick children.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

7. What three things does Abigail say that Tituba has done to her?
Abigail says that Tituba has made her drink blood, laugh at prayer, and dream corruptions.
8. What does Tituba say to avoid being whipped and hanged?
Tituba says that the Devil told her to kill Reverend Parris but that she refused. She accuses Goody Good
and Goody Osburn of working with the Devil.

Name: ________________________________ Date:_________________
7. What three things does Abigail say that Tituba has done to her?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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8. What does Tituba say to avoid being whipped and hanged?

__________________________________________________________________________________
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__________________________________________________________________________________

Act I
Writing an Essay
Objectives: Composing an informative essay

Writing in third-person point of view
Organizing an essay using a main idea, topic sentences, and supporting details
Composing formal Standard English using correct grammar, mechanics, and usage
Activity
This historical drama creates an accurate view of life in the Puritan era, including material possessions as
well as values and attitudes. Write an essay that shows how Act I of The Crucible illustrates the conditions
and values of Salem in the 1600’s. Cite specific examples from the play as evidence for your points.
Follow these guidelines when writing your essay:
• Each essay should include 5 well-organized paragraphs.

• Include a title for your essay.
• Each essay should have a thesis statement stated in the introductory paragraph.
• Each paragraph must begin with a topic sentence.
• Each paragraph must contain supporting details and cited examples from the play.
• Provide transitions between paragraphs and ideas.
• Reword your thesis statement and topic sentences in the conclusion.
• Write using third person (they and the Puritans).
If you need more help, consider following this outline:
I. Introduction: Name the play and playwright. Give some background information about the play or
time period. Give a thesis statement.
II. ody Paragraph #1: State topic sentence. Describe conditions and material possessions of Puritans.
B
Cite examples.
III. Body Paragraph #2: State topic sentence. Identify a value of the Puritans. Cite examples.
IV. Body Paragraph #3: State topic sentence. Identify a second value of the Puritans. Cite examples.
V. Conclusion: Restate thesis statement and topic sentences using different words. Describe what would
have been good or bad about living in this time period. How does the title of the play reflect the na-
ture of the time period?
Note to the Teacher: To further this Activity have the students create a first person essay of their own personal
thoughts about the time period.

Name: ________________________________ Date:_________________
Act I
Writing an Essay
Objectives: Composing an informative essay

Writing in third-person point of view
Organizing an essay using a main idea, topic sentences, and supporting details
Activity
This historical drama creates an accurate view of life in the Puritan era, including material possessions as
well as values and attitudes. Write an essay that shows how Act I of The Crucible illustrates the conditions
and values of Salem in the 1600’s. Cite specific examples from the play as evidence for your points.
Follow these guidelines when writing your essay:
• Each essay should include 5 well-organized paragraphs.

• Each essay should have a thesis statement stated in the introductory paragraph.
• Each paragraph must contain supporting details and cited examples from the play.
• Provide transitions between paragraphs and ideas.
• Reword your thesis statement and topic sentences in the conclusion.
• Write using third person (they and the Puritans).
If you need more help, consider following this outline:
I. Introduction: Name the play and playwright. Give some background information about the play or
time period. Give a thesis statement.
II. ody Paragraph #1: State topic sentence. Describe conditions and material possessions of Puritans.
B
Cite examples.
III. Body Paragraph #2: State topic sentence. Identify a value of the Puritans. Cite examples.
IV. Body Paragraph #3: State topic sentence. Identify a second value of the Puritans. Cite examples.
V. Conclusion: Restate thesis statement and topic sentences using different words. Describe what would
have been good or bad about living in this time period. How does the title of the play reflect the na-
ture of the time period?

Act I
Analysis of Writing
Objectives: Analyzing another student’s writing

Administering constructive criticism to peers
Identifying topic sentences, main ideas, and supporting details
Evaluating effectiveness of cited material
Activity
When you are finished with your essays, exchange papers with a partner and complete the following peer
review. Circle YES or NO for each question and provide a sentence or other information from the essay
that is related to the question. Remember to offer only constructive criticism. Praise the author for parts
that are well written, and offer positive suggestions to improve weak areas.
1. Does the author provide a clear view of the conditions and values of the Puritans?
YES or NO
2. Has the author used ONLY third person pronouns and terminology, such as the Puritans and they?
YES or NO
3. Does the essay include five well-organized paragraphs?
YES or NO
4. Does the essay have a title?
YES or NO
5. Does the essay have a clear thesis statement in the introduction?
YES or NO
6. Does each paragraph begin with a topic sentence?
YES or NO
7. Does each paragraph contain adequate supporting details?
YES or NO

Name: ________________________________ Date:_________________
Act I
Analysis of Writing
Objectives: Analyzing another student’s writing

Administering constructive criticism to peers
Identifying topic sentences, main ideas, and supporting details
Evaluating effectiveness of cited material
Activity
When you are finished with your essays, exchange papers with a partner and complete the following peer
review. Circle YES or NO for each question and provide a sentence or other information from the essay
that is related to the question. Remember to offer only constructive criticism. Praise the author for parts
that are well written, and offer positive suggestions to improve weak areas.
1. Does the author provide a clear view of the conditions and values of the Puritans?
YES or NO
2. Has the author used ONLY third person pronouns and terminology, such as the Puritans and they?
YES or NO
3. Does the essay include five well-organized paragraphs?
YES or NO
4. Does the essay have a title?
YES or NO
5. Does the essay have a clear thesis statement in the introduction?
YES or NO
6. Does each paragraph begin with a topic sentence?
YES or NO
7. Does each paragraph contain adequate supporting details?
YES or NO

8. Are quotations cited correctly and used to support the author’s ideas?
YES or NO
9. Are transitions used to improve flow between paragraphs and ideas?
YES or NO
10. Is the main idea restated clearly in the conclusion?
YES or NO
11. Does the author include personal thoughts written in first person in the conclusion?
YES or NO

Name: ________________________________ Date:_________________
8. Are quotations cited correctly and used to support the author’s ideas?
YES or NO
9. Are transitions used to improve flow between paragraphs and ideas?
YES or NO
10. Is the main idea restated clearly in the conclusion?
YES or NO
11. Does the author include personal thoughts written in first person in the conclusion?
YES or NO

Act I
Characterization
Objective: Inferring character traits based on the action of the play
Activity
Identify the traits that you think the following characters possess by placing the first letter of the character’s
name in any blanks that apply. Then pick one trait for one individual character and write a short paragraph
explaining how that trait is portrayed in the play. Use these characters: (A) Abigail, (P) Parris, (B) Betty,
(H) Hale, (R) Rebecca, (M) Mrs. Putnam, (G) Giles, (T) Tituba, and (J) John. We have supplied some
examples.
Note to the Teacher: Answers will vary. Some sample answers are provided.
A, B 1. youthful A 11. clever A, P, H, R 21. smart

H 2. expert R, J 12. honest A, J 22. immoral
A, B, M, J 3. guilty P, H, R 13. religious R, J 23. practical
R, G, M 4. innocent P, M 14. insecure A, J 24. attractive
R 5. wise G 15. inquisitive M 25. irrational
P 6. arrogant P, B 16. frightened M, G 26. gullible
R 7. dignified A 17. bully A, G, R, J 27. confident
P 8. greedy H, R, G 18. authoritative R, J 28. reasonable
R, J 9. hard-working R 19. respectful P, M 29. weak
A 10. devious J, G 20. stubborn P, H 30. educated

Name: ________________________________ Date:_________________
Act I
Characterization
Objective: Inferring character traits based on the action of the play
Activity
Identify the traits that you think the following characters possess by placing the first letter of the character’s
name in any blanks that apply. Then pick one trait for one individual character and write a short paragraph
explaining how that trait is portrayed in the play. Use these characters: (A) Abigail, (P) Parris, (B) Betty,
(H) Hale, (R) Rebecca, (M) Mrs. Putnam, (G) Giles, (T) Tituba, and (J) John. We have supplied some
examples.
Note to the Teacher: Answers will vary. Some sample answers are provided.
A, B 1. youthful ______ 11. clever ______ 21. smart

______ 2. expert ______ 12. honest ______ 22. immoral
______ 3. guilty ______ 13. religious ______ 23. practical
______ 4. innocent P, M 14. insecure ______ 24. attractive
______ 5. wise G 15. inquisitive M 25. irrational
______ 6. arrogant ______ 16. frightened ______ 26. gullible
______ 7. dignified ______ 17. bully ______ 27. confident
______ 8. greedy ______ 18. authoritative R, J 28. reasonable
______ 9. hard-working ______ 19. respectful ______ 29. weak
______ 10. devious ______ 20. stubborn ______ 30. educated

Act I
Writing Diary Entries
Objective: Composing a series of diary entries for a character

Inferring character traits through dialogue and stage directions
Activity
In the 1600’s, the journal or diary was a popular method of recording thoughts, observations, and fears on
town events. Your assignment is to create a journal or diary for one of the main characters such as: Abigail,
Proctor, Hale, or Elizabeth. (Even though Elizabeth does not appear in Act I, she has a very important role
in the play as John Proctor’s wife.) You will compose at least eight dated entries based on the events in the
play. Pretend you are the character and use first person. You will comment on the major events of the plot
and MUST comment on the following:
• The first time your character appears in the play

• Any meeting your character has with other characters
• Any changes in your character, especially psychological changes
• Any important event in the play
• His or her relationship with other characters
• When your character leaves the play
Begin creating your dates in the spring of 1692, as is indicated in the play. Through the events in the play, your
character will be involved in the witch trials. Be sure to mention other characters in each journal entry.
Remember to pretend you are your character and are living in Salem under the Puritan theocracy in 1692.
Here is a sample journal entry for Hale:
April 5, 1692
I was called to the Reverend Parris’ house today to care for his daughter. It was a trying day, and my heart is still
soaring from ridding Tituba from the Devil’s grasp. Amen. I will be staying a good while in the town because
many were accused today, and there is much work to be done to rid the townspeople of the evil spirits. I will
ask God for help in my prayers this evening and will thank him as always for his mercy and good deeds.
Use a formal writing style without modern slang. You will write 1 – 2 entries (unless you are Elizabeth) for
Act I and will continue adding entries with each of the four acts. Revise for grammatical errors. Be creative!

Name: ________________________________ Date:_________________
Act I
Writing Diary Entries
Objective: Composing a series of diary entries for a character

Inferring character traits through dialogue and stage directions
Activity
In the 1600’s, the journal or diary was a popular method of recording thoughts, observations, and fears on
town events. Your assignment is to create a journal or diary for one of the main characters such as: Abigail,
Proctor, Hale, or Elizabeth. (Even though Elizabeth does not appear in Act I, she has a very important role
in the play as John Proctor’s wife.) You will compose at least eight dated entries based on the events in the
play. Pretend you are the character and use first person. You will comment on the major events of the plot
and MUST comment on the following:
• The first time your character appears in the play

• Any meeting your character has with other characters
• Any changes in your character, especially psychological changes
• Any important event in the play
• His or her relationship with other characters
• When your character leaves the play
Begin creating your dates in the spring of 1692, as is indicated in the play. Through the events in the play, your
character will be involved in the witch trials. Be sure to mention other characters in each journal entry.
Remember to pretend you are your character and are living in Salem under the Puritan theocracy in 1692.
Here is a sample journal entry for Hale:
April 5, 1692
I was called to the Reverend Parris’ house today to care for his daughter. It was a trying day, and my heart is still
soaring from ridding Tituba from the Devil’s grasp. Amen. I will be staying a good while in the town because
many were accused today, and there is much work to be done to rid the townspeople of the evil spirits. I will
ask God for help in my prayers this evening and will thank him as always for his mercy and good deeds.
Use a formal writing style without modern slang. You will write 1 – 2 entries (unless you are Elizabeth) for
Act I and will continue adding entries with each of the four acts. Revise for grammatical errors. Be creative!

Act I
Language: Dialect vs. Formal Writing
Objectives: Interpreting dialect and informal terminology
Rewriting informal language/dialects to create formal language
Writing in complete sentences using correct grammar, usage, and mechanics
Activity
When people are having a conversation, they often speak using incorrect grammar. Likewise, some of the
dialogue in The Crucible is written informally or is dated to make it seem more realistic to the reader. This
is acceptable much of the time, but it is best to use formal Standard English when writing for school or in
the workplace. Rewrite the quotations on the Formal Writing Worksheet to make them more formal.
As an example, read the following quotation and think how it can be rewritten more formally:
“Abby, we’ve got to tell. Witchery’s a hangin’ error, a hangin’ like they done in Boston two year ago! We must
tell the truth, Abby! You’ll only be whipped for dancin’, and the other things!”
Now examine the same quotation that has been rewritten to be much more formal:
Abigail, we have to tell because witchcraft is a sin for which we can be hanged; witches were hanged two years
ago in Boston. If you tell the truth, you will only be whipped for dancing and the other activities!
Do you see the difference? Remember these guidelines for formal writing:
• Omit contractions. For example, replace “we’ve” with “we have.”
• Omit any dialect, dated, or slang terminology, such as “dancin’.”
• Write in complete sentences. Sometimes we do not speak in complete sentences, but it is best to
write using formal language for academic purposes.
• Omit any unnecessary words.
• Add words for clarity if necessary.
• Do not begin sentences with “and” or “but,” simply begin the sentence with the next word in the
sentence.
• Fix all grammatical errors.
• Improve vocabulary as much as possible.
• Combine multiple short sentences into longer, more complex sentences.
Note to the Teacher: Answers will vary. Sample answers are provided. The goal is for students to write formally,
omit contractions, improve vocabulary, and combine sentences and ideas.

Name: ________________________________ Date:_________________
Act I
Language: Dialect vs. Formal Writing
Objectives: Interpreting dialect and informal terminology

Rewriting informal language/dialects to create formal language
Writing in complete sentences using correct grammar, usage, and mechanics
Activity
When people are having a conversation, they often speak using incorrect grammar. Likewise, some of the
dialogue in The Crucible is written informally or is dated to make it seem more realistic to the reader. This
is acceptable much of the time, but it is best to use formal Standard English when writing for school or in
the workplace. Rewrite the quotations on the Formal Writing Worksheet to make them more formal.
As an example, read the following quotation and think how it can be rewritten more formally:
“Abby, we’ve got to tell. Witchery’s a hangin’ error, a hangin’ like they done in Boston two year ago! We must
tell the truth, Abby! You’ll only be whipped for dancin’, and the other things!”
Now examine the same quotation that has been rewritten to be much more formal:
Abigail, we have to tell because witchcraft is a sin for which we can be hanged; witches were hanged two years
ago in Boston. If you tell the truth, you will only be whipped for dancing and the other activities!
Do you see the difference? Remember these guidelines for formal writing:
• Omit contractions. For example, replace “we’ve” with “we have.”
• Omit any dialect, dated, or slang terminology, such as “dancin’.”
• Write in complete sentences. Sometimes we do not speak in complete sentences, but it is best to
write using formal language for academic purposes.
• Omit any unnecessary words.
• Add words for clarity if necessary.
• Do not begin sentences with “and” or “but,” simply begin the sentence with the next word in the
sentence.
• Fix all grammatical errors.
• Improve vocabulary as much as possible.
• Combine multiple short sentences into longer, more complex sentences.

FORMAL WRITING WORKSHEET
Rewrite the following quotations to create formal, Standard English.
1. “He bid me come and tell you, reverend sir, that he cannot discover no medicine for it in his books.”
He asked me to tell you, reverend, that he cannot discover a remedy for it in his books.
2. “She ails as she must—she never waked this morning, but her eyes open and she walks, and hears
naught, sees naught, and cannot eat. Her soul is taken, surely.”
She is sick, and she did not awake this morning. Her eyes are open, and she walks; however, she cannot
hear, see, or eat. Her soul has surely been taken.
3. “It’s weirdish, I know not—she seems to walk like a dead one since last night.”
It is very strange. Since last night, she seems to walk like the dead.
4. “No, he’ll be comin’ up. Listen, now; if they be questioning us, tell them we danced—I told him as
much already.”
No, he will be coming soon. Listen, if they question us, tell them we danced; I have already admitted to
dancing.
5. “I’ll show you a great doin’ on your arse one of these days. Now get you home; my wife is waitin’ with
your work!”
One day, I’ll whip you. Go home; my wife is waiting with your work!
6. “I cannot sleep for dreamin’; I cannot dream but I wake and walk about the house as though I’d find
you comin’ through some door.”
I cannot sleep because I dream about you. I wake and walk through the house looking for you.
7. “ She is blackening my name in the village! She is telling lies about me! She is a cold, snivelling
woman, and you bend to her! Let her turn you like a—”
She is damaging my reputation in the village by telling lies about me! She is a cold, snivelling woman who
controls you.
8. “She heard you singin’ and suddenly she’s up and screamin’.”
She heard everyone singing, and she started screaming.

Name: ________________________________ Date:_________________
FORMAL WRITING WORKSHEET
Rewrite the following quotations to create formal, Standard English.
1. “He bid me come and tell you, reverend sir, that he cannot discover no medicine for it in his books.”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. “She ails as she must—she never waked this morning, but her eyes open and she walks, and hears
naught, sees naught, and cannot eat. Her soul is taken, surely.”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. “It’s weirdish, I know not—she seems to walk like a dead one since last night.”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. “No, he’ll be comin’ up. Listen, now; if they be questioning us, tell them we danced—I told him as
much already.”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. “I’ll show you a great doin’ on your arse one of these days. Now get you home; my wife is waitin’ with
your work!”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6. “I cannot sleep for dreamin’; I cannot dream but I wake and walk about the house as though I’d find
you comin’ through some door.”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
7.
“ She is blackening my name in the village! She is telling lies about me! She is a cold, snivelling
woman, and you bend to her! Let her turn you like a—”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

9. “I never heard you worried so on this society, Mr. Proctor. I do not think I saw you at Sabbath
meeting since snow flew.”
I have never heard you worry about this town, Mr. Proctor. I do not remember seeing you at church since
last winter.
10. “Think on it. Wherefore is everybody suing everybody else? Think on it now, it’s a deep thing, and
dark as a pit. I have been six time in court this year—”
Why is everyone suing each other? Think about it–lawsuits damage relationships in the village. I have
already been in court six times this year.
11. “Pray you, someone take these!”
Would someone please take these books?
12. “No—no, John, I think not. I have some few queer questions of my own to ask this fellow.”
I do not think so, John. I have some questions to ask Mr. Hale.
13. “I know it, sir. I sent my child—she should learn from Tituba who murdered her sisters.”
I know, sir. I sent my child Ruth to Tituba to find out who murdered her sisters.
14. “Last night—mark this—I tried and tried and could not say my prayers. And then she close her
books and walks out of the house, and suddenly—mark this—I could pray again!”
Last night, I was unable to say my prayers, but when my wife closed her books and went outside, I could
pray again!
15. “ He say Mr. Parris must be kill! Mr. Parris no goodly man, Mr. Parris mean man and no gentle man,
and he bid me rise out of my bed and cut your throat! But I tell him ‘No! I don’t hate that man. I don’t
want to kill that man.’”
The Devil said that Mr. Parris must be killed because he is not a good man. He told me to cut your throat,
but I told him that I would not kill Mr. Parris.

Name: ________________________________ Date:_________________
8. “She heard you singin’ and suddenly she’s up and screamin’.”

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
9. “I never heard you worried so on this society, Mr. Proctor. I do not think I saw you at Sabbath
meeting since snow flew.”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
10. “Think on it. Wherefore is everybody suing everybody else? Think on it now, it’s a deep thing, and
dark as a pit. I have been six time in court this year—”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
11. “Pray you, someone take these!”

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
12. “No—no, John, I think not. I have some few queer questions of my own to ask this fellow.”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
13. “I know it, sir. I sent my child—she should learn from Tituba who murdered her sisters.”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
14. “Last night—mark this—I tried and tried and could not say my prayers. And then she close her
books and walks out of the house, and suddenly—mark this—I could pray again!”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
15. “ He say Mr. Parris must be kill! Mr. Parris no goodly man, Mr. Parris mean man and no gentle man,
and he bid me rise out of my bed and cut your throat! But I tell him ‘No! I don’t hate that man. I don’t
want to kill that man.’”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Act I
Set Design
Objective: Constructing a basic set design
Activity
As The Crucible is a play, it is meant to be performed on stage. Choose a scene in Act I and create a basic
set design using the Stage Worksheet. Here are ideas that you will need to consider:
• Furniture: You must add furniture and accessories to the stage, such as a bed, table, chest, chair,
candlestick, and/or table. Remember to remain true to the time period. Like everything else in the
Puritan culture, furniture would be ordinary, plain, and undecorated.
• Characters: Include all characters on the stage that are in your scene. Think carefully about their
positions and gestures to make the set look realistic. A character might throw his or her arms
up in panic, for example, or kneel at Beth’s bed. Also, draw appropriate facial expressions on the
characters, and consider their ages and dress.
After you are finished with your set design, share it with the class. Class members are to guess what scene
you have designed.

Name: ________________________________ Date:_________________
Act I
Set Design
Objective: Constructing a basic set design
Activity
As The Crucible is a play, it is meant to be performed on stage. Choose a scene in Act I and create a basic
set design using the Stage Worksheet. Here are ideas that you will need to consider:
• Furniture: You must add furniture and accessories to the stage, such as a bed, table, chest, chair,
candlestick, and/or table. Remember to remain true to the time period. Like everything else in the
Puritan culture, furniture would be ordinary, plain, and undecorated.
• Characters: Include all characters on the stage that are in your scene. Think carefully about their
positions and gestures to make the set look realistic. A character might throw his or her arms
up in panic, for example, or kneel at Beth’s bed. Also, draw appropriate facial expressions on the
characters, and consider their ages and dress.
After you are finished with your set design, share it with the class. Class members are to guess what scene
you have designed.

STAGE WORKSHEET
T-21

Name: ________________________________ Date:_________________

STAGE WORKSHEET
T-21

Act I
Subjects of the Play
Objective: Analyzing dialogue to determine subjects explored in a drama
Activity
Upon reading The Crucible, you will discover that many subjects are explored, such as guilt, hypocrisy,
authority, courage, justice, and hysteria. In Act I, you have already been introduced to some of these
subjects. Your group’s task is to cite examples of each subject and explain how each incident illustrates
the subject on SUBJECT charts. Note that one incident may illustrate more than one subject. You may
summarize the incident or cite a specific quotation from the text. Don’t forget corresponding page numbers.
Ideally, you should have a mix of summarized and quoted examples. A sample answer is provided for
subject of authority.
Note to the Teacher: Answers will vary for this Activity. One sample answer is provided for each subject. After
each group has completed the Activity, ask groups to share their citations for different subjects. Class members
should guess which subject the incident illustrates. These and other subjects, such as courage and justice, continue
throughout the play. Consider having students add to these charts after reading the following acts.

Name: ________________________________ Date:_________________
Act I
Subjects of the Play
Objective: Analyzing dialogue to determine subjects explored in a drama
Activity
Upon reading The Crucible, you will discover that many subjects are explored, such as guilt, hypocrisy,
authority, courage, justice, and hysteria. In Act I, you have already been introduced to some of these
subjects. Your group’s task is to cite examples of each subject and explain how each incident illustrates
the subject on SUBJECT charts. Note that one incident may illustrate more than one subject. You may
summarize the incident or cite a specific quotation from the text. Don’t forget corresponding page numbers.
Ideally, you should have a mix of summarized and quoted examples. A sample answer is provided for
subject of authority.

SUBJECT CHART
Subject Summarized or Quoted Incident How Does this Illustrate the Subject?
Authority “No—no. There be no unnatural cause Unsure if the townspeople will agree with
here. Tell him I have sent for Reverend his findings, Parris has sent for another
Hale of Beverly, and Mr. Hale will authority figure, Reverend Hale. He believes
surely confirm that. Let him look to that Mr. Hale will come and use his authority
medicine and put out all thought of to dismiss the nonsense about “unnatural
unnatural causes here. There be none.” causes” for Betty’s illness and that the
townspeople will believe him.
Guilt The girls discuss what happened in the Some of the girls, especially Mary Warren, feel
forest. They argue with one another about guilty about the incident in the forest and want
whether to tell the truth or to remain to confess their actions.
silent. Abigail threatens the other girls
and convinces them to remain silent.
Hypocrisy “Betty. Child. Dear child. Will you wake, Hypocrisy is illustrated when Parris is so upset
will you open up your eyes! Betty, little over Betty’s illness. After the doctor determines
one…” that her illness may be due to “unnatural
causes,” Parris’ first thought is to conceal the
doctor’s diagnosis. Instead of being concerned
solely for Betty, he tries to cover up the
diagnosis to protect his position in society.
Hysteria In the last scene on page 48, the girls The girls cry out and chant the names of people
hysterically accuse the townspeople of in the village, which illustrates hysteria. Even
working for the Devil. Betty joins the chant. Parris hysterically shouts
a prayer.

Name: ________________________________ Date:_________________
SUBJECT CHART
Subject Summarized or Quoted Incident How Does this Illustrate the Subject?
Authority “No—no. There be no unnatural cause Unsure if the townspeople will agree with
here. Tell him I have sent for Reverend his findings, Parris has sent for another
Hale of Beverly, and Mr. Hale will authority figure, Reverend Hale. He believes
surely confirm that. Let him look to that Mr. Hale will come and use his authority
medicine and put out all thought of to dismiss the nonsense about “unnatural
unnatural causes here. There be none.” causes” for Betty’s illness and that the
townspeople will believe him.
Guilt
Hypocrisy
Hysteria

Act II
Reading Check
Objectives: Understanding events in a drama

Identifying speakers of various quotations
Interpreting importance of specific quotations from a drama
Activity
Many important quotations from the drama are listed in this Activity. For each of the following quotations,
your task is to determine:
• Who is speaking?
• To whom?
• About what?
• What importance does the quotation have in the play? For example, what do you learn about a
character, the plot, or a theme?
The first question has been done for you.
1. “Spare me! You forget nothin’ and forgive nothin’.”
Proctor is speaking to Elizabeth. She has not forgiven him for his affair with Abigail. From this, we
learn that Proctor and Elizabeth have a strained relationship and that she does not trust him.
2. “I do not judge you. The magistrate sits in your heart that judges you.”
Elizabeth is speaking to Proctor. She is trying to convince him that she does not judge him for his adultery.
This quotation tells readers about both Proctor’s and Elizabeth’s characters. Proctor still feels guilty for
committing adultery, and Elizabeth holds a grudge and has lost faith in him.
3. “I must tell you, sir, I will be gone every day now. I am amazed you do not see what weighty work
we do.”
Mary Warren speaks to Proctor to tell him that she is required to be in court every day due to the witch
trials. She is rather naïve and embraces the sudden value to her words; she likes feeling important.
4. “It is her dearest hope, John, I know it. There be a thousand names; why does she call mine?”
Elizabeth tells Proctor that she believes Abigail wants her dead. Readers learn that this is indeed true and
are beginning to see that Proctor is Abigail’s prize.

Name: ________________________________ Date:_________________
Act II
Reading Check
Objectives: Understanding events in a drama

Identifying speakers of various quotations
Interpreting importance of specific quotations from a drama
Activity
Many important quotations from the drama are listed in this Activity. For each of the following quotations,
your task is to determine:
• Who is speaking?
• To whom?
• About what?
• What importance does the quotation have in the play? For example, what do you learn about a
character, the plot, or a theme?
The first question has been done for you.
1. “Spare me! You forget nothin’ and forgive nothin’.”
Proctor is speaking to Elizabeth. She has not forgiven him for his affair with Abigail. From this, we
learn that Proctor and Elizabeth have a strained relationship and that she does not trust him.
2. “I do not judge you. The magistrate sits in your heart that judges you.”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. “I must tell you, sir, I will be gone every day now. I am amazed you do not see what weighty work
we do.”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

5. “It does, sir, it does; and it tells me that a minister may pray to God without he have golden candlesticks
upon the altar.”
Here Proctor is speaking to Hale about his disapproval of Parris’ requirement of golden candlesticks.
Readers have further evidence that Parris, who is supposedly a man of God, values money too much.
6. “I nailed the roof upon the church, I hung the door—”
Proctor is trying to convince Hale that he is a religious man. Hale’s doubts about Proctor’s religious beliefs
foreshadow future events in the drama.
7. “Adultery, John.”
Elizabeth informs Proctor that he has forgotten the commandment about adultery. This irony illustrates
Proctor’s continuing guilt about his affair with Abigail.
8. “Why, I meant no harm by it, sir.”
Mary Warren tells Proctor, Elizabeth, Hale, and Cheever that she did not mean to cause trouble for
Elizabeth by sticking a needle in the poppet she made for Elizabeth. Although naïve and gullible, Mary
Warren admits her honest mistake to protect Elizabeth.
9. “Why—! The girl is murder! She must be ripped out of the world!”
Stunned by the facts, Elizabeth blurts out to Proctor, Hale, Mary Warren, and Cheever that Abigail is a
danger and threatens Abigail’s life in desperation. This is a crucial error on Elizabeth’s part because the
officials see the admission as a sign of witchery.
10. “She’ll kill me for sayin’ that! Abby’ll charge lechery on you, Mr. Proctor!”
Mary Warren tells Proctor that she simply cannot tell the court that she put the needle in the poppet
because she is scared of Abigail. Readers learn that Abigail has told the girls about her desire for Proctor.

Name: ________________________________ Date:_________________
4. “It is her dearest hope, John, I know it. There be a thousand names; why does she call mine?”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. “It does, sir, it does; and it tells me that a minister may pray to God without he have golden candlesticks
upon the altar.”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6. “I nailed the roof upon the church, I hung the door—”

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
7. “Adultery, John.”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
8. “Why, I meant no harm by it, sir.”

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
9. “Why—! The girl is murder! She must be ripped out of the world!”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
10. “She’ll kill me for sayin’ that! Abby’ll charge lechery on you, Mr. Proctor!”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Act II
Characterization
Objectives: Inferring character traits from text

Analyzing characters’ thoughts, motivations, and values
Activity
To help you understand each character’s thoughts, values, and motivations, fill in the Spidergram
Worksheet. Include:
• your first impressions of each character

• the character’s problems or concerns
• what the character thinks of others
• what others think of the character
• the character’s background
• the character’s development throughout the play
• how the character’s view him-or herself
One example is the first study on Reverend Parris. Complete your character studies by completing spidergrams
for Proctor, Elizabeth, Abigail, Hale, and a character of your choice, such as Mary Warren, Rebecca, Giles,
Tituba, or Mr. or Mrs. Putnam.
Note to the Teacher: Answers may vary. Sample character studies are provided. This Activity may be updated
throughout the drama.

Name: ________________________________ Date:_________________
Act II
Characterization
Objectives: Inferring character traits from text

Analyzing characters’ thoughts, motivations, and values
Activity
To help you understand each character’s thoughts, values, and motivations, fill in the Spidergram
Worksheet. Include:
• your first impressions of each character

• the character’s problems or concerns
• what the character thinks of others
• what others think of the character
• the character’s development throughout the play
• how the character’s view him-or herself
One example is the first study on Reverend Parris. Complete your character studies by completing spidergrams
for Proctor, Elizabeth, Abigail, Hale, and a character of your choice, such as Mary Warren, Rebecca, Giles,
Tituba, or Mr. or Mrs. Putnam.

SPIDERGRAM WORKSHEET
What the character thinks of Your first impressions of the character:

himself/herself: Parris is very I noticed that Parris is so hysterical over
insecure in his job as a minister his daughter’s illness because he is worried
and fears that the townspeople about himself and his job instead of about
will dismiss him. He also feels his daughter. He appears to be emotional,
unappreciated and undervalued, easily agitated, and demanding.
especially since he does not even
have the deed to his house.
The character’s development The character’s problems/

through the play: Parris’ desire concerns: Parris is con-
to be in control is not fulfilled.
Abigail lies to him, and his
main concern is for himself.
PARRIS cerned about keeping his
position as minister in
Salem at all costs. He even
uses Betty’s sickness as a
way to show his authority
by calling in a specialist,
The character’s background: Before coming Hale, and by pretending to
to America, Parris worked as a merchant be worried about Betty.
in Barbados. He brought Tituba, his slave,
with him to America. He is in his forties, is
a widower, and has one child, Betty. He was
educated at Harvard. What the character thinks of others:
Parris appears unworried about his
daughter’s condition. He is easily intim-
idated by others and is always trying to
appear that he is in control. He tries to
What others think of the character: From her win Putnam’s favor by comments, and
reaction, Tituba is obviously scared of him. Due he changes his mind to agree with more
to Betty’s illness, it is believed that she is also powerful characters, such as Hale.
afraid. Proctor does not think he is a godly min-
ister and that he places too much emphasis on
material things. Putnam also shows dislike for
him.

Name: ________________________________ Date:_________________

himself/herself: Parris is very I noticed that Parris is so hysterical over
insecure in his job as a minister his daughter’s illness because he is worried
and fears that the townspeople about himself and his job instead of about
will dismiss him. He also feels his daughter. He appears to be emotional,
unappreciated and undervalued, easily agitated, and demanding.
especially since he does not even
have the deed to his house.
The character’s development The charcter’s problems/

through the play: Parris’ desire concerns: Parris is con-
to be in control is not fulfilled.
Abigail lies to him, and his
main concern is for himself.
PARRIS cerned about keeping his
position as minister in Sa-
lem at all costs. He even
uses Betty’s sickness as a
way to show his authority
by calling in a specialist,
The character’s background: Before coming Hale, and by pretending
to America, Parris worked as a merchant to be worried about Betty.
in Barbados. He brought Tituba, his slave,
with him to America. He is in his forties, is
a widower, and has one child, Betty. He was
educated at Harvard. What the character thinks of others:
Parris appears unworried about his
daughter’s condition. He is easily intim-
idated by others and is always trying to
appear that he is in control. He tries to
What others think of the character: From her win Putnam’s favor by comments, and
reaction, Tituba is obviously scared of him. Due he changes his mind to agree with more
to Betty’s illness, it is believed that she is also powerful characters, such as Hale.
afraid. Proctor does not think he is a godly min-
ister and that he places too much emphasis on
material things. Putnam also shows dislike for
him.

What the character thinks of Your first impressions of the character: I

himself/herself: Proctor thinks think that Proctor is an honest man who wishes
of himself as intelligent, religious, he had never committed adultery. He appears to
and hard-working. He feels guilty be rational, smart, and recognized in the village
about his affair with Abigail and as a good person.
believes he is a good husband to
Elizabeth.
The character’s problems/

The character’s development concerns: Although he
through the play: Proctor begins ended their affair, he still
as a non-believer of witchcraft must convince Abigail that
who believes the children were
only playing in the forest. To his
PROCTOR it is over. He must earn the
trust of his wife, and when
disbelief, the ridiculous arrests she is arrested, he must find
occur, culminating with the unbe- a way to have her released.
lievable arrest of his wife. He must got to court to try
to prove that the girls are
lying about witchcraft.
The character’s background: Proctor is in

his middle thirties. He is so busy with his
farm, family, and sick wife that he is often too What the character thinks of others:
busy to go to church. He also works on Sun- Proctor very much dislikes Parris and
days, which is blasphemous. He is married to wouldn’t even let him baptize his third
Elizabeth, and they have 3 children. child. He thinks scornfully of Abigail, but
still blushes when she is near. He holds
Rebecca in high regard but believes Mrs.
Putnam and Hale are misguided. Of Mary
Warren, he treats her as a servant whose
What others think of the character: Parris looks
job is to help his wife with the housework.
at him with insecurity because Proctor is respected
even though he doesn’t go to church. Elizabeth’s
relationship with him is cold and unloving. Abigail
is hopelessly infatuated with him. Mary Warren
fears him, as she does everyone else. Hale fears that
Proctor is unreligious.

Name: ________________________________ Date:_________________

himself/herself:

The character’s development concerns:
through the play:
PROCTOR
The character’s background:
What the character thinks of others:
What others think of the character:

What the character thinks of Your first impressions of the character: I

himself/herself: Elizabeth thinks see Elizabeth as a powerless woman who may
of herself as plain, especially since not find happiness, especially since she has not
John cheated on her. She believes forgiven her husband, and they don’t have a
that she treats John well, however, good relationship. I see her as weak because she
and that she is a godly woman. has been sick, but she tries to appear brave and
unconcerned when she is arrested.
The character’s development

through the play: Elizabeth The character’s problems/
begins as a cold, weak woman concerns: She does not have
who may be losing her husband to
another woman. In Act II, readers
ELIZABETH a loving relationship with
John and cannot trust him.
feel compassion for her when she She is thrown in jail for
is arrested. witchcraft.
The character’s background: She is married

to John Proctor; they have 3 children together.
She lives on a farm and has been too sick to What the character thinks of others:
attend church regularly. She understandably loathes Abigail and
feels insecure in ordering Mary Warren
to her chores. She wishes her husband
had not committed adultery and distrusts
him. She places a distance between them.
She fears Reverend Hale’s questions and
continuously tries to prove herself to be a
What others think of the character: Proctor tries
Christian woman during their conversa-
hard to show love toward her. Mary Warren does
tion. She respects Rebecca.
not fully respect her, and Abigail wants her dead.
Giles knows she is not guilty of witchcraft; Hale
questions her religious beliefs.

Name: ________________________________ Date:_________________

himself/herself:

through the play: The character’s problems/
concerns:
ELIZABETH


himself/herself: Abigail thinks Abigail appears to be a menacing liar with no
that she deserves whatever she sign of religious beliefs. She is a terrible per-
wants, no matter the costs. She son to throw herself at Proctor and is wrong to
believes herself to be attractive, threaten the girls.
conniving, and powerful.

through the play: Abigail starts The character’s problems/
the drama by lying and contin- concerns: She was dis-
ues to lie in Act II. Her feelings
for Proctor are the only truth she
ABIGAIL covered by her uncle when
dancing in the woods and
tells. She only becomes more evil had to lie to disguise her
as the play progresses. guilt. Her goal is to get rid
of Elizabeth and gain John’s
love and attention without
being discovered a fraud.
The character’s background: An orphan,

Abigail is an attractive, seventeen-year-old
woman who lives with her uncle, Reverend What the character thinks of others:
Parris. She worked for the Proctor family but Abigail is hopelessly infatuated with
was dismissed when Goody Proctor discovered Proctor and wishes for Elizabeth’s death.
Abigail’s affair with John. She feels that she can manipulate others
in the town with her lies and threats, in-
cluding her uncle, the girls, and the court.
What others think of the character: Parris

knows she is dishonest; Proctor wishes he didn’t
have to see her again. Elizabeth fears her wily
tactics, and the girls are greatly frightened by her
threats. Hale believes Abigail is a true officer of the
court.

Name: ________________________________ Date:_________________

himself/herself:

through the play: The character’s problems/
concerns:
ABIGAIL


himself/herself: Hale believes Reverend Hale appears to be quite intelligent
himself to be an authority figure and conducts the investigation in a procedural
and a man of God who honestly fashion. I think he is wrong, however, to believe
tries to find the truth in all situa- the girls’ accusations.
tions. He is eager to use his knowl-
edge of witchcraft.

concerns: His concern is
through the play: Hale enters
that he must either find or
the village by telling everyone
that they must believe him if he
does not find any sign of witch-
HALE dismiss the idea of witch-
craft in Salem. He doubts
the girls’ accusations, but
craft. However, he believes the
cannot disprove them. His
girls’ lies and visits the accused to
belief in witches ultimately
question them to no avail.
leads him in the wrong di-
rection, believing that there
are indeed witches in Salem
who must be cleansed.
The character’s background: Reverend Hale
is very well educated, especially in witchcraft
and the “invisible world.” He is nearly forty What the character thinks of others:
and is from Beverly. Hale believes that he has saved Tituba
from the Devil and that it is possible that
the girls may be lying about the accused.
He questions Elizabeth and Proctor’s
religious beliefs; he believes that Mar-
tha Corey should not be reading strange
books.
What others think of the character: Parris holds
him in high regard. At first, Proctor hopes Hale
will extinguish the idea of witchcraft but is disap-
pointed when Hale is misguided. Elizabeth fears his
authority. Giles seeks Hale’s intelligent opinion and
asks Hale about his wife’s interest in books only to
find that this admission gets her arrested in Act II.
Goody Putnam also seeks his knowledge when she
asks about her murdered babies.

Name: ________________________________ Date:_________________

himself/herself:

concerns:
through the play:
HALE

Act II
Vocabulary/Language
Objective: Interpreting the meaning of dialect and other terms from the text
Activity
Complete the following Crossword involving dialect and other terms from the text. Read each quotation
from The Crucible. Then think of a synonym (a word with the same meaning) to replace the underlined
word or phrase in the clue. The page number for the clue is included; you can look it up if you need more
context clues to understand the meaning of the underlined terms.
Here is a sample clue:
“I’ll have my men on you, Corey! I’ll clap a writ on you!”
The correct answer is “lawsuit.”

Name: ________________________________ Date:_________________
Act II
Vocabulary/Language
Objective: Interpreting the meaning of dialect and other terms from the text
Activity
Complete the following Crossword involving dialect and other terms from the text. Read each quotation
from The Crucible. Then think of a synonym (a word with the same meaning) to replace the underlined
word or phrase in the clue. The page number for the clue is included; you can look it up if you need more
context clues to understand the meaning of the underlined terms.
Here is a sample clue:
“I’ll have my men on you, Corey! I’ll clap a writ on you!”
The correct answer is “lawsuit.”

Crossword PUZZLE
Solution:
C H
C R E H P
O F F I C I A L S U R
N O Z I M P O R T A N T E
F R Y T T C G
U G A P S C N
S I A D U L T E R Y U A
E V E E S N
E N T W E I G H T
N O E O
E T H R O W N Y E S
S H D O L L S
S I I
I N S A N E P
G
Across Down
6. “ They’ve sent four judges out of Boston, she says, weighty 1. “There be a certain danger in calling such a name—I
magistrates of the General Court, and at the head sits the am no Goody Good that sleeps in ditches, nor Osburn,
Deputy Governor of the Province.” drunk and half-witted.”
8. “I must tell you, sir, I will be gone every day now. I am 2. “John, if it were not Abigail that you must go to hurt,
amazed you do not see what weighty work we do.” would you falter now?”
11. “She’ll kill me for sayin’ that! Abby’ll charge Jechery on 3. “Elizabeth, you bewilder him!”
you, Mr. Proctor!” 4. “No, it rebels my stomach; I have further traveling yet
13. “Now believe me, Proctor, how heavy be the law, all its tonight.”
tonnage I do carry on my back tonight.” 5. “They had Docotr Griggs examin her, and she’s full to
15. “And folks are brought before them, and if they scream the brim.”
and howl and fall to the floor—the person’s clapped in 7. “Spare me! You forget nothin’ and forgive nothin’. Learn
the jail for bewitchin’ them.” charity, woman.”
16. “Aye, it is.” 9. “And what of tomorrow? She will cry me out until they
17. “Why, thank you, it’s a fair poppet.” take me!”
18. “I never knew until tonight that the world is gone daft 10. “Fear nothing. I'll find Ezekiel Cheever. I’ll tell him she
with this nonsense.” said it were all sport.”
12. “Abigail Williams told you it had naught to do with witch-
craft!”
14. “But—surely yo know what a jabberer she is. Did you
tell them that?”

Name: ________________________________ Date:_________________
Crossword PUZZLE
1 2
3 4 5
6 7
8 9
10
11
12 13 14
15 16
17
18
ACROSS DOWN
Across 6 "They've sent four judges out of Boston, 1 "There be a certain danger in calling
Down
she says, weighty magistrates of the such a name-I am no Goody Good that
6. General
“ They’ve Court,
sent four judgesand atBoston,
out of the head sits weighty
she says, the 1. sleeps
“There be in aditches, nor Osburn,
certain danger drunk
in calling suchanda name—I
magistrates of the General Court, and at the head sits the am no Goody Good that sleeps in ditches, nor Osburn,
Deputy Governor of the Province." half-witted."
Deputy Governor of the Province.” drunk and half-witted.”
8. “I 8 "I must
must tellsir,
tell you, you, sir,beI gone
I will wll be gone
every dayevery
now. I am 2. 2 "John,
“John, ififititwere
werenot notAbigail
Abigailthatthat
youyou
mustmustgo to hurt,
amazedday younow. I am
do not seeamazed
what weightyyou work
do not weseedo.” go
wouldto hurt, would
you falter you falter now?"
now?”
11. “She’llwhat weighty
kill me for sayin’work we
that! do." charge Jechery on
Abby’ll 3. 3 "Elizabeth,
“Elizabeth, you you bewilder
bewilder him!” him!"
you, Mr. Proctor!” 4. “No, it rebels my stomach; I have further traveling yet
11 "She'll kill me for sayin' that! Abby'll 4 "No, it rebels my stomach; I have further
13. “Now believe me, Proctor, how heavy be the law, all its tonight.”
charge
tonnage Jechery
I do carry on myonbackyou, Mr. Proctor!"
tonight.” 5. traveling
“They had yet tonight."
Doctor Griggs examine her, and she’s full to
13 "Now
15. “And believe
folks are brought me, Proctor,
before them, how
and ifheavy be
they scream 5 "They
the brim.” had Docotr Griggs examin her,
the law,
and howl all to
and fall itsthe
tonnage
floor—theI doperson’
carrys on my in
clapped 7. and
“Spareshe's
me! Youfull forget
to thenothin’
brim."and forgive nothin’. Learn
the jail for bewitchin’ them.” charity, woman.”
back tonight." 7 "Spare me! You forget nothin' and
16. “Aye, it is.” 9. “And what of tomorrow? She will cry me out until they
15 "And
17. “Why, thankfolks
you, are
it’s abrought before them, and
fair poppet.” forgive
take me!”nothin'. Learn charity, wwoman."
18. “I neverif they
knewscream and howl
until tonight and
that the fall to
world the daft
is gone 9 "And
10. what of I'll
“Fear nothing. tomorrow?"
find EzekielShe will cry
Cheever. mehim she
I’ll tell
floor-the
with this person's clapped in the jail for
nonsense.” out
said until
it were they take me!"
all sport.”
12. Fear
bewitchin' them." 10 “Abigail WilliamsI'll
nothing. told youEzekiel
find it had naught to do with
Cheever. I'll witch-
craft!”
16 "Aye, it is." 14. tehll him sheyosaid
“But—surely know it what
wereaall sport."she is. Did you
jabberer
17 "Why, thank you, it's a fair poppet." 12 tell them that?”
"Abigail Williams told you it had naught
18 "I never knew until tonight that the world to do with witchcraft!"
is gone daft with this nonsense." S - 67 14 "But-surely yo know what a jabberer
Reproducible she
Student Worksheet
is. Did you tell them that?"
Act II
An Illustrated Summary
Objectives: Illustrating scenes from a play

Interpreting scenes and set design
Analyzing the setting in a drama
Summarizing an act from a play
Activity
Working in small groups, write a summary of the events in Act II. Then choose a different scene for each
group member to illustrate and assign parts of your summary to each drawing.
Here is an example from Act I. Important illustrated scenes could include the girls dancing in the forest,
Betty lying in bed or attempting to jump out the window, or the scene where Tituba is forced to confess.
Each group member will turn in a drawing and a portion of the summary.
Be creative! Try to complete your illustrations in different ways, such as paintings, sketches, collages, or even
a multimedia presentation with computer graphics. Share your illustrated summaries with the class.
Note to the Teacher: This Activity can be adapted in various ways. For example, you may wish to assign each
group a different act to compile an illustrated summary for the entire play. Another possibility would be to have
students complete the assignment individually, creating simple drawings. A third idea would be to have groups
create simple comic books to summarize the play or specific acts or scenes.

Name: ________________________________ Date:_________________
Act II
An Illustrated Summary
Objectives: Illustrating scenes from a play

Interpreting scenes and set design
Analyzing the setting in a drama
Summarizing an act from a play
Activity
Working in small groups, write a summary of the events in Act II. Then choose a different scene for each
group member to illustrate and assign parts of your summary to each drawing.
Here is an example from Act I. Important illustrated scenes could include the girls dancing in the forest,
Betty lying in bed or attempting to jump out the window, or the scene where Tituba is forced to confess.
Each group member will turn in a drawing and a portion of the summary.
Be creative! Try to complete your illustrations in different ways, such as paintings, sketches, collages, or even
a multimedia presentation with computer graphics. Share your illustrated summaries with the class.

Act II
Irony
Objective: Identifying irony in a play
Activity
Arthur Miller uses various forms of irony—verbal, situational, and dramatic—in The Crucible. Working in
your group, locate examples of irony in Act II, and paraphrase or quotation the incidents as evidence on
the Irony Chart. Then identify the type of irony the incident illustrates and explain how the incident is an
example of that type of irony.
Here are some examples of the three types of irony from Act I:
1. erbal irony: In the very beginning of Act I, Parris is almost hysterical over Betty’s condition: “Oh,
V
my God! God help me! Betty. Child. Dear child. Will you wake, will you open up your eyes! Betty,
little one…” A caring father would be worried for her health; however, Parris’ main concern is about
his job security and maintaining his authority in the town.
2. ituational irony: Reverend Hale enters with a rational attitude and feels he must convince the
S
others that, “We cannot look to superstition in this. The Devil is precise; the marks of his presence
are definite as stone, and I must tell you all that I shall not proceed unless you are prepared to believe
me if I should find no bruise of hell upon her.” This becomes ironic when Hale becomes the primary
person who makes Tituba confess to witchcraft, which she has not committed.
3. ramatic irony: An example of dramatic irony is when Parris asks, “Your Ruth is sick?” Readers
D
know that Ruth is not really sick, but the characters do not.
Note to the Teacher: There are many examples of irony in Act II. Answers will vary. Some sample answers are
provided.

Name: ________________________________ Date:_________________
Act II
Irony
Objective: Identifying irony in a play
Activity
Arthur Miller uses various forms of irony—verbal, situational, and dramatic—in The Crucible. Working in
your group, locate examples of irony in Act II, and paraphrase or quotation the incidents as evidence on
the Irony Chart. Then identify the type of irony the incident illustrates and explain how the incident is an
example of that type of irony.
Here are some examples of the three types of irony from Act I:
1. erbal irony: In the very beginning of Act I, Parris is almost hysterical over Betty’s condition: “Oh,
V
my God! God help me! Betty. Child. Dear child. Will you wake, will you open up your eyes! Betty,
little one…” A caring father would be worried for her health; however, Parris’ main concern is about
his job security and maintaining his authority in the town.
2. ituational irony: Reverend Hale enters with a rational attitude and feels he must convince the
S
others that, “We cannot look to superstition in this. The Devil is precise; the marks of his presence
are definite as stone, and I must tell you all that I shall not proceed unless you are prepared to believe
me if I should find no bruise of hell upon her.” This becomes ironic when Hale becomes the primary
person who makes Tituba confess to witchcraft, which she has not committed.
3. ramatic irony: An example of dramatic irony is when Parris asks, “Your Ruth is sick?” Readers
D
know that Ruth is not really sick, but the characters do not.

IRONY CHART
Incident Type of Irony Explanation

Elizabeth reminds John of the one commandment that verbal It is quite ironic that John forgets the one com-
he cannot remember: “Adultery, John.” mandment that he has broken and that his wife, the
victim of his adultery, is the one who reminds him.
Rebecca Nurse is arrested for witchcraft: “Rebecca’s situational Rebecca is the most respected, religious, moral, and
in the jail!” wise character in the play. Her imprisonment is
most unexpected and ridiculous.
Abigail is stabbed by a needle in the stomach: “And dramatic Unlike the characters in the play, readers know that
demandin’ of her how she come to be so stabbed, she it is impossible for Elizabeth’s spirit to have stabbed
testify it were your wife’s familiar spirit pushed it in.” Abigail and that it is Abigail who has stabbed
herself.

Name: ________________________________ Date:_________________
IRONY CHART
Incident Type of Irony Explanation

Act II
Writing Dialogue
Objectives: Writing dialogue based on facts from a drama

Writing in appropriate dialect
Punctuating dialogue and dialect
Creating character traits for created characters
Activity
Write a dialogue between two residents of Salem who are not portrayed in the play. The dialogue should
focus on the events that have occurred and the growing hysteria in the village. Write in the appropriate
dialect to make the dialogue seem realistic. Begin by listing the incidents you wish to discuss from Acts I
and II, such as Betty’s sickness, Tituba’s confession, or the arrests. Then identify the character traits that
you want your characters to possess. Consider their gender, age, job, and family when choosing traits.
After you have written your dialogue make revisions to ensure that each character’s traits are revealed
through the play’s dialogue. Use the following lists to get started:
Note to the Teacher: Dialogues will vary. If your students work in groups, you may have students perform their
dialogues for the class.

Name: ________________________________ Date:_________________
Act II
Writing Dialogue
Objectives: Writing dialogue based on facts from a drama

Writing in appropriate dialect
Punctuating dialogue and dialect
Creating character traits for created characters
Activity
Write a dialogue between two residents of Salem who are not portrayed in the play. The dialogue should
focus on the events that have occurred and the growing hysteria in the village. Write in the appropriate
dialect to make the dialogue seem realistic. Begin by listing the incidents you wish to discuss from Acts I
and II, such as Betty’s sickness, Tituba’s confession, or the arrests. Then identify the character traits that
you want your characters to possess. Consider their gender, age, job, and family when choosing traits.
After you have written your dialogue make revisions to ensure that each character’s traits are revealed
through the play’s dialogue. Use the following lists to get started:

DIALOGUE WORKSHEET
Incidents to include in your dialogue:
1. ______________________________________
________________________________________
2. ______________________________________
________________________________________
3. ______________________________________
________________________________________
4. ______________________________________
________________________________________
5. ______________________________________
________________________________________
Character’s name: _____________________ Character’s name: _____________________
Character’s traits: Character’s traits:
• __________________________________ • __________________________________
• __________________________________ • __________________________________
• __________________________________ • __________________________________
• __________________________________ • __________________________________
• __________________________________ • __________________________________
• __________________________________ • __________________________________
• __________________________________ • __________________________________
• __________________________________ • __________________________________
• __________________________________ • __________________________________

Name: ________________________________ Date:_________________
DIALOGUE WORKSHEET
Incidents to include in your dialogue:
1. ______________________________________
________________________________________
2. ______________________________________
________________________________________
3. ______________________________________
________________________________________
4. ______________________________________
________________________________________
5. ______________________________________
________________________________________
Character’s name: _____________________ Character’s name: _____________________
Character’s traits: Character’s traits:
• __________________________________ • __________________________________
• __________________________________ • __________________________________
• __________________________________ • __________________________________
• __________________________________ • __________________________________
• __________________________________ • __________________________________
• __________________________________ • __________________________________
• __________________________________ • __________________________________
• __________________________________ • __________________________________
• __________________________________ • __________________________________

Act II
Superstitions Essay
Objectives: Identifying superstitions of the past and present

Composing an essay using correct grammar, usage, and mechanics
Writing in third person
Organizing an essay using a thesis statement, topic sentences, and supporting details
Activity
Record examples of the superstitious nature of the Puritans from incidents in Acts I and II on the Superstition
Chart. Then use the examples to create a short, one or two page essay.
Be sure your essay follows these guidelines:
• Include a thesis statement about the superstitious nature of the Puritans.
• Each paragraph contains supporting details.
• At the conclusion of your essay, emphasize your points by restating your thesis statement and/or
topic sentences (using different words) and provide a good concluding sentence.
• Incorporate transitions between ideas and paragraphs.
• Write in third person (they; the Puritans).
Most people in Salem were poor and uneducated, and superstitions flourished. An example can be found
in Act II when Hale comes to visit the Proctor’s. Proctor tells Hale: “We are not used to visitors after dark,
but you’re welcome here.” The Puritans associated many natural and supernatural dangers with darkness,
so they usually avoided travelling at night. Similarly, black cats were considered to be witches’ servants,
or familiars.
Note to the Teacher: There are many examples of superstitions in the first two acts. Answers will vary. Some
sample answers are provided.

Name: ________________________________ Date:_________________
Act II
Superstitions Essay
Objectives: Identifying superstitions of the past and present

Composing an essay using correct grammar, usage, and mechanics
Organizing an essay using a thesis statement, topic sentences, and supporting details
Activity
Record examples of the superstitious nature of the Puritans from incidents in Acts I and II on the Superstition
Chart. Then use the examples to create a short, one or two page essay.
Be sure your essay follows these guidelines:
• Include a thesis statement about the superstitious nature of the Puritans.
• Each paragraph contains supporting details.
• At the conclusion of your essay, emphasize your points by restating your thesis statement and/or
topic sentences (using different words) and provide a good concluding sentence.
• Incorporate transitions between ideas and paragraphs.
• Write in third person (they; the Puritans).
Most people in Salem were poor and uneducated, and superstitions flourished. An example can be found
in Act II when Hale comes to visit the Proctor’s. Proctor tells Hale: “We are not used to visitors after dark,
but you’re welcome here.” The Puritans associated many natural and supernatural dangers with darkness,
so they usually avoided travelling at night. Similarly, black cats were considered to be witches’ servants,
or familiars.

SUPERSTITION CHART
Evidence of Superstitious Nature Explanation

“We are not used to visitors after dark, but you’re welcome The Puritans associated many natural and supernatural
here.” dangers with darkness, so they usually avoided traveling at
night.
Rebecca Nurse is arrested “For the marvellous and Rebecca Nurse obviously had nothing to do with the murder of
supernatural murder of Goody Putnam’s babies.” Goody Putnam’s infants at their births.
“I’m not sayin’ she’s touched the Devil, now, but I’d admire to Reading strange books would be suspicious to the Puritans,
know what books she reads and why she hides them.” since the Bible was the book of choice. Reading for mere
pleasure, such as novels, was not permitted.
“I have found it, sir. And in the belly of the poppet a needle’s The Puritans believed that it was possible for a witch to inflict
stuck. I tell you true, Proctor, I never warranted to see such harm on someone by injuring a doll representing the victim.
proof of Hell,…”
“Walcott, if you haven’t the wit to feed a pig properly, you’ll not Mr. Walcott thinks Martha has cursed him. She meant no
live to own many.” witchcraft by the comment and only said it because Walcott
unreasonably asked for his money back after she sold him a pig
that later died.

Name: ________________________________ Date:_________________
SUPERSTITION CHART
Evidence of Superstitious Nature Explanation

“We are not used to visitors after dark, but you’re welcome The Puritans associated many natural and supernatural
here.” dangers with darkness, so they usually avoided traveling at
night.

Act II
Superstitions
Objectives: Composing a list in a timed setting

Identifying superstitions
Activity
This is the question–How many superstitions can you think of in (unlucky) 13 minutes? Race against your
classmates to see who can remember the most superstitions, either past or present. Your group will earn
1 point for each superstition. Here’s the catch—you will only receive credit for the superstition if it is not
recorded on any other group’s list. Use the numbered lines on this page to begin, and turn the page over or
use additional sheets of paper to make your list. At your teacher’s command, get ready, get set—begin!
Consider these early superstitions:
In early times, salt was too valuable to be used as a seasoning and was used primarily to preserve meat. Since
salt slows down the process of decay, it came to be symbolic of never-dying life, so witches, devils, and demons
supposedly feared it. Have you ever seen someone spill salt and then quickly toss some over a shoulder? This
superstition continues today, but you may not know the reasoning behind it. The spilling of salt leaves one
unprotected against demons and other supernatural figures. Tossing it over one’s shoulder was said to fight off
any demons that may be lurking.
Early people had a great fear of demons and imagined they were waiting amongst them to invade their church-
es and souls. Where did the tradition of ringing bells to signal the start of church services begin? Initially, the
loud ringing of the bells was thought to scare away demons so that they couldn’t enter the church. Similarly,
one should cover one’s mouth when yawning not because of good manners or the possible escape of germs.
A yawn is just enough time for demons to enter through the mouth. Covering the mouth, stops the demons
from getting in. The same goes for sneezes. To prevent the soul from temporarily escaping the body during the
sneeze and to prevent demons from entering, cover the mouth. A quick “God bless you” will also prevent the
demons from stealing the escaped soul.
Note to the Teacher: Use a timer with some type of bell or sound to signal the end of the race. The time limit of
13 minutes can be adjusted to meet your pacing needs. It is recommended that students be placed in groups before
handing out this page. Students should also have pen and paper handy with only one recorder for each group. Of
course, a small prize always increases the stakes.

Name: ________________________________ Date:_________________
Act II
Superstitions
Objectives: Composing a list in a timed setting

Identifying superstitions
Activity
This is the question–How many superstitions can you think of in (unlucky) 13 minutes? Race against your
classmates to see who can remember the most superstitions, either past or present. Your group will earn
1 point for each superstition. Here’s the catch—you will only receive credit for the superstition if it is not
recorded on any other group’s list. Use the numbered lines on this page to begin, and turn the page over or
use additional sheets of paper to make your list. At your teacher’s command, get ready, get set—begin!
Consider these early superstitions:
In early times, salt was too valuable to be used as a seasoning and was used primarily to preserve meat. Since
salt slows down the process of decay, it came to be symbolic of never-dying life, so witches, devils, and demons
supposedly feared it. Have you ever seen someone spill salt and then quickly toss some over a shoulder? This
superstition continues today, but you may not know the reasoning behind it. The spilling of salt leaves one
unprotected against demons and other supernatural figures. Tossing it over one’s shoulder was said to fight off
any demons that may be lurking.
Early people had a great fear of demons and imagined they were waiting amongst them to invade their church-
es and souls. Where did the tradition of ringing bells to signal the start of church services begin? Initially, the
loud ringing of the bells was thought to scare away demons so that they couldn’t enter the church. Similarly,
one should cover one’s mouth when yawning not because of good manners or the possible escape of germs.
A yawn is just enough time for demons to enter through the mouth. Covering the mouth, stops the demons
from getting in. The same goes for sneezes. To prevent the soul from temporarily escaping the body during the
sneeze and to prevent demons from entering, cover the mouth. A quick “God bless you” will also prevent the
demons from stealing the escaped soul.

Act II
Setting
Objectives: Examining the various settings in a drama

Comparing and contrasting two settings
Activity
Think about how the settings of Act I and Act II differ. How are they similar? Use the Venn Diagram to
plot similarities and differences between the two acts. A Venn Diagram consists of two overlapping circles.
Each circle represents a different act of the play. In the area of the diagram that IS overlapping include the
similarities, the differences will go in the area of the diagram that is NOT overlapping. Consider location,
time, and symbolism. Moreover, consider these specific questions:
• Where is the location of each of the two settings? Describe the physical nature of each setting, such
as a room or home and furnishings.
• What is the symbolism of each setting? For example, an open field on a spring day might suggest
carefree, happy lives.
When you have finished your diagram, write a short paragraph to explain the symbolism of the setting.
You may cite examples from the play or paraphrase incidents. Be sure to include a topic sentence and
adequate reasons and evidence for your explanations.
A sample answer has been provided to get you started.
Note to the Teacher: Answers may vary, especially when interpreting symbolism of setting elements.

Name: ________________________________ Date:_________________
Act II
Setting
Objectives: Examining the various settings in a drama

Comparing and contrasting two settings
Activity
Think about how the settings of Act I and Act II differ. How are they similar? Use the Venn Diagram to
plot similarities and differences between the two acts. A Venn Diagram consists of two overlapping circles.
Each circle represents a different act of the play. In the area of the diagram that IS overlapping include the
similarities, the differences will go in the area of the diagram that is NOT overlapping. Consider location,
time, and symbolism. Moreover, consider these specific questions:
• Where is the location of each of the two settings? Describe the physical nature of each setting, such
as a room or home and furnishings.
• What is the symbolism of each setting? For example, an open field on a spring day might suggest
carefree, happy lives.
When you have finished your diagram, write a short paragraph to explain the symbolism of the setting.
You may cite examples from the play or paraphrase incidents. Be sure to include a topic sentence and
adequate reasons and evidence for your explanations.
A sample answer has been provided to get you started.

VENN DIAGRAM
ACT I ACT II
Set in the living area of

Proctor’s home 8 days after
Sense of confinement. close of Act I.
Set in a bedroom in Parris’ home.
Bare rooms with minimal “Low, dark” living room sug-
Very small room to signify small furnishings. gests guilt and suspicion of
community. John’s act.
Salem, Massachusetts
Furniture—chair, bed, chest, table Furniture— table, chairs,
Spring 1692 basin
Exposed rafters
Doors/windows leading to out- Fireplace is heart of home;
Sunshine floods through narrow side symbolize a world larger Proctor’s unhappiness with
window than their own. dinner signifies unhappiness.
Coldness of house indicates

coldness of relationship be-
tween Elizabeth and Proctor:
“It’s winter in here yet.”

Name: ________________________________ Date:_________________
VENN DIAGRAM
ACT I ACT II
Set in the living area of

Set in a bedroom in Parris’ home. Proctor’s home 8 days after
Sense of confinement. close of Act I.

Acts I – II
Symbolism
Objectives: Identifying symbolism within the play

Determining symbolism from clues within the play
Activity
After you have had some practice with common literary symbols, determine specific symbols for each clue
from The Crucible on the Crucible Symbolism worksheet. Symbols may be characters, objects, or places
in the play. Then explain the reasoning for each symbol, and cite an incident from the play as evidence for
your reasoning. The answer to the first clue has been provided.
Note to the Teacher: Answers may vary for the Crucible Symbolism worksheet. Look for sound reasoning to
determine the correctness of each symbol.

Name: ________________________________ Date:_________________
Acts I – II
Symbolism
Objectives: Identifying symbolism within the play

Determining symbolism from clues within the play
Activity
After you have had some practice with common literary symbols, determine specific symbols for each clue
from The Crucible on the Crucible Symbolism worksheet. Symbols may be characters, objects, or places
in the play. Then explain the reasoning for each symbol, and cite an incident from the play as evidence for
your reasoning. The answer to the first clue has been provided.

CRUCIBLE SYMBOLISM
1. untouchable authority: Judge Hathorne
Reasoning: Hathorne is described as “…a bitter, remorseless Salem judge.” The townspeople fear his
authority.
2. goodness and godliness: Rebecca Nurse
Reasoning: Rebecca is known and respected for her moral, religious character. Hale even knows of her
good deeds: “We have all heard of your great charities in Beverly.”
3. symbol of bondage, imprisonment: chains
Reasoning: Proctor becomes panicked when he sees his wife being chained: “Damn you, man, you will not
chain her! Off with them! I’ll not have it! I will not have her chained!”
4. Parris’ materialism: golden candlesticks
Reasoning: Proctor explains, “Since we built the church there were pewter candlesticks upon the alter;
Francis Nurse made them…But Parris came, and for twenty week he preach nothin’ but golden candlesticks
until he had them.” Proctor believes that an honest leader would not need such material things.
5. forbidden pastime: dancing
Reasoning: The Puritans associated dancing with evil. Mary Warren states, “…Abby! You’ll only be
whipped for dancin’, and the other things!” Another forbidden pastime is reading books. The fact that
Martha Corey read strange books helped lead to her arrest.
6. plaything made evil by association: poppet
Reasoning: Cheever exclaims, “’Tis hard proof!” when he discovers the needle stuck in the poppet.
7. evil and trickery: Abigail Williams
Reasoning: Abigail serves as an evil force throughout the play. For example, Abigail threatens the other
girls when they suggest telling the truth: “Let either of you breathe a word,…and I will bring a pointy
reckoning that will shudder you.”
8. place where evil frequently occurs: forest
Reasoning: The Puritans associated the forest with evil. Parris tells Abigail, “Abominations are done in
the forest—”

Name: ________________________________ Date:_________________
CRUCIBLE SYMBOLISM
1. untouchable authority: Judge Hathorne
Reasoning: Hathorne is described as “…a bitter, remorseless Salem judge.” The townspeople fear his
authority.
2. goodness and godliness: _________________________________________
Reasoning: ________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. symbol of bondage, imprisonment: _________________________________________
Reasoning: ________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. Parris’ materialism: _________________________________________
Reasoning: ________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. forbidden pastime: _________________________________________
Reasoning: ________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6. plaything made evil by association: _________________________________________
Reasoning: ________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

9. voice of reason: Proctor
Reasoning: Proctor is portrayed as the voice of reason throughout the play. When Parris suggests that
there could be poppets hidden in his house where Proctor cannot find them, Proctor answers a ridiculous
question with a ridiculous answer: “There might also be a dragon with five legs in my house, but no one
has ever seen it.”
10. theocratic leader: Reverend Parris
Reasoning: Like other Puritan leaders, Parris preaches hellfire and damnation. Rebecca Nurse states, “…
there are many that quail to bring their children—” because parents are afraid that Parris’ sermons will
frighten their children.

Name: ________________________________ Date:_________________
7. evil and trickery: _________________________________________
Reasoning: ________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
8. place where evil frequently occurs: _________________________________________
Reasoning: ________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
9. voice of reason: _________________________________________
Reasoning: ________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
10. theocratic leader: _________________________________________
Reasoning: ________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Act III
Reading Check
Objective: Understanding events in a play
Activity
Answer the following questions about Act III of The Crucible by circling the letter of the correct answer.
1. Why does Proctor bring Mary to court?

A. to discredit Reverend Parris
B. to free his wife
C. to strengthen Mary’s character
D. to prove the illegality of the court proceedings.
2. John Proctor is often absent from church because he

A. dislikes Reverend Parris.
B. lives too far from the church.
C. helps his wife with the housework.
D. is an atheist.
3. Elizabeth Proctor condemns herself by

A. keeping poppets in her house.
B. denying her husband’s affair with Abigail.
C. confessing to witchcraft.
D. threatening Abigail in court.
4. When Mary Warren gives her deposition and says that she has not worked for the Devil, the other
girls
A. confess with her and ask for forgiveness.
B. turn on Abigail and accuse her of controlling them.
C. leave the courtroom.
D. mimic Mary Warren and claim she has taken the form of a bird.
5. Mary Warren withdraws her testimony against the investigations because

A. she is in love with Proctor.
B. the other girls accuse her of witchcraft.
C. she knows she is admitting to perjury.
D. she is controlled by a spell.

Name: ________________________________ Date:_________________
Act III
Reading Check
Objective: Understanding events in a play
Activity
Answer the following questions about Act III of The Crucible by circling the letter of the correct answer.
1. Why does Proctor bring Mary to court?

A. to discredit Reverend Parris
B. to free his wife
C. to strengthen Mary’s character
D. to prove the illegality of the court proceedings.
2. John Proctor is often absent from church because he

A. dislikes Reverend Parris.
B. lives too far from the church.
C. helps his wife with the housework.
D. is an atheist.
3. Elizabeth Proctor condemns herself by

A. keeping poppets in her house.
B. denying her husband’s affair with Abigail.
C. confessing to witchcraft.
D. threatening Abigail in court.
4. When Mary Warren gives her deposition and says that she has not worked for the Devil, the other
girls
A. confess with her and ask for forgiveness.
B. turn on Abigail and accuse her of controlling them.
C. leave the courtroom.
D. mimic Mary Warren and claim she has taken the form of a bird.
5. Mary Warren withdraws her testimony against the investigations because

A. she is in love with Proctor.
B. the other girls accuse her of witchcraft.
C. she knows she is admitting to perjury.
D. she is controlled by a spell.

Act III
Plot Review: Round-Robin Reading Check
Objectives: Understanding plot events in a play

Paraphrasing and sequencing plot events in a play
Activity
You are now going to be involved in a round-robin review of Acts I, II, and III. Half of your classmates are
assigned to Team A; the other half are Team B. Beginning with Team A, the first member will identify one
incident from Act I. You can include any information about the plot, setting, or characters. Here’s the hard
part—all events must be stated in the order that they occur in the play. You earn one point for your team
for each correctly sequenced answer.
Next, the first member of Team B will identify a second incident from Act I. The idea is to include something
that happened close to the first event of the play.
Team A and B will continue to alternate after each team member has stated an incident. Your team will lose
two points anytime a team member states an incident that occurs in a different act and when an incident
is repeated or is given out of order.
When you are finished with Act I, your teacher will instruct you to begin with Act II and then Act III.
While the round-robin review is happening, you must keep a Chronolog that includes 7 – 10 events
from each act. You can use this as a review to remember what events have occurred in each act. The first
incident in each act has been provided for you.
Note to the Teacher: Assist students when splitting the class into teams. Students may wish to create names for
their teams other than Team A and Team B. Encourage teams to create names that relate to The Crucible. This
Activity can be modified to take as much or as little time as you wish. For example, you may have students focus
on a single act or the entire play. To minimize confusion, you may instruct students to focus on setting, then
characters, then plot, or only on plot events. Inform students before beginning the review if they are allowed to
use their books and/or notes. The Chronolog can be an excellent reference to find quotations for writing a paper
or in studying for a test. Sample events are listed.

Name: ________________________________ Date:_________________
Act III
Plot Review: Round-Robin Reading Check
Objectives: Understanding plot events in a play

Paraphrasing and sequencing plot events in a play
Activity
You are now going to be involved in a round-robin review of Acts I, II, and III. Half of your classmates are
assigned to Team A; the other half are Team B. Beginning with Team A, the first member will identify one
incident from Act I. You can include any information about the plot, setting, or characters. Here’s the hard
part—all events must be stated in the order that they occur in the play. You earn one point for your team
for each correctly sequenced answer.
Next, the first member of Team B will identify a second incident from Act I. The idea is to include something
that happened close to the first event of the play.
Team A and B will continue to alternate after each team member has stated an incident. Your team will lose
two points anytime a team member states an incident that occurs in a different act and when an incident
is repeated or is given out of order.
When you are finished with Act I, your teacher will instruct you to begin with Act II and then Act III.
While the round-robin review is happening, you must keep a Chronolog that includes 7 – 10 events
from each act. You can use this as a review to remember what events have occurred in each act. The first
incident in each act has been provided for you.

CHRONOLOG
1. Betty lies sick in her bed. 6. Proctor and Abby discuss the affair.
2. Betty is sick from “unnatural causes.” 7. Parris wants the deed to the house.
ACT I
3. Parris questions Abigail about dancing. 8. Hale arrives.
4. Ruth is sick as well. 9. Tituba confesses.
5. Betty tries to leap from the window. 10. The girls accuse several people.
1. Proctor has been planting the farm. 6. Elizabeth is mentioned in court.
2. Mary Warren has been in court. 7. Hale questions the Proctors.

ACT II
3. Elizabeth tells John to go to court to tell about Abby. 8. Elizabeth is charged with witchcraft.
4. Sarah Good confesses to witchcraft. 9. Poppet is found.
5. Goody Good is pregnant. 10. Elizabeth is arrested.
1. Martha Corey is questioned offstage. 6. Testament with 91 signatures.
2. Giles brings evidence to court. 7. Hale questions girls’ honesty.

ACT III
3. Proctor brings Mary to court. 8. Mary’s deposition is read.
4. She says the girls are pretending. 9. Girls see bird on rafter.
5. Elizabeth is pregnant. 10. Proctor is arrested.

Name: ________________________________ Date:_________________
CHRONOLOG
1. Betty lies sick in her bed. 6. Proctor and Abby discuss the affair.
ACT I
1. Proctor has been planting the farm. 6. Elizabeth is mentioned in court.

ACT II
1. Martha Corey is questioned offstage. 6. Testament with 91 signatures.

ACT III

Act III
Symbolism
Objective: Interpreting symbolism from a play
Activity
In literature, authors regularly use items to represent larger ideas. Using the clues, unscramble the following
common literary symbols on the Literary Symbols worksheet. Look for colors, seasons, animals, and
other common literary symbols. The first has been done for you.
Note to the teacher: This Activity could be used with stronger students by eliminating columns one and three and
having students determine symbols for each clue.

Name: ________________________________ Date:_________________
Act III
Symbolism
Objective: Interpreting symbolism from a play
Activity
In literature, authors regularly use items to represent larger ideas. Using the clues, unscramble the following
common literary symbols on the Literary Symbols worksheet. Look for colors, seasons, animals, and
other common literary symbols. The first has been done for you.

LITERARY SYMBOLS
Scrambled Symbols Clues Answers

KLBAC evil, villains black
HIETW good, innocence white
PPLUER royalty purple
DLOG wealth, power gold
LAFL middle-age; growth slows down fall
NOLI bravery, courage lion
ITNHG death night
EDR passion, anger, danger, love red
MMRUSE young adult years (growth and summer

Activity)
RIEF cleansing, purification; damnation, hell fire
EVDO peace dove
TREIWN old age (no growth) winter
RSEUNRI new beginning sunrise
NERGE new growth, hope green
PSGNIR new life spring
DWIN change wind
LLWOEY SERO friendship yellow rose
DRE OERS passion, love red rose
HIEWT RESO unending, eternal love white rose

Name: ________________________________ Date:_________________
LITERARY SYMBOLS
Scrambled Symbols Clues Answers

KLBAC evil, villains black
HIETW good, innocence
PPLUER royalty
DLOG wealth, power
LAFL middle-age; growth slows down
NOLI bravery, courage
ITNHG death
EDR passion, anger, danger, love
MMRUSE young adult years (growth and

Activity)
RIEF cleansing, purification; damnation, hell
EVDO peace
TREIWN old age (no growth)
RSEUNRI new beginning
NERGE new growth, hope
PSGNIR new life
DWIN change
LLWOEY SERO friendship
DRE OERS passion, love
HIEWT RESO unending, eternal love

Act III
Character Casting
Objectives: Understanding the importance of casting

Identifying physical and psychological traits of a character
Identifying appropriate modern day actors/actresses for characters
Activity
You are a Hollywood producer and plan to produce a version of Arthur Miller’s classic drama, The Crucible.
As you are very concerned about the success of your new film version, you wish to oversee the casting of
the actors yourself. Using the Casting Chart, your job is to identify physical and psychological traits for
the main characters in the play. Then assign a modern actor to each role. Try to imagine the actors working
together in a specific scene to judge if they will be able to interact appropriately with each other. The traits
for Parris have been determined for you. After you are through, write a sentence explaining why you chose
a specific actor
Note to the Teacher: Answers may vary, especially with actors assigned. Sample traits are provided. Inform
students that they can infer some physical traits, such as gray hair and height for Parris.

Name: ________________________________ Date:_________________
Act III
Character Casting
Objectives: Understanding the importance of casting

Identifying physical and psychological traits of a character
Identifying appropriate modern day actors/actresses for characters
Activity
You are a Hollywood producer and plan to produce a version of Arthur Miller’s classic drama, The Crucible.
As you are very concerned about the success of your new film version, you wish to oversee the casting of
the actors yourself. Using the Casting Chart, your job is to identify physical and psychological traits for
the main characters in the play. Then assign a modern actor to each role. Try to imagine the actors working
together in a specific scene to judge if they will be able to interact appropriately with each other. The traits
for Parris have been determined for you. After you are through, write a sentence explaining why you chose
a specific actor

CASTING CHART
Character Physical Traits Psychological Traits Actor

Reverend Gray hair, in his forties, medium to tall Insecure, greedy, easily influenced and
Parris height intimidated, likes material things, prideful,
emotional, demanding, feels unappreciated,
weak, educated
John Proctor Attractive; in his middle thirties; dark, Rational, feels guilty for committing adultery,
somewhat shaggy hair; medium to tall well-respected, busy, hard-working, honest,
height smart
Abigail Beautiful; about seventeen years old; long, Evil, sneaky, mischievous, deadly, dishonest,
Williams dark hair; medium height manipulative, conniving, powerful, menacing,
unreligious
Elizabeth Plain-looking; medium height; dark Passive, honest, religious, distrustful, loathes
Proctor blonde or light brown hair; in her thirties; Abigail
pale, sickly complexion
Reverend Nearly forty, medium height, lightly gray Intelligent, educated, kind, honest, religious,
Hale hair assertive, outspoken
Mary Seventeen, short to medium height, long Naïve, weak, frightened, lonely
Warren hair
Judge Strong, rough voice; white hair; in his Bitter, authoritative, remorseless, outspoken,
Danforth sixties demanding, powerful, stern

Name: ________________________________ Date:_________________
CASTING CHART
Character Physical Traits Psychological Traits Actor

Reverend Gray hair, in his forties, medium to tall Insecure, greedy, easily influenced and
Parris height intimidated, likes material things, prideful,
emotional, demanding, feels unappreciated,
weak, educated
John Proctor
Abigail
Williams
Elizabeth
Proctor
Reverend
Hale
Mary
Warren
Judge
Danforth

Act III
Writing a Newspaper Article
Objectives: Composing newspaper headlines based on events in a play

Writing a newspaper article based on facts from a play
Writing in formal Standard English using correct grammar, mechanics, and usage
Activity
Pretend you are a newspaper reporter for the Salem Times. You have been following the Salem witch trials
from the very start. As a reporter, your goal is to sell as many newspapers as possible; striking headlines
will cause more readers, thereby selling more papers. You always try to be creative in your headlines. Here
is a possible headline from your first story from Act I:
DANCING CAUSES DEADLY ILLNESS!
Your editor asks you to provide a chronological list of ten stories you have written concerning the trials
from Acts I, II, and III on the Headline List.
Then choose one headline write a few paragraphs for your editor. When writing your short article,
remember that newspaper articles follow these rules of writing:
• The first paragraph of the article answers the 5 W’s: who, what, when, where, why and how.
• Feelings and emotions are omitted.
• Only the facts are provided.
• Information is presented simply and without excess words.
• As in essays, paragraphs are organized into clear paragraphs with topic sentences and supporting
details.
• Don’t forget the shocking headline.
Note to the Teacher: Headlines will vary wildly, as they should. Look for creativity and that they accurately
represent events in the play. While creating headlines is conducive to cooperative group learning, it is recommended
that each student submit their own article for grading.

Name: ________________________________ Date:_________________
Act III
Writing a Newspaper Article
Objectives: Composing newspaper headlines based on events in a play

Writing a newspaper article based on facts from a play
Writing in formal Standard English using correct grammar, mechanics, and usage
Activity
Pretend you are a newspaper reporter for the Salem Times. You have been following the Salem witch trials
from the very start. As a reporter, your goal is to sell as many newspapers as possible; striking headlines
will cause more readers, thereby selling more papers. You always try to be creative in your headlines. Here
is a possible headline from your first story from Act I:
DANCING CAUSES DEADLY ILLNESS!
Your editor asks you to provide a chronological list of ten stories you have written concerning the trials
from Acts I, II, and III on the Headline List.
Then choose one headline write a few paragraphs for your editor. When writing your short article,
remember that newspaper articles follow these rules of writing:
• The first paragraph of the article answers the 5 W’s: who, what, when, where, why and how.
• Feelings and emotions are omitted.
• Only the facts are provided.
• Information is presented simply and without excess words.
• As in essays, paragraphs are organized into clear paragraphs with topic sentences and supporting
details.
• Don’t forget the shocking headline.

HEADLINE LIST
I. DANCING CAUSES DEADLY ILLNESS!
II. _______________________________________________________
III. _______________________________________________________
IV. _______________________________________________________
V. _______________________________________________________
VI. _______________________________________________________
VII. _______________________________________________________
VIII. _______________________________________________________
IX. _______________________________________________________
X. _______________________________________________________
Notes for your newspaper article:
Who?__________________________________________________________________________________
What? _________________________________________________________________________________
When?_________________________________________________________________________________
Where? ________________________________________________________________________________
Why? _________________________________________________________________________________
How? _________________________________________________________________________________

Name: ________________________________ Date:_________________
HEADLINE LIST
I. DANCING CAUSES DEADLY ILLNESS!
II. _______________________________________________________
III. _______________________________________________________
IV. _______________________________________________________
V. _______________________________________________________
VI. _______________________________________________________
VII. _______________________________________________________
VIII. _______________________________________________________
IX. _______________________________________________________
X. _______________________________________________________
Notes for your newspaper article:
Who?__________________________________________________________________________________
What? _________________________________________________________________________________
When?_________________________________________________________________________________
Where? ________________________________________________________________________________
Why? _________________________________________________________________________________
How? _________________________________________________________________________________

Act III
Mood and Stage Directions
Objectives: Identifying stage directions that help to establish mood

Practicing writing paragraphs that convey identifiable moods
Activity
Tension builds in Act III of The Crucible. The events are exciting to read, partly due to the words and
phrases Miller uses to describe the action. These words and phrases convey to the reader the mood of
the action, which is frequently fast, intense, or even hysterical. Examine this quotation from Act I where
Tituba is “suddenly bursting out: “Oh, how many times he bid me kill you, Mr. Parris!” Tituba is obviously
distraught; the stage directions confirm her frantic mood.
Match each stage direction, which indicates mood, with the appropriate quotation from the play. The characters’
names are provided to help you remember the scene.
Note to the Teacher: It is suggested that students not be allowed to use their books during this Activity since the
page numbers allow students to locate the answers without having to match mood to quotations.

Name: ________________________________ Date:_________________
Act III
Mood and Stage Directions
Objectives: Identifying stage directions that help to establish mood

Practicing writing paragraphs that convey identifiable moods
Activity
Tension builds in Act III of The Crucible. The events are exciting to read, partly due to the words and
phrases Miller uses to describe the action. These words and phrases convey to the reader the mood of
the action, which is frequently fast, intense, or even hysterical. Examine this quotation from Act I where
Tituba is “suddenly bursting out: “Oh, how many times he bid me kill you, Mr. Parris!” Tituba is obviously
distraught; the stage directions confirm her frantic mood.
Match each stage direction, which indicates mood, with the appropriate quotation from the play. The characters’
names are provided to help you remember the scene.

Stage Directions:
A. apologetically F. hysterically
B. furious, his fists clenched G. beginning to plead
C. shocked H. laughs insanely
D. restrained—he is curious I. gentle but with firm protectiveness
E. roaring J. still standing, horrified
Quotations:
E 1. Giles’ Voice to the court: “I have evidence for the court!”
G 2. Giles to the court: “They be tellin’ lies about my wife, sir, I—”
I 3. Proctor tells the court: “She would speak with the Deputy Governor.”
D 4. Danforth to Proctor: “Not come to church?”
A 5. Cheever tells John: “I think it be evidence, John, I am an official of the court, I cannot keep it.”
J 6. Francis tells the court: “I have brought trouble on these people; I have—”
B 7. Giles says to Danforth and the court: “A fart on Thomas Putnam, that is what I say to that!”
C 8. Danforth asks Abigail: “What’s this? Laughter during—!”
F 9. Mary Warren tells the court: “He come at me by night and every day to sign, to sign, to—”
H 10. P
roctor tells the court: “A fire, a fire is burning! I hear the boot of Lucifer, I see his filthy face!
And it is my face, and yours, Danforth!…God damns our kind especially, and we will burn, we
will burn together!”

Name: ________________________________ Date:_________________
Stage Directions:
A. apologetically F. hysterically
B. furious, his fists clenched G. beginning to plead
C. shocked H. laughs insanely
D. restrained—he is curious I. gentle but with firm protectiveness
E. roaring J. still standing, horrified
Quotations:
___ 1. Giles’ Voice to the court: “I have evidence for the court!”
___ 2. Giles to the court: “They be tellin’ lies about my wife, sir, I—”
___ 3. Proctor tells the court: “She would speak with the Deputy Governor.”
___ 4. Danforth to Proctor: “Not come to church?”
___ 5. Cheever tells John: “I think it be evidence, John, I am an official of the court, I cannot keep it.”
___ 6. Francis tells the court: “I have brought trouble on these people; I have—”
___ 7. Giles says to Danforth and the court: “A fart on Thomas Putnam, that is what I say to that!”
___ 8. Danforth asks Abigail: “What’s this? Laughter during—!”
___ 9. Mary Warren tells the court: “He come at me by night and every day to sign, to sign, to—”
___ 10. P
roctor tells the court: “A fire, a fire is burning! I hear the boot of Lucifer, I see his filthy face!
And it is my face, and yours, Danforth!…God damns our kind especially, and we will burn, we
will burn together!”

Act III
Mood Depiction
Objective: Identifying specific moods
Activity
Write a short paragraph or poem of your own using words and phrases to convey one of these moods or
a mood of your own:
• Apologetic
• Furious
• Shocked
• Restrained
• Curious
• Hysterical
• Pleading
• Gentle
• Protective
• Horrified
• Respectful
• Carefree
• Foreboding, unsettling
• Humorous, amusing
•Happiness
• Sadness
If you choose to write a paragraph, try to use as many descriptive terms as you can to convey your mood. If
you choose to write a poem, use rhyming words if you wish, or use free verse. Include any figurative language
you can, including similes, metaphors, personifications, alliterations, onomatopoeias, or hyperboles, for
example. When finished, students may share paragraphs or poems with the class.

Name: ________________________________ Date:_________________
Act III
Mood Depiction
Objective: Identifying specific moods
Activity
Write a short paragraph or poem of your own using words and phrases to convey one of these moods or
a mood of your own:
• Apologetic
• Furious
• Shocked
• Restrained
• Curious
• Hysterical
• Pleading
• Gentle
• Protective
• Horrified
• Respectful
• Carefree
• Foreboding, unsettling
• Humorous, amusing
•Happiness
• Sadness
If you choose to write a paragraph, try to use as many descriptive terms as you can to convey your mood. If
you choose to write a poem, use rhyming words if you wish, or use free verse. Include any figurative language
you can, including similes, metaphors, personifications, alliterations, onomatopoeias, or hyperboles, for
example. When finished, students may share paragraphs or poems with the class.

Act III
Art: Creating a Collage
Objectives: Creating a collage to illustrate a subject of the play

Presenting artwork to a real audience
Activity
Choose one of the following subjects that pertains to The Crucible and create a collage to illustrate that
concept. Use a wide variety of materials to make your collage interesting. Some suggested items are: magazine
clippings, drawings, photographs, symbolic items, art supplies, and any other appropriate materials. When
you are finished, present your collage to your class, and explain how each item on your collage is related to
your subject.
• Revenge
• Courage
• Hysteria
• Guilt
• Hypocrisy
• Authority
• Integrity
• Justice

Name: ________________________________ Date:_________________
Act III
Art: Creating a Collage
Objectives: Creating a collage to illustrate a subject of the play

Presenting artwork to a real audience
Activity
Choose one of the following subjects that pertains to The Crucible and create a collage to illustrate that
concept. Use a wide variety of materials to make your collage interesting. Some suggested items are: magazine
clippings, drawings, photographs, symbolic items, art supplies, and any other appropriate materials. When
you are finished, present your collage to your class, and explain how each item on your collage is related to
your subject.
• Revenge
• Courage
• Hysteria
• Guilt
• Hypocrisy
• Authority
• Integrity
• Justice

Acts I – III
Drama
Objectives: Performing scenes from a play

Understanding major events and characters in a play
Performing for a real audience
Activity
Working in your groups, choose a scene to perform for the class. Memorize your lines and practice your scene
before performing for your class. Be sure to say your lines with feeling and really try to become the character
you are portraying. If possible, it would be beneficial for your audience if you could use a few props.
Approve your selected scene with your teacher. Although there are many scenes in the play, here are some
suggestions:
Scenes for 2 people:
• Bottom of Page 9-12, Act I: Parris and Abigail discuss what happened in the forest.
• Pages 21-24, Act I: Proctor tells Abigail that their affair is over.
• Pages 49-55, Act II: Elizabeth tries to convince Proctor that he must go to court because he knows
the girls are lying.
•P ages 55-62, Act II: Proctor and Elizabeth question Mary Warren about her involvement in the
trials and learn that Elizabeth’s name has been mentioned.
• Pages 63-70, Act II: Hale questions Proctor and Elizabeth about their Christian character. Proctor
forgets the Commandment about adultery.
Scenes for 4 or more people:
•P ages 18-20, Act I: Abigail, Mercy, Mary, and Betty discuss their events in the forest. Abigail threatens
the girls to only say they danced.
• Pages 41-48, Act I: Tituba confesses to witchcraft.
•Pages 72-78, Act II: Elizabeth is arrested.
• Pages 106-114, Act III: Proctor admits to lechery; Elizabeth condemns herself by denying it.
• Pages 114-120, Act III: Abigail pretends to see a yellow bird in the courtroom, the girls mimic
Mary’s words, and Mary denies her deposition to save herself.
Note to the Teacher: Some scenes are longer than others. Assist students in editing scenes for length. In addition,
be sure students choose at least one scene from each act that has been read in the play so that scenes can be acted
out in the order they occur in the play. This will also serve as an excellent review for students before the shocking
events in Act IV.

Name: ________________________________ Date:_________________
Act I – III
Drama
Objectives: Performing scenes from a play

Understanding major events and characters in a play
Performing for a real audience
Activity
Working in your groups, choose a scene to perform for the class. Memorize your lines and practice your scene
before performing for your class. Be sure to say your lines with feeling and really try to become the character
you are portraying. If possible, it would be beneficial for your audience if you could use a few props.
Approve your selected scene with your teacher. Although there are many scenes in the play, here are some
suggestions:
• Bottom of Page 9-12, Act I: Parris and Abigail discuss what happened in the forest.
• Pages 21-24, Act I: Proctor tells Abigail that their affair is over.
• Pages 49-55, Act II: Elizabeth tries to convince Proctor that he must go to court because he knows
the girls are lying.
• Pages 55-62, Act II: Proctor and Elizabeth question Mary Warren about her involvement in the
trials and learn that Elizabeth’s name has been mentioned.
• Pages 63-70, Act II: Hale questions Proctor and Elizabeth about their Christian character. Proctor
forgets the Commandment about adultery.
Scenes for 4 or more people:
• Pages 18-20, Act I: Abigail, Mercy, Mary, and Betty discuss their events in the forest. Abigail threatens
the girls to only say they danced.
• Pages 41-48, Act I: Tituba confesses to witchcraft.
•Pages 72-78, Act II: Elizabeth is arrested.
• Pages 106-114, Act III: Proctor admits to lechery; Elizabeth condemns herself by denying it.
• Pages 114-120, Act III: Abigail pretends to see a yellow bird in the courtroom, the girls mimic
Mary’s words, and Mary denies her deposition to save herself.

Act IV
Reading Check
Activity
Answer true or false for the following statements about Act IV of The Crucible. Then rewrite each false
statement on the back of this sheet to make it true.
1. Act IV opens in the Salem jail.
True
2. Parris finds a dagger in his door.
True
3. Giles Corey’s last words are: “God help you.”
False; Giles’ last words are: “More weight.”
4. Danforth wants to post Proctor’s confession on the courtroom door.
False; Danforth wants to post Proctor’s confession on the church door.
5. Parris tells the judges that Proctor and Abigail have stolen his money.
False; Parris tells the judges that Abigail and Mercy have stolen his money.
6. Hale asks Elizabeth to encourage Proctor to confess.
True
7. Proctor does not want his good name destroyed.
True
8. Proctor refuses to sign his name on the confession.
False; Proctor signs the confession but then rips it.
9. Hale wants Proctor to confess to prevent a rebellion.
True

Name: ________________________________ Date:_________________
Act IV
Reading Check
Activity
Answer true or false for the following statements about Act IV of The Crucible. Then rewrite each false
statement on the back of this sheet to make it true.
1. Act IV opens in the Salem jail.

__________________________________________________________________________________
__________________________________________________________________________________
2. Parris finds a dagger in his door.

__________________________________________________________________________________
__________________________________________________________________________________
3. Giles Corey’s last words are: “God help you.”

__________________________________________________________________________________
__________________________________________________________________________________
4. Danforth wants to post Proctor’s confession on the courtroom door.

__________________________________________________________________________________
__________________________________________________________________________________
5. Parris tells the judges that Proctor and Abigail have stolen his money.
__________________________________________________________________________________
__________________________________________________________________________________
6. Hale asks Elizabeth to encourage Proctor to confess.

__________________________________________________________________________________
__________________________________________________________________________________
7. Proctor does not want his good name destroyed.

__________________________________________________________________________________
__________________________________________________________________________________
8. Proctor refuses to sign his name on the confession.

__________________________________________________________________________________
__________________________________________________________________________________

10. Abigail asks Proctor to run away with her to Canada.
False; Abigail and Mercy run away together, probably on-board a ship.
11. Rebecca Nurse confesses to witchcraft.
False; Rebecca refuses to confess.
12. Hale is a devoted supporter of the trials throughout the drama.
False; Hale believes there are witches in Salem in the beginning of the play, but believes the accused are
innocent at the end of the play.
13. Elizabeth’s prosecution is postponed because Mary Warren testifies for her.
False; Elizabeth’s prosecution is postponed because she is pregnant.
14. Parris wants Proctor to confess because Parris knows that Proctor is innocent.
True
15. Danforth is unable to pardon Proctor because Danforth doesn’t have the power.
False; Danforth is unable to pardon Proctor because it would cast doubt on the guilt of those already
executed.

Name: ________________________________ Date:_________________
9. Hale wants Proctor to confess to prevent a rebellion.

__________________________________________________________________________________
__________________________________________________________________________________
10. Abigail asks Proctor to run away with her to Canada.

__________________________________________________________________________________
__________________________________________________________________________________
11. Rebecca Nurse confesses to witchcraft.

__________________________________________________________________________________
__________________________________________________________________________________
12. Hale is a devoted supporter of the trials throughout the drama.

__________________________________________________________________________________
__________________________________________________________________________________
13. Elizabeth’s prosecution is postponed because Mary Warren testifies for her.
__________________________________________________________________________________
__________________________________________________________________________________
14. Parris wants Proctor to confess because Parris knows that Proctor is innocent.
__________________________________________________________________________________
__________________________________________________________________________________
15. Danforth is unable to pardon Proctor because Danforth doesn’t have the power.
__________________________________________________________________________________
__________________________________________________________________________________

Act IV
Writing a Will
Objectives: Writing a will to express a character’s wishes

Writing using formal Standard English using correct grammar, mechanics, and usage
Activity
In Act IV of The Crucible, Giles Corey is pressed to death, and many characters are sentenced to their
deaths. In addition, Rebecca Nurse and John Proctor are led to execution as the curtain falls.
Your task is to write a will for Giles, Proctor, or Rebecca. It will be read aloud to the town a few days after
your character’s death. The purpose of a will is to distribute personal belongings, like money or material
possessions, and to express one’s final wishes and thoughts. Here are some ideas that might be appropriate
for your character’s will:
• What do you want to tell your children? The town? The world? Your spouse? Your friends?
• Why did you choose to die the way you did? Why didn’t you confess to live the rest of your life?
• Would your character leave any advice for anyone?
• Would your character divide his or her possessions? You can assume certain possessions that are
not mentioned in the play as long as they are consistent with the time period.
Write in first person, from your character’s point of view. Wills should be about one page in length. Do not
forget to revise and/or proofread to reduce grammatical errors. Use the following line as your beginning:
“I, ____________, declare this to be my last will and testament….”
Note to the Teacher: Wills may be very different from each other. Wills are correct if they remain true to the
chosen character. Be sure that wills are written in Standard English, have few grammatical errors, and are an
appropriate length.

Name: ________________________________ Date:_________________
Act IV
Writing a Will
Objectives: Writing a will to express a character’s wishes

Activity
In Act IV of The Crucible, Giles Corey is pressed to death, and many characters are sentenced to their
deaths. In addition, Rebecca Nurse and John Proctor are led to execution as the curtain falls.
Your task is to write a will for Giles, Proctor, or Rebecca. It will be read aloud to the town a few days after
your character’s death. The purpose of a will is to distribute personal belongings, like money or material
possessions, and to express one’s final wishes and thoughts. Here are some ideas that might be appropriate
for your character’s will:
• What do you want to tell your children? The town? The world? Your spouse? Your friends?
• Why did you choose to die the way you did? Why didn’t you confess to live the rest of your life?
• Would your character leave any advice for anyone?
• Would your character divide his or her possessions? You can assume certain possessions that are
not mentioned in the play as long as they are consistent with the time period.
Write in first person, from your character’s point of view. Wills should be about one page in length. Do not
forget to revise and/or proofread to reduce grammatical errors. Use the following line as your beginning:
“I, ____________, declare this to be my last will and testament….”

Act IV
Theme
Objective: Analyzing quotations from a play to identify themes
Activity
Working in your groups, read the quotation from Act IV of The Crucible. First, decide the topic of the quotation.
Then, write a statement of theme based on the incident. Page numbers of the quotations are provided if you
need more information about the scene. While topic answers should be consistent, there may be more than one
correct answer for each theme. When finished, each group will share its themes with the class.
Note to the Teacher: While topics should be consistent, themes will vary for this Activity. One sample theme is
provided for each incident. An alternative to these exercises would be to simply provide a list of themes and have
students find incidents that illustrate each theme.
Study this example from Act III:
Example Incident:
Giles: “Your Excellency, I only said she were readin’ books, sir, and they come and take her out of my
house for—”
Topic: Giles tries to convince the court that his suspicions about his wife are incorrect.
Theme: Suspicion is infectious and can produce a state of hysteria.
Explanation of Theme: The events in this play depend on the fears and suspicions of the townspeople,
which create hysteria. Anything suspicious, such as the alarming number of infant deaths that the Putnams
experience, produces fear and ultimately hysteria in the play.

Name: ________________________________ Date:_________________
Act IV
Theme
Objective: Analyzing quotations from a play to identify themes
Activity
Working in your groups, read the quotation from Act IV of The Crucible. First, decide the topic of the quotation.
Then, write a statement of theme based on the incident. Page numbers of the quotations are provided if you
need more information about the scene. While topic answers should be consistent, there may be more than one
correct answer for each theme. When finished, each group will share its themes with the class.
Study this example from Act III:
Example Incident:
Giles: “Your Excellency, I only said she were readin’ books, sir, and they come and take her out of my
house for—”
Topic: Giles tries to convince the court that his suspicions about his wife are incorrect.
Theme: Suspicion is infectious and can produce a state of hysteria.
Explanation of Theme: The events in this play depend on the fears and suspicions of the townspeople,
which create hysteria. Anything suspicious, such as the alarming number of infant deaths that the Putnams
experience, produces fear and ultimately hysteria in the play.

INCIDENT ONE:
Proctor: “I have confessed myself! Is there no good penitence but it be public? Good does not need my
name nailed upon the church! God sees my name; God knows how black my sins are! It is enough!”
Topic: Proctor has reluctantly signed his confession but does not want his confession posted on the church door.
Theme: Excessive pride can lead to one’s downfall.
Explanation of Theme: Many characters are prideful throughout the play. Here, Proctor wishes to maintain the
last remnant of his pride—his name.
INCIDENT TWO:
Danforth: “I will not receive a single plea for pardon or postponement. Them that will not confess will
hang. Twelve are already executed; the names of these seven are given out, and the village expects to see
them die this morning. Postponement now speaks a floundering on my part; reprieve or pardon must cast
doubt upon the guilt of them that died till now. While I speak God’s law, I will not crack its voice with
whimpering. If retaliation is your fear, know this—I should hang ten thousand that dared to rise against
the law, and an ocean of salt tears could not melt the resolution of the statutes.”
Topic: There has been fear of rebellion and innocence of the accused. Danforth assures Hale, Herrick, and Parris
that the law will be followed exactly as it is written. No exceptions will be made.
Theme: People often think in terms of black and white or right and wrong.
Explanation of Theme: There are few gray areas in the play. Characters are either with the Devil or not. As
people’s lives are at stake, there is no room for doubt of an individual’s guilt or innocence. Danforth refuses to
admit the possibility that the court has been deceived.
INCIDENT THREE:
Hale: “Excellency, there are orphans wandering from house to house; abandoned cattle bellow on the highroads,
the stink of rotting crops hangs everywhere, and no man knows when the harlots’ cry will end his life—and you
wonder yet if rebellion’s spoke? Better you should marvel how they do not burn your province!”
Topic: The townspeople have become afraid of the government and the court. Animals and children wander
because there are so many people in jail.
Theme: Hysteria leads to the destruction of public order and rational behavior.
Explanation of Theme: In such a state of hysteria, rational thinking is lost, and the truth becomes lost in the
panic. In these situations, it is difficult to return to a state of order and normalcy.

Name: ________________________________ Date:_________________
INCIDENT ONE:
Proctor: “I have confessed myself! Is there no good penitence but it be public? Good does not need my
name nailed upon the church! God sees my name; God knows how black my sins are! It is enough!”
Topic: ___________________________________________________________________________________
_________________________________________________________________________________________
Theme: _________________________________________________________________________________
________________________________________________________________________________________
Explanation of Theme: ____________________________________________________________________

________________________________________________________________________________________
INCIDENT TWO:
Danforth: “I will not receive a single plea for pardon or postponement. Them that will not confess will
hang. Twelve are already executed; the names of these seven are given out, and the village expects to see
them die this morning. Postponement now speaks a floundering on my part; reprieve or pardon must cast
doubt upon the guilt of them that died till now. While I speak God’s law, I will not crack its voice with
whimpering. If retaliation is your fear, know this—I should hang ten thousand that dared to rise against
the law, and an ocean of salt tears could not melt the resolution of the statutes.”
Topic: ___________________________________________________________________________________
_________________________________________________________________________________________
Theme: _________________________________________________________________________________
________________________________________________________________________________________

________________________________________________________________________________________
INCIDENT THREE:
Hale: “Excellency, there are orphans wandering from house to house; abandoned cattle bellow on the highroads,
the stink of rotting crops hangs everywhere, and no man knows when the harlots’ cry will end his life—and you
wonder yet if rebellion’s spoke? Better you should marvel how they do not burn your province!”
Topic: ___________________________________________________________________________________
_________________________________________________________________________________________
Theme: _________________________________________________________________________________
________________________________________________________________________________________

________________________________________________________________________________________

INCIDENT FOUR:
Parris: “Hear me. Rebecca have not given me a word this three month since she came. Now she sits with
him, and her sister and Martha Corey and two or three others, and he pleads with them, confess their
crimes and save their lives.”
Topic: Parris tells the judges that Hale has come to pray with the accused.
Theme: People who claim to be virtuous may be hypocrites.
Explanation of Theme: Parris is a hypocrite throughout the play and is too cowardly and afraid for himself
to tell the truth. He feels guilty because he knows all of the prisoners are innocent, but he falsely tries to appear
sincere and caring.
INCIDENT FIVE:
Elizabeth: “He have his goodness now. God forbid I take it from him!”
Topic: Proctor has decided to hang instead of confessing to witchcraft.
Theme: It is better to die with integrity than to compromise one’s principles and live a lie.
Explanation of Theme: Like Rebecca Nurse, Proctor decides to die an honest man rather than regretfully
living a life of sin. He cannot bear the thought of living every day remembering how many innocent people had
the courage and integrity to hang for their beliefs. Further, Elizabeth refuses to influence her husband’s decision
because she, too, does not want to live a guilt-ridden life as a liar.

Name: ________________________________ Date:_________________
INCIDENT FOUR:
Parris: “Hear me. Rebecca have not given me a word this three month since she came. Now she sits with
him, and her sister and Martha Corey and two or three others, and he pleads with them, confess their
crimes and save their lives.”
Topic: ___________________________________________________________________________________
_________________________________________________________________________________________
Theme: _________________________________________________________________________________
________________________________________________________________________________________

________________________________________________________________________________________
INCIDENT FIVE:
Elizabeth: “He have his goodness now. God forbid I take it from him!”
Topic: ___________________________________________________________________________________
_________________________________________________________________________________________
Theme: _________________________________________________________________________________
________________________________________________________________________________________

________________________________________________________________________________________

Act IV
Setting Review
Objectives: Understanding the importance of setting

Recognizing elements of setting in a drama
Activity
Setting is very important in The Crucible. In the following summary, fill in the blanks with appropriate
adjectives or nouns to describe the setting in each act. The first blank has been filled in for you.
Note to the Teacher: Answers may vary slightly. Sample answers are provided.
Act I begins in Salem, Massachusetts, in 1692. Salem was located on the edge of (1)__________
territory. The season at the start of the play is (2)__________, a season usually associated with
(3)__________. Act I is set in a (4)__________ in Reverend Parris’ home. The furniture in the room can
be described as (5)__________, typical of the Puritan lifestyle. In addition to the characters in the room,
the (6)__________ hears voices of people downstairs. Parris is unnerved and feels (7)__________ by the
townspeople who have come to find out about Betty’s condition.
Act II is set in the (8)__________ room of John and Elizabeth (9)__________. The (10)__________
relationship between the husband and wife is represented by the (11) __________ room. As in other acts, there
is a (12)__________ that leads outside. Despite John’s wishes, there are no (13)__________ in the room.
In the beginning of Act III, the stage is nearly (14)__________ as the audience hears (15)__________
trial. Set in the Salem (16)__________, (17)__________ streams in through (18)__________ windows. This
is perhaps a symbol showing that (19)__________ in Salem is receding. As in other rooms, the furniture
is (20)__________ and heavy. The overall atmosphere or mood of this scene is (21)__________.

Name: ________________________________ Date:_________________
Act IV
Setting Review
Objectives: Understanding the importance of setting

Recognizing elements of setting in a drama
Activity
Setting is very important in The Crucible. In the following summary, fill in the blanks with appropriate
adjectives or nouns to describe the setting in each act. The first blank has been filled in for you.
Act I begins in Salem, Massachusetts, in 1692. Salem was located on the edge of (1)_______________
territory. The season at the start of the play is (2)_______________, a season usually associated with
(3)_______________. Act I is set in a (4)_______________ in Reverend Parris’ home. The furniture in
the room can be described as (5)_______________, typical of the Puritan lifestyle. In addition to the
characters in the room, the (6)_______________ hears voices of people downstairs. Parris is unnerved
and feels (7)_______________ by the townspeople who have come to find out about Betty’s condition.
Act II is set in the (8)_______________ room of John and Elizabeth (9)_______________. The
(10)_______________ relationship between the husband and wife is represented by the (11) _______________
room. As in other acts, there is a (12)_______________ that leads outside. Despite John’s wishes, there are no
(13)_______________ in the room.
In the beginning of Act III, the stage is nearly (14)_______________ as the audience hears
(15)_______________ trial. Set in the Salem (16)_______________, (17)_______________ streams in
through (18)_______________ windows. This is perhaps a symbol showing that (19)_______________
in Salem is receding. As in other rooms, the furniture is (20)_______________ and heavy. The overall
atmosphere or mood of this scene is (21)_______________.

Act IV occurs in the (22)__________ Salem (23)__________. The season is now (24)__________,
and the temperature is very (25) __________. Instead of sunlight as in the other three acts, (26)__________
streams in through a barred window. Other than a lantern and benches, no (27)__________ is mentioned;
this sparse room represents the lives of the (28) __________, which have been stripped to the bare minimum.
(29)__________ noises outside represent the (30)__________ conditions in Salem, as (31)__________
are no longer managed because the owners are imprisoned. In this setting, (32)__________ makes the
decision to die an honest man.
In conclusion, all four acts are set in (33)__________ spaces to symbolize the (34)__________ nature
of the community of Salem and the (35)____________ of its inhabitants. In addition, references to the
(36)__________ world are made in each act to show the isolated nature of the community.
Possible Answers:
1. unknown and/or hostile 19. goodness/light

2. spring 20. plain
3. growth 21.forbidding/sinister
4. bedroom 22. dirty
5. plain 23. jail
6. audience 24. autumn
7. threatened 25. cold
8. living 26. moonlight
9. Proctor 27. furniture
10. cold and/or unloving 28. accused
11. low and/or dark 29. cow
12. door 30. chaotic/confused
13. flowers 31. farms
14. empty 32.Proctor
15. Martha Corey’s 33. confined
16. Meeting House/church 34. closed/repressed
17. sunlight 35. narrow-mindedness, outside
18. high 36. outside

Name: ________________________________ Date:_________________
Act IV occurs in the (22)_______________ Salem (23)_______________. The season is now
(24)_______________, and the temperature is very (25) _______________. Instead of sunlight as in the other
three acts, (26)_______________ streams in through a barred window. Other than a lantern and benches,
no (27)_______________ is mentioned; this sparse room represents the lives of the (28) _______________,
which have been stripped to the bare minimum. (29)_______________ noises outside represent the
(30)_______________ conditions in Salem, as (31)_______________ are no longer managed because the
owners are imprisoned. In this setting, (32)_______________ makes the decision to die an honest man.
In conclusion, all four acts are set in (33)_______________ spaces to symbolize the (34)_______________
nature of the community of Salem and the (35)_______________ of its inhabitants. In addition, references
to the (36)_______________ world are made in each act to show the isolated nature of the community.

Act IV
Character Interviews
Objectives: Understanding and imitating a character’s motivations, desires, speech, mannerisms, and
other character traits
Conducting an interview
Activity
How well do you know the characters in The Crucible? Do you think you understand why each character
behaves in the way that he/she does? Are there certain questions that you would like to ask each character
about the reasons for his or her actions? To find out, work in small groups to become an expert on one of the
following characters from The Crucible: Parris, Abigail Williams, John Proctor, Elizabeth, Hale, Danforth,
Mary Warren, or Rebecca Nurse. Your group should consider the following issues when researching your
assigned character:
1. Identify the motivations of your character. What is the ultimate goal the character has, for example?
2. Consider the events in the play through your character’s point of view. Proctor’s view of the trials is
very different from Danforth’s.
3. e-read your character’s dialogue in Act IV (and in other acts if necessary) to focus on your character’s
R
dialect, speech, and conflicts in each scene. As an example, Abigail runs away and does not appear
in Act IV. Naturally, the group studying Abigail must focus on the first three acts.
4. Study the stage directions for your character. They tell much about mannerisms, gestures, and
feelings.
5. Ask each other questions to form appropriate responses to potential questions.
When each group has thoroughly investigated its assigned character, choose an individual from your group
to take on the role of the character in an interview. Class members are to ask each character questions that
take the form of:
• “What did you mean when you said…?” • “Are you proud of…?”
• “Why did you…?” • “Did you think about…?”
• “What was your reaction to…?” • “Do you regret…?”
• “Is it true that…?” • “When did you…?”
• “Why did you…?”
During the interview, each student should remain in the role of the character being imitated.
Note to the Teacher: Have an interview chair at the front of the classroom. It may be helpful for the students to
remain in character if they have a prop or a piece of costuming. Students can write out interview questions prior
to each interview if desired. An alternative to having only one group member be interviewed is to interview the
entire group.

Name: ________________________________ Date:_________________
Act IV
Character Interviews
Objectives: Understanding and imitating a character’s motivations, desires, speech, mannerisms, and
other character traits
Conducting an interview
Activity
How well do you know the characters in The Crucible? Do you think you understand why each character
behaves in the way that he/she does? Are there certain questions that you would like to ask each character
about the reasons for his or her actions? To find out, work in small groups to become an expert on one of the
following characters from The Crucible: Parris, Abigail Williams, John Proctor, Elizabeth, Hale, Danforth,
Mary Warren, or Rebecca Nurse. Your group should consider the following issues when researching your
assigned character:
1. Identify the motivations of your character. What is the ultimate goal the character has, for example?
2. Consider the events in the play through your character’s point of view. Proctor’s view of the trials is
very different from Danforth’s.
3. e-read your character’s dialogue in Act IV (and in other acts if necessary) to focus on your character’s
R
dialect, speech, and conflicts in each scene. As an example, Abigail runs away and does not appear
in Act IV. Naturally, the group studying Abigail must focus on the first three acts.
4. Study the stage directions for your character. They tell much about mannerisms, gestures, and
feelings.
5. Ask each other questions to form appropriate responses to potential questions.
When each group has thoroughly investigated its assigned character, choose an individual from your group
to take on the role of the character in an interview. Class members are to ask each character questions that
take the form of:
• “What did you mean when you said…?” • “Are you proud of…?”
• “Why did you…?” • “Did you think about…?”
• “What was your reaction to…?” • “Do you regret…?”
• “Is it true that…?” • “When did you…?”
• “Why did you…?”
During the interview, each student should remain in the role of the character being imitated.

Act IV
Mock Trial
Objectives: Creating and performing a mock trial

Examining the facts of the play using a different perspective
Judging a character for guilt or innocence
Activity
What if Abigail had not run away in Act IV? What does this fact say about Abigail’s character? Does her
absence make her appear guilty or innocent? Pretend that the events in Act IV have changed since Abigail
and Mercy have run away. Without Abigail, the court does not know how to proceed with the trials of the
accused because they do not have her testimony as evidence. They become suspicious of Abigail’s honesty
and catch her before she boards a ship headed toward England. The court has finally listened to reasons
from the townspeople and they bring Abigail back to Salem to put her on trial. Danforth’s goal, of course,
is to prove that Abigail is doing God’s work so that the witch trials can continue. However, it is up to your
class to conduct her trial to find Abigail innocent or guilty.
You will be assigned to one of the following roles:

• Prosecution team
• Defense team
• Jury
• Characters
• Abigail Williams
• John Proctor
• Elizabeth Proctor
• Judge Hathorne
• Deputy Governor Danforth
• Mary Warren
• Rebecca Nurse
• Giles Corey
• Reverend Parris
• Reverend Hale
• Marshal Herrick
• Additional witnesses

Name: ________________________________ Date:_________________
Act IV
Mock Trial
Objectives: Creating and performing a mock trial

Examining the facts of the play using a different perspective
Judging a character for guilt or innocence
Activity
What if Abigail had not run away in Act IV? What does this fact say about Abigail’s character? Does her
absence make her appear guilty or innocent? Pretend that the events in Act IV have changed since Abigail
and Mercy have run away. Without Abigail, the court does not know how to proceed with the trials of the
accused because they do not have her testimony as evidence. They become suspicious of Abigail’s honesty
and catch her before she boards a ship headed toward England. The court has finally listened to reasons
from the townspeople and they bring Abigail back to Salem to put her on trial. Danforth’s goal, of course,
is to prove that Abigail is doing God’s work so that the witch trials can continue. However, it is up to your
class to conduct her trial to find Abigail innocent or guilty.
You will be assigned to one of the following roles:

• Prosecution team
• Defense team
• Jury
• Characters
• Abigail Williams
• John Proctor
• Elizabeth Proctor
• Judge Hathorne
• Deputy Governor Danforth
• Mary Warren
• Rebecca Nurse
• Giles Corey
• Reverend Parris
• Reverend Hale
• Marshal Herrick
• Additional witnesses

Putting Abigail on trial involves three stages of work:
1. Preparation: Decide what characters are needed to take part in the trial.
2. Writing: Think about the basic arguments for both sides of the case. Write out your opening statement
and questions to be used for the defense and prosecution teams. Prepare witnesses for both sides.
3. Perform the trial: Perform opening statements, call witnesses to the stand to testify, and the jury
should reach a verdict.
Note to the Teacher: Allow students to decide which characters are necessary for the trial. They may wish to use
fewer characters than those listed or include additional witnesses. The writing and basic arguments can first be
brainstormed by the entire class before splitting students into groups. Allow students to role-play the trial; every
detail need not be scripted.

Name: ________________________________ Date:_________________
Putting Abigail on trial involves three stages of work:
1. Preparation: Decide what characters are needed to take part in the trial.
2. Writing: Think about the basic arguments for both sides of the case. Write out your opening statement
and questions to be used for the defense and prosecution teams. Prepare witnesses for both sides.
3. Perform the trial: Perform opening statements, call witnesses to the stand to testify, and the jury
should reach a verdict.

Acts I – IV
Static/Dynamic Characters
Objectives: Analyzing the complexity of specific characters to determine whether they are static or
dynamic
Writing an essay in third person point of view.
Organizing an essay using a thesis statement, topic sentences, supporting details, and
parenthetical citations
Activity
Act IV concludes your study of the characters in The Crucible. Throughout the play, you have learned
each character’s motivations, thoughts, actions, and desires. By Act IV, some of Miller’s characters have
undergone many changes, while others have remained basically the same. Determine whether the following
characters from The Crucible are dynamic (round) or static (flat) by circling either DYNAMIC or STATIC
and providing a reason for your choice. In your reason, you will want to paraphrase relevant incidents
from the play. The first character, Reverend Parris, has been done for you.
1. Reverend Parris STATIC DYNAMIC
S tatic: In the beginning, his concern is not for his daughter Betty’s health, but for his reputation and
position in the town. At the end of the play, he is still a guilty coward, whose only concern is for
himself.
2. John Proctor STATIC DYNAMIC
Dynamic: Throughout the first three acts, Proctor lives with the shame and guilt associated with his
adultery. In Act IV, however, he admits to his crime and is no longer ashamed. In addition, he signs his
name to his confession admitting to the crime of witchcraft to save his life, but changes his mind to salvage
his self-respect.
3. Abigail Williams STATIC DYNAMIC
Static: Abigail begins and ends the play as an evil character who tries to steal Proctor’s love at any cost.
4. Elizabeth Proctor STATIC DYNAMIC
Dynamic: Elizabeth’s relationship with Proctor changes greatly, especially in Act IV. She changes from a
cold, unfeeling wife to a woman in love with her husband. She deeply regrets the time she wasted when she
did not appreciate her husband and their marriage.

Name: ________________________________ Date:_________________
Act I – IV
Static/Dynamic Characters
Objectives: Analyzing the complexity of specific characters to determine whether they are static or
dynamic
Writing an essay in third person point of view.
Organizing an essay using a thesis statement, topic sentences, supporting details, and
parenthetical citations
Activity
Act IV concludes your study of the characters in The Crucible. Throughout the play, you have learned
each character’s motivations, thoughts, actions, and desires. By Act IV, some of Miller’s characters have
undergone many changes, while others have remained basically the same. Determine whether the following
characters from The Crucible are dynamic (round) or static (flat) by circling either DYNAMIC or STATIC
and providing a reason for your choice. In your reason, you will want to paraphrase relevant incidents
from the play. The first character, Reverend Parris, has been done for you.
1. Reverend Parris STATIC DYNAMIC
S tatic: In the beginning, his concern is not for his daughter Betty’s health, but for his reputation and
position in the town. At the end of the play, he is still a guilty coward, whose only concern is for
himself.
2. John Proctor STATIC DYNAMIC

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Abigail Williams STATIC DYNAMIC

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. Elizabeth Proctor STATIC DYNAMIC

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

5. Giles Corey STATIC DYNAMIC
Dynamic: Giles is curious as to why his wife reads strange books in the beginning of the play and wonders
if witchcraft may be to blame. At the end of the play, he knows she is innocent, is desperate to free her, and
admits that as his third wife, he did not realize her value.
6. John Hale STATIC DYNAMIC
Dynamic: In Act I, Hale is certain that there are witches in Salem. As the play progresses, however, he
doubts this judgement. By Act IV, he is certain that the accused are innocent and even tries to get them to
confess to a lie to save their lives.
7. Mary Warren STATIC DYNAMIC
Dynamic: Mary Warren lies with the other girls in the beginning; she realizes this is wrong and tries to
confess, but she again joins the accusers to save herself.
8. Deputy Governor Danforth STATIC DYNAMIC
Static: Danforth never changes his views about the guilt of the accused. Despite pleas from Hale and
others, his character remains the same throughout the play.
9. Tituba STATIC DYNAMIC
Static: Tituba is a victim throughout the play. She cannot change her situation.
10. Rebecca Nurse STATIC DYNAMIC
Static: Throughout the play, Rebecca maintains her innocence and speaks rationally. She does not consider
confessing to the false charges of witchcraft. She is also well respected even when she is condemned.

Name: ________________________________ Date:_________________
5. Giles Corey STATIC DYNAMIC

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6. John Hale STATIC DYNAMIC

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
7. Mary Warren STATIC DYNAMIC

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
8. Deputy Governor Danforth STATIC DYNAMIC

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
9. Tituba STATIC DYNAMIC

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
10. Rebecca Nurse STATIC DYNAMIC

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Acts I – IV
Character Traits
Objectives: Identifying specific character traits

Creating an essay using correct grammar, usage, and mechanics
Organizing an essay using a thesis statement, topic sentences, and specific supporting details
Activity
Choose one of the dynamic characters from the first Activity, and write a character sketch in which you
describe 3 – 5 of that character’s traits and explain why that character is a dynamic. Provide evidence from
The Crucible in the form of paraphrased and quoted incidents. Construct a basic outline of your essay
before you begin writing, including the introduction, body paragraph(s), and conclusion.
Although this essay could be organized in a variety of ways, here is a sample organizational pattern:
Consider having the introduction provide background information on the play and the character you
have chosen. Insert your thesis statement as the last sentence in the introduction. Try to organize each
body paragraph so that it focuses on a specific character trait. For example, the main idea for three body
paragraphs could focus on three separate traits of the character. In the conclusion, explain why this is a
dynamic character, and restate your thesis statement and topic sentences.
Be sure to follow these guidelines:
• Prepare a basic outline.

• Each essay should include 4 – 6 well organized paragraphs.
• Include a compelling title that indicates which character you have chosen.
• Write in third person point of view, using he, she, and other third person terminology.
• Describe 3 – 5 of the character’s traits.
• Each paragraph must contain supporting details.
• Include evidence from the play in the form of quotations and paraphrased material.
• Quotations should not stand alone; incorporate them into your own sentences.
• Provide parenthetical citations for direct quotations.
• In the conclusion, restate the main ideas of the essay.
• Incorporate transitional words and phrases between paragraphs and ideas.
• Have a classmate help revise and proofread your essay before submitting it for grading.
After you are finished with your character sketch, use this as a checklist, placing checks by each guideline
that you have followed.
Note to the Teacher: You are to provide a specific length for the students. A length of 4-6 paragraphs is suggested;
however, this assignment can be shortened or lengthened. This checklist can also be used by students when they
are assessing their partners’ papers during the revision process.

Name: ________________________________ Date:_________________
Acts I – IV
Character Traits
Objectives: Identifying specific character traits

Creating an essay using correct grammar, usage, and mechanics
Organizing an essay using a thesis statement, topic sentences, and specific supporting details
Activity
Choose one of the dynamic characters from the first Activity, and write a character sketch in which you
describe 3 – 5 of that character’s traits and explain why that character is a dynamic. Provide evidence from
The Crucible in the form of paraphrased and quoted incidents. Construct a basic outline of your essay
before you begin writing, including the introduction, body paragraph(s), and conclusion.
Although this essay could be organized in a variety of ways, here is a sample organizational pattern:
Consider having the introduction provide background information on the play and the character you
have chosen. Insert your thesis statement as the last sentence in the introduction. Try to organize each
body paragraph so that it focuses on a specific character trait. For example, the main idea for three body
paragraphs could focus on three separate traits of the character. In the conclusion, explain why this is a
dynamic character, and restate your thesis statement and topic sentences.
Be sure to follow these guidelines:
• Prepare a basic outline.

• Each essay should include 4 – 6 well organized paragraphs.
• Include a compelling title that indicates which character you have chosen.
• Write in third person point of view, using he, she, and other third person terminology.
• Describe 3 – 5 of the character’s traits.
• Each paragraph must contain supporting details.
• Include evidence from the play in the form of quotations and paraphrased material.
• Quotations should not stand alone; incorporate them into your own sentences.
• Provide parenthetical citations for direct quotations.
• In the conclusion, restate the main ideas of the essay.
• Incorporate transitional words and phrases between paragraphs and ideas.
• Have a classmate help revise and proofread your essay before submitting it for grading.
After you are finished with your character sketch, use this as a checklist, placing checks by each guideline
that you have followed.

Post-Reading
Writing a Speech
Objectives: Writing and delivering a speech
Activity
Your task is to write a speech that is to be delivered in Salem on one of these topics:
• Imagine that you are one of Deputy Governor Danforth’s successors. Twenty years have passed
since the witch trials; it is now 1712. The government has decided the trials were a mistake and is
awarding compensation to the families that are still living. Your task is to publicly announce the
order to repeal the excommunications of those who were hanged twenty years ago.
• Prepare Reverend Parris’ sermon for the Sunday after the hangings. Imagine and present the subject
matter he would have chosen.
• Samuel Sewall was the only presiding judge to publicly admit that the trials had been a dreadful
mistake. Write his public apology.
• Pretend that you are Proctor, Rebecca Nurse, or even Giles, and are allowed to give a speech before
you are sentenced to death. What would you want to tell the townspeople? Would you plead for
someone else to confess?
Note that writing a speech is different from writing an essay. Since your audience will only be hearing
the words, repetition of main points may be necessary as well as verbal organization tactics, such as first,
second, etc. When delivering your speech, follow these guidelines of effective public speaking:
• Do not read your speech. Use prepared note cards.

• Be sure your speech has a beginning, middle, and an end.
• Be familiar with your notes and practice timing your speech.
• Speak slowly and clearly.
• Try not to gesture or move too much. Use proper body language.
• Establish eye contact with several people in your audience.
• Vary the pitch of your voice as to not sound monotone.
Note to the Teacher: Ask for volunteers to deliver their speeches. Set a time limit, such as two to four minutes if
students present their speeches or a written length if they are to be graded on paper.

Name: ________________________________ Date:_________________
Post-Reading
Writing a Speech
Objectives: Writing and delivering a speech
Activity
Your task is to write a speech that is to be delivered in Salem on one of these topics:
• Imagine that you are one of Deputy Governor Danforth’s successors. Twenty years have passed
since the witch trials; it is now 1712. The government has decided the trials were a mistake and is
awarding compensation to the families that are still living. Your task is to publicly announce the
order to repeal the excommunications of those who were hanged twenty years ago.
• Prepare Reverend Parris’ sermon for the Sunday after the hangings. Imagine and present the subject
matter he would have chosen.
• Samuel Sewall was the only presiding judge to publicly admit that the trials had been a dreadful
mistake. Write his public apology.
• Pretend that you are Proctor, Rebecca Nurse, or even Giles, and are allowed to give a speech before
you are sentenced to death. What would you want to tell the townspeople? Would you plead for
someone else to confess?
Note that writing a speech is different from writing an essay. Since your audience will only be hearing
the words, repetition of main points may be necessary as well as verbal organization tactics, such as first,
second, etc. When delivering your speech, follow these guidelines of effective public speaking:
• Do not read your speech. Use prepared note cards.

• Be sure your speech has a beginning, middle, and an end.
• Be familiar with your notes and practice timing your speech.
• Speak slowly and clearly.
• Try not to gesture or move too much. Use proper body language.
• Establish eye contact with several people in your audience.
• Vary the pitch of your voice as to not sound monotone.

Post-Reading
Extra Scene in Act II
Objective: Examining a scene to determine its purpose
Activity
After the first performance of The Crucible, Arthur Miller wrote an additional scene to respond to critics’
reviews. Set in the woods, Abigail and Proctor secretly meet to discuss their motives. Abigail’s madness is
emphasized, as she is determined to get rid of Elizabeth. Proctor, on the other hand, only meets with her to
inform her that he plans to discredit her in court. As you can see, this scene is added in the Appendix, so
Miller decided not to include it in the play after all. Analyze the extra scene by answering these questions:
Note to the Teacher: Sample answers are provided for factual questions. Some questions ask for the students’
opinions.
1. How has your opinion of Abigail changed because of this scene?
Sample Answer: I did not realize the level of Abigail’s madness. In this scene, she appears to be insane
and does not seem to understand Proctor’s reasoning.
2. Why do you think Miller decided not to include this scene?
I believe that Miller did not include the scene because he realized that it was unnecessary and really did
not add any extra excitement to the play. In addition, the events in Act III seem more realistic if Abigail is
not openly portrayed as mad.
3. What do readers learn about Proctor in this scene?
Proctor tells Abigail that he plans to prove Abigail is a fraud. In doing so, Proctor will admit to adultery.
Readers learn that his relationship with Abigail really is over and that he wishes to live an honorable life
with his wife. In addition, he tries to give Abigail a chance to “save herself.”
4. What does the reader learn that will occur in Act III?
Proctor plans to bring Mary Warren to court to prove that Abigail stuck the needle in the poppet and to
admit to adultery to prove Abigail is a fraud. In response, Abigail plans to “save [Proctor] tomorrow,”
meaning that she will do whatever it takes to appear honest.
5. Does this knowledge make the play more or less suspenseful? Why?
I think this subtracts from the play’s suspense. Readers know too many details about the events in Act III,
making the act less shocking.

Name: ________________________________ Date:_________________
Post-Reading
Extra Scene in Act II
Objective: Examining a scene to determine its purpose
Activity
After the first performance of The Crucible, Arthur Miller wrote an additional scene to respond to critics’
reviews. Set in the woods, Abigail and Proctor secretly meet to discuss their motives. Abigail’s madness is
emphasized, as she is determined to get rid of Elizabeth. Proctor, on the other hand, only meets with her to
inform her that he plans to discredit her in court. As you can see, this scene is added in the Appendix, so
Miller decided not to include it in the play after all. Analyze the extra scene by answering these questions:
1. How has your opinion of Abigail changed because of this scene?
Sample Answer: I did not realize the level of Abigail’s madness. In this scene, she appears to be insane
and does not seem to understand Proctor’s reasoning.
2. Why do you think Miller decided not to include this scene?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. What do readers learn about Proctor in this scene?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. What does the reader learn that will occur in Act III?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. Does this knowledge make the play more or less suspenseful? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

6. Do you think the scene should have been included? Why or why not?
I agree with Miller in that the scene is unnecessary. Although it is interesting to see an encounter between
Proctor and Abigail, I do not believe that the play is better with the scene.
7. When asked if she will accuse others, Abigail says, “If I live, if I am not murdered, I surely will, until
the last hypocrite is dead.” Explain the irony in her answer.
This quotation by Abigail is ironic because she seeks to rid the town of hypocrites when she is the biggest
hypocrite of them all.
8. What subjects, or themes, are discussed in this scene? Explain.
Hypocrisy is mentioned several times, and Abigail is only creating more hypocrisy. Hysteria will continue
because Abigail plans to continue accusing townspeople of witchcraft. In addition, Abigail seeks revenge
because she cannot have John’s love.
9. Identify and explain the figurative language in these quotations:
A. “As bare as some December tree I saw them all—walking like saints to church, running to feed
the sick, and hypocrites in their hearts!”
Simile – Abigail is comparing the accused to saints. She claims they are hypocrites because they are really
witches who pretend to be Christians by going to church and helping the sick.
B. “ And God gave me strength to call them liars, and God made men to listen to me, and by God I
will scrub the world clean for the love of Him!”
Parallelism or repetition – Miller repeats “and God” for effect.
C. “You will be amazed to see me every day, a light of heaven in your house…”
Metaphor – In her madness, Abigail compares herself to “a light of heaven.”

Name: ________________________________ Date:_________________
6. Do you think the scene should have been included? Why or why not?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
7. When asked if she will accuse others, Abigail says, “If I live, if I am not murdered, I surely will, until
the last hypocrite is dead.” Explain the irony in her answer.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
8. What subjects, or themes, are discussed in this scene? Explain.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
9. Identify and explain the figurative language in these quotations:
A. “As bare as some December tree I saw them all—walking like saints to church, running to feed
the sick, and hypocrites in their hearts!”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
B. “ And God gave me strength to call them liars, and God made men to listen to me, and by God I
will scrub the world clean for the love of Him!”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
C. “You will be amazed to see me every day, a light of heaven in your house…”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Post-Reading
Plot Diagram
Objective: Identifying key points in a plot, such as exposition, inciting incident, conflicts, climax,
resolution, and denouement
Activity
Complete the following plot diagram for The Crucible. The exposition has been diagrammed for you. Add
the rest of the plot elements. You will choose four conflicts for the rising action and two events for the
falling action.
Note to the Teacher: Answers for conflicts and falling actions may be very different as long as events are presented
in order. The exposition, inciting incident, climax, resolution, and denouement may vary slightly. Some student
may argue, for example, that the inciting incident is the accusing scene at the end of Act I. Another possible
difference of opinion is that the climax would be Proctor’s arrest or when Elizabeth refuses to admit in court that
Proctor is guilty of adultery. Sample answers are provided. Specific act numbers are optional.
Climax
Falling
Conflict #4 Action #1
Falling
Falling
Rising
Action Falling
Conflict #1 Falling Action #4
Action
Inciting
Incident
Exposition Denouement

Name: ________________________________ Date:_________________
Post-Reading
Plot Diagram
Objective: Identifying key points in a plot, such as exposition, inciting incident, conflicts, climax,
resolution, and denouement
Activity
Complete the following plot diagram for The Crucible. The exposition has been diagrammed for you. Add
the rest of the plot elements. You will choose four conflicts for the rising action and two events for the
falling action.
Climax
Falling
Falling
Falling
Rising
Action Falling
Conflict #1 Falling Action #4
Action
Inciting
Incident
Exposition Denouement

PLOT DIAGRAM
Act IV: Proctor tears his confession.
Act III: Elizabeth does Hale frantically tells

not admit that John is Elizabeth that it is not
guilty of adultery. too late to save him.
Act III: Proctor brings

Mary Warren to court. Elizabeth cries, “He
have his goodness now.”
Act II: Hale questions

the Proctor’s.
Act IV: Proctor is led to
be hanged to the sound
of drums.
Act I: Accusations are

Falling
made.
Action
Rising Act IV: Proctor is

Action hanged.
Act I: Abigail admits to
Proctor that no witch-
craft is involved.
Act I: Parris dis-

The government
covers the girls
awards compensa-
dancing in the
tion 20 years later.
forest.

Name: ________________________________ Date:_________________
PLOT DIAGRAM
Falling
Action
Rising
Action
Act I: Parris dis-

covers the girls
dancing in the
forest.

Post-Reading
Evaluation
Objectives: Analyzing events in a drama

Activity
Write a response to each of the following questions:
1. The word “crucible” means a “severe test.” Write a paragraph in which you discuss the various ways
in which the characters are tested throughout the play. Paraphrase or cite specific examples from the
drama.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Imagine that you are Abigail. Why did you run away from Salem? What do you think now about
the events that took place in the trials? Describe your current life. Where do you live? What is your
occupation? Have you kept in contact with Mercy?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3.
S ome argue that John Proctor is a tragic hero. Begin a short essay by defining “tragic hero.” Then
explain whether or not Proctor meets these requirements. Support your argument by paraphrasing
or citing specific examples from the drama. At the end of your essay, compare Proctor with other
heroes of plays, novels, or films with which you are familiar.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. Though the play is set three hundred years ago, what meaning does it carry for our lives today? Write
your answer in paragraph form.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Note to the Teacher: You can decide whether or not students are permitted to use their books and assign all or
some questions for students to respond.

Name: ________________________________ Date:_________________
Post-Reading
Evaluation
Objectives: Analyzing events in a drama

Activity
Write a response to each of the following questions:
1. The word “crucible” means a “severe test.” Write a paragraph in which you discuss the various ways
in which the characters are tested throughout the play. Paraphrase or cite specific examples from the
drama.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Imagine that you are Abigail. Why did you run away from Salem? What do you think now about
the events that took place in the trials? Describe your current life. Where do you live? What is your
occupation? Have you kept in contact with Mercy?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3.
S ome argue that John Proctor is a tragic hero. Begin a short essay by defining “tragic hero.” Then
explain whether or not Proctor meets these requirements. Support your argument by paraphrasing
or citing specific examples from the drama. At the end of your essay, compare Proctor with other
heroes of plays, novels, or films with which you are familiar.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. Though the play is set three hundred years ago, what meaning does it carry for our lives today? Write
your answer in paragraph form.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Appendices
Terms and Definitions
Alliteration – the repetition of sounds at the beginning of words. Example: More Mischief and Merri-
ment.
Atmosphere – see Mood.
Characterization – the methods, incidents, speech, etc., an author uses to reveal the people in the book.
Characterization is depicted by what the person says, what others say, and by his or her actions.
Climax – the point of greatest dramatic tension or excitement in a story. Examples: Othello’s murder of
Desdemona. In To Kill a Mockingbird, the person chasing Scout is killed.
Conflict – the struggle that moves the action forward in a work of literature. There are three types of con-
flict, and most books include all three: man versus man (Example: a typical Western, in which the
sheriff confronts the outlaw); man versus nature (Example: a story about someone surviving in a
small boat on the ocean); man versus himself (Example: a character in a story fighting his or her own
drug abuse). Some authorities consider man versus society a fourth category of conflict (Example: a
character in a book fighting against the Nazis).
Denouement – the portion of a literary work that follows the climax and resolves the plot’s loose ends.
Example: After Sherlock Holmes solves the crime (the climax), the last few pages are left for him to
explain how he did it and to clear up any remaining mysteries.
Dialect – a particular kind of speech used by members of one specific group because of its geographical
location or class. Example: Jim, in Huckleberry Finn says, “Shet de do.’’ (“Shut the door”).
Dialogue – conversation between two or more characters.
Drama – plays intended to be acted; performances of plays. Example: Arthur Miller’s All My Sons.
Dynamic Characters – people in the book that evolve, change, or surprise the reader. Example: Helen
Keller in The Miracle Worker.
Exposition – the background information that the reader has to know and/or understand before reading
the play or novel. The information is usually dealt with at the beginning of the book. Sometimes,
exposition reveals things that occurred before the actual plot begins. Example: The chorus in Ro-
meo and Juliet explains the setting, the feud between the families, and the future deaths of the main
characters in fourteen lines of poetry.
Figurative Language – words and phrases that have meanings different from their usual ones in order to
create a poetic and/or literary effect. Examples: Love certainly has its own seasons; crumbling cities
made of matches.

Flat or Static Character – a one-dimensional character who lacks diversity and complexity; a character
who is either all good or all bad and does not change. Because the character behaves in just one way,
he or she is easy to comprehend. Example: Sherlock Holmes seems to be calm, deliberative, and in
complete charge, regardless of the situation.
Free Verse – poetry that has no formal rhyme or meter and depends on the rhythms of speech. Example:
Walt Whitman’s Leaves of Grass.
Hyperbole – exaggeration for emphasis; overstatement. Example: I’ve told you a million times to…
Irony – a perception of inconsistency, sometimes humorous, in which the significance and understanding
of a statement or event is changed by its context. Example: The firehouse burned down.
• Dramatic Irony – the audience or reader knows more about a character’s situation than the char-
acter does and knows that the character’s understanding is incorrect. Example: In Medea, Creon
asks, “What atrocities could she commit in one day?” The reader, however, knows Medea will
destroy her family and Creon’s by day’s end.
• Structural Irony – the use of a naïve hero, whose incorrect perceptions differ from the reader’s cor-
rect ones. Example: Huck Finn.
• Verbal Irony – a discrepancy between what is said and what is really meant; sarcasm. Example: A
large man whose nickname is “Tiny.”
Metaphor – a comparison of two things that are basically dissimilar in which one is described in terms of
the other. Example: The moon, a haunting lantern, shone through the clouds.
Mood – the emotional aspect of the work, which contributes to the feeling the reader gets from the book.
Example: Gothic novels like Frankenstein have a gloomy, dark quality to them, which the author
reflects through the depiction of nature, character, and plot.
Onomatopoeia – a word whose sound (the way it is pronounced) imitates its meaning. Examples: “roar,”
“murmur,” “tintinnabulation.”
Parallelism – the repetition of similarly constructed phrases, clauses, or sentences within a short section.
Examples:
“Government of the people, by the people, and for the people…”;

“When I was a child, I spake as child, I understood as a child, I thought as a child…”
– I Corinthians 13:11

Personification – a figure of speech in which an object, abstract idea, or animal is given human character-
istics. Examples: The wall did its best to keep out the invaders.
“Because I could not stop for Death,

He kindly stopped for me.”
– Emily Dickinson
Plot – the pattern of events in a literary work; what happens.
Resolution – the part of the story in which all the problems are solved and/or the secrets revealed.
Setting – when and where the short story, play, or novel takes place. Examples: Macbeth takes place in
the eleventh century in Scotland. The Old Man and the Sea has its main setting on the ocean outside
Havana, Cuba, in an unspecified time in the middle-to-late 20th-century.
Simile – a comparison between two different things using either like or as. Examples: I am as hungry as
a horse. The huge trees broke like twigs during the hurricane.
Stage Directions – the information given for the reader to visualize the setting, position of props, etc., in a
play. Stage directions may give additional impressions of the characters through short descriptions
and through what they do. Examples: “Exit”; “She reads from the newspaper.”
Superstition – any belief or attitude based on fear or ignorance that is inconsistent with the known laws
of science. Example: Breaking a mirror brings seven years bad luck.
Symbol – an object, person, or place that has a meaning in itself and that also stands for something larger
than itself, usually an idea or concept; some concrete thing which represents an abstraction. Exam-
ple: The sea could be symbolic for “the unknown.” Since the sea is something that is physical and
can be seen by the reader, and also has elements that cannot be understood, it can be used symboli-
cally to stand for the abstraction of “mystery,” “obscurity,” or “the unknown.”
Theme – the central or dominant idea behind the story; the most important aspect that emerges from how
the book treats its subject. Sometimes theme is easy to see, but, at other times, it may be more dif-
ficult. Theme is usually expressed indirectly, as an element the reader must figure out. It is a univer-
sal statement about humanity, rather than a simple statement dealing with plot or characters in the
story. Themes are generally hinted at through different methods: a phrase or quotation that intro-
duces the novel, a recurring element in the book, or an observation made that is reinforced through
plot, dialogue, or characters. It must be emphasized that not all works of literature have themes in
them. Example: In a story about a man who is diagnosed with cancer and, through medicine and
will-power, returns to his former occupation, the theme might be: “Real courage is demonstrated
through internal bravery and perseverance.” In a poem about a flower that grows, blooms, and dies,
the theme might be: “Youth fades, and death comes to all.”
Tragic Hero – the main character in a tragedy; in order to fit the definition, the hero must have a tragic
flaw, which causes his or her downfall. Examples: Hamlet’s main character weakness is his indeci-
sion; Lear’s is his pride.

Directions for Interviews
Planning in Small Groups
First, discuss what you, as interviewer, want to know and the reasons you want to know it. Decide what
you want to use as your specific questions.
Second, anticipate what the person being interviewed will answer. Use as many quotations from the text
as possible. The answers should be consistent with things the character or narrative text says.
Finally, plan the interviewer’s summary remark. Try to explain how the information in the questions/
answers relates to the plot in general and thematic ideas of the novel.

Newspaper
News Article – This is an accurate and objective reporting of an event. News articles should
include the “Five W’s”: What, When, Where, Who, and Why. A good newspaper writer usually
can include all the necessary information in the first paragraph of the article. This is done so
that readers can understand what the article is about simply by reading one paragraph and then
deciding if they want to read further to get more detailed information.
The next paragraphs in the news article expand on the Five W’s of the first paragraph.
Example:
Last night at 10 PM, a train from Philadelphia, PA to Pittsburgh slid off the tracks near Johnstown.
No injuries were reported, but the train had been carrying flammable materials. A spokesperson for
the Pennsylvania Railroad, Mr. Robert Graves, said that while there was no evidence of sabotage, “that
possibility is being looked into by police.” This is the second derailing on this route in two years.
The rest of the article would expand upon and give background and further information on the accident.
Editorial – This is a piece in which the writer gives opinions about an issue. A possible solution may be
suggested. The requirements of the Five W’s and absolute, unbiased accuracy are not adhered to as strictly
as they are in a news article.
Example:
How many train wrecks will we have before the government steps in? Will it take a fatality before trains
in our state are made safer? Should explosives, poisonous materials, and hazardous wastes continue to
be shipped with only minor considerations to safety? This newspaper’s opinion is a firm and resounding
“No!” If the Federal Transportation Commission does not recognize its own failings and correct the
problems, it will be our local politicians’ job to re-route trains carrying potentially dangerous cargoes
away from our communities.
Human-Interest Story – This type differs from the previous two because it has a different overall intent.
As in a news article, the intent is to inform the reader of facts, but in the human-interest story, writers add
the element of appealing to the readers’ sympathies. Answering the Five W’s is usually adhered to, but
not as strictly as in the news article. Frequent topics of human-interest stories are animals, heroic deeds,
strange occurrences of fate, money, etc.
Example:
Huddled among the broken railroad cars and destroyed contents of yesterday’s train derailment near us,
sat someone’s lost puppy. Police found it early this morning after hearing whimpering from inside one of
the cars. The poor dog’s leg had been severed in the accident, and it was trapped by rubble. Had another
hour elapsed, it probably would have died, says a local veterinarian, who treated the mixed-breed, black-
and-white dog. According to the vet, Stumpy, as the dog is now called, has received more than twenty
requests for adoption since his lucky rescue was accomplished.

Headline – This is a short heading over an article, which is set in large type, and which gives an indication
of the subject of the article. Headlines are short and are designed to catch the readers’ interest. All
important words in the headline should be capitalized. Each article in a newspaper contains a headline.
The wording of headlines is very important. If they say too much, readers may skip reading the article; if
they are too vague, the subject may not interest the reader. Simple words such as a, and, the are frequently
left out of headlines.
Examples:
Train Jumps Tracks; Second in Two Years
Two Train Wrecks Are Too Many
Injured Puppy Found in Train Debris

Small Group Learning
Small Group Learning is defined as two to five students working together for a common goal. For it to be
successful, three basic elements must be present.
1. SOCIAL SKILLS IN GROUP WORK: Most students, unless they are taught the appropriate skills, do
not participate as effectively as they might in small group work. Like any other skill, those needed
for group work must be identified, practiced, and reinforced. To this end, we have included a Social
Skills Behavior Checklist which we will ask you to use to rate your group. At this time, please read the
related objectives listed below.
Social-Behavioral Objectives
1. Everyone is addressed by his or her first name.

2. Everyone speaks quietly in order not to disturb other groups.
3. No one ever uses put-downs or name calling.
4. Everyone is always physically and mentally part of the group. The following are prohibited and
may result in the group’s grade being lowered:
A. Putting one’s head down on the desk.

B. Reading or working on unrelated items.
C. Moving about the room or talking to members of other groups.
5. Everyone is encouraged to participate and does participate.

6. Everyone offers praise and encouragement.
7. Everyone recognizes that on some points of opinion two equally valid points of view can be
supported.
8. Everyone also recognizes, however, that the worth of an idea (opinion) depends on the strength
of the facts that support it.
Social-Intellectual Objectives
9. Ideas are discussed aloud.

10. Ideas are summarized.
11. Clarification is asked for and received.
12. Explanations are given until everyone understands.
13. Ideas, not people, are criticized.
14. Difficult ideas are paraphrased.
15. Multiple points of view are examined.
16. Work is organized within available time and available resources.
17. Questions are asked and answered satisfactorily.
18. Ideas are examined, elaborated on, and pulled together.
19. Reasons and rationale are asked for and provided.
20. Conclusions are challenged with new information.
21. Ideas are created in brainstorming.

2. POSITIVE INTERDEPENDENCE: Critical to successful group work is the realization on the part of the
students “that we are all in this together; we either sink or swim as a group.” In terms of this unit, it
may mean that everyone in the group will share the group grade on the project, whether it is an “A”
or an “F.”
3. INDIVIDUAL ACCOUNTABILITY: The bottom line of any teaching method is, of course, how well
the students have mastered the objectives being taught. Therefore, you must understand that the
small group process, while it is more fun than other methods, is serious business. At the conclusion
of this unit, a test may be used to evaluate how well each individual has mastered the objectives. As
a consequence, the student who slacks off in the group or in his homework not only lets the group
down, but also hurts him or herself.

Procedures for Small Group Work
As well as mastery of content and concepts, grades will be based on the demonstration of the following
skills.
1. Linguistic-Intellectual Skills – These skills are fostered when students examine ideas from multiple
points of view and critically probe for strengths and weaknesses.
2. Group Social Skills – Before anything else can be mastered, the small group must function effectively
as a learning unit, which makes the mastery of these skills the first priority.
Linguistic-Intellectual
Examples of these skills in action
Skills to be Demonstrated
Explaining It seems to me…

One way of looking at it…
How does everyone feel about…
The idea that…
Encouraging What’s your idea?

I didn’t think of that.
Good idea!
That helps.
Good; go on with that thought.
Clarifying Let’s put it this way...

Perhaps if we draw a chart...
It may mean that....
How does this sound...
Where does this lead us?
Elaborating That’s right and it also may include...

Another instance of that is when...
A point we might also include...
Qualifying I agree with your premise, but...

I see it leading somewhere else...
That is one reason, but it may also...
I agree with the examples, but I come to a different conclusion.
Does that conclusion hold up in every instance?
Questioning Why do you say that?

What is the proof for that conclusion?
Is that a valid generalization?
How did you reach that point?
Disagreeing It seems to me there could be a different reason.

But looking at it from his point of view...
We may be jumping to a conclusion without looking at all the facts.
Here’s another way of looking at it...
Small Group Evaluation Sheet
Social-Behavioral Skills in our group Poor Good
1. Everyone is addressed by his or her first name. 1 2 3 4 5

2. Everyone speaks quietly. (If one group gets loud, other groups 1 2 3 4 5
get louder to hear each other.)
3. No one ever uses put-downs or name calling. 1 2 3 4 5
4. Everyone is always physically and mentally part of the group. 1 2 3 4 5
5. Everyone is encouraged to and does participate. 1 2 3 4 5
6. Everyone offers praise and encouragement. 1 2 3 4 5
7. Everyone recognizes that on some opinions, two 1 2 3 4 5
equally valid points of view can be supported.
8. Everyone also recognizes, however, that the worth of an idea 1 2 3 4 5
(opinion) depends on the strength of the facts that support it.
Social-Intellectual Skills in our group
9. Ideas are examined and discussed aloud. 1 2 3 4 5

10. Ideas are summarized. 1 2 3 4 5
11. Clarification is asked for and received. 1 2 3 4 5
12. Explanations are given until everyone understands. 1 2 3 4 5
13. Ideas, not people, are criticized. 1 2 3 4 5
14. Difficult ideas are paraphrased. 1 2 3 4 5
15. Multiple points of view are examined. 1 2 3 4 5
16. Work is organized within available time and available resources. 1 2 3 4 5
17. Questions are asked and answered satisfactorily. 1 2 3 4 5
18. Ideas are examined, elaborated on, and pulled together. 1 2 3 4 5
19. Reasons and rationales are asked for and provided. 1 2 3 4 5
20. Conclusions are challenged with new information. 1 2 3 4 5
21. Ideas are created in brainstorming. 1 2 3 4 5
Total Score ______________

Student Roles in Group Discussions
1. Reader: The reader’s job is to read the questions aloud and to be sure everyone knows the meaning of
unfamiliar words and understands the questions.
2. Recorder: The recorder takes notes and is responsible for writing down the group’s final answers.
3. Timer and Voice Monitor: The timer and voice monitor is responsible for reminding individuals
when they get too loud and for keeping track of the time. Because of a concern for finishing the
project on time, the monitor will be the one to get the students back on task when they stray or get
bogged down on one point.
4. Checker and Encourager: This person’s chief responsibility is to encourage all members to contribute,
to compliment when appropriate, and to remind everyone of the necessity of avoiding name calling
and/or put-downs.

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Prestwick House

© Copyright 2004, Prestwick House, Inc. 2

3 © Copyright 2004, Prestwick House, Inc.

Objectives: Analyzing personal values

____ 1. Ministers commit fewer sins than everyone else.

____ 3. It is better to keep silent than to tell a lie.

____ 6. Most people are courageous.

____ 7. Even bad people have some good in them.

____ 10. Women should obey their husbands at all times.

© Copyright 2004, Prestwick House, Inc. T-4

Name: ________________________________ Date:_________________

Objectives: Analyzing personal values

____ 1. Ministers commit fewer sins than everyone else.

____ 3. It is better to keep silent than to tell a lie.

____ 6. Most people are courageous.

____ 7. Even bad people have some good in them.

____ 10. Women should obey their husbands at all times.

S-5 Reproducible Student Worksheet

Explanation #1: ________________________________________________________________________

Explanation #2: ________________________________________________________________________

Explanation #3: ________________________________________________________________________

© Copyright 2004, Prestwick House, Inc. T-6

Name: ________________________________ Date:_________________

Explanation #1: ________________________________________________________________________

Explanation #2: ________________________________________________________________________

Explanation #3: ________________________________________________________________________

S-7 Reproducible Student Worksheet

Objectives: Identifying Puritan beliefs and customs

• Salem witchcraft trials:

• Famous writers of the Puritan era:

• Arthur Miller, the playwright:

• Theocracy, Puritan government:

© Copyright 2004, Prestwick House, Inc. T-8

Name: ________________________________ Date:_________________

Objectives: Identifying Puritan beliefs and customs

• Salem witchcraft trials:

• Famous writers of the Puritan era:

• Arthur Miller, the playwright:

• Theocracy, Puritan government:

S-9 Reproducible Student Worksheet

Here are the things that EVERYONE will do:

• Research. Turn in your findings to your group’s writer.

© Copyright 2004, Prestwick House, Inc. T - 10

Name: ________________________________ Date:_________________

Here are the things that EVERYONE will do:

• Research. Turn in your findings to your group’s writer.

S - 11 Reproducible Student Worksheet

Objectives: Identifying Puritan beliefs/customs

church carpentry enforce help prayer Puritan

© Copyright 2004, Prestwick House, Inc. T - 12

Name: ________________________________ Date:_________________

Objectives: Identifying Puritan beliefs/customs

church carpentry enforce help prayer Puritan

S - 13 Reproducible Student Worksheet

© Copyright 2004, Prestwick House, Inc. T - 14

Name: ________________________________ Date:_________________

S - 15 Reproducible Student Worksheet

Objective: Using context clues to determine the meaning of words

repressions: cruelties; tyrannies

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