"The Crucible" Act Three Discussion

Name:

Ford~Quinn English 11 www.quinnenglish.blogspot.com, @quinnenglish200

Objectives: Common Core # 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.    Common Core # 2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Act Three

1. What is the setting of Act Three?
                                                                                                                                               
                                                                                                                                               
2. What is the significance of the behind the scenes discussion between Hathorne, Danforth, Martha Corey, and Giles Corey? (Page 84)
                                                                                                                                               
                                                                                                                                               
3. How would you react if you were Giles?  Why? (top of page 85)
                                                                                                                                               
                                                                                                                                               
                                                                                                                                               
4. What contempt? (page 87)
                                                                                                                                               
5. What do you think the procedure is for seeking justice? (page 86-87).
                                                                                                                                               
                                                                                                                                               
6. What is a deposition?  How does Parris React?  Why? What do you think he will do for his reputation? (88-89).  
                                                                                                                                               
                                                                                                                                               
7. Why would Cheever rip up the warrant? (page 89).  
                                                                                                                                               
8. What is Danforth suggesting to Proctor on page 92?  Why would he do that?
9. What is the significance of the point made by Danforth that "no uncorrupted man may fear this court"? Is this true? How does this point tie the court and the church together?
                                                                                                                                               
                                                                                                                                               
                                                                                                                                               
                                                                                                                                               
10. Why does Hale suggest that Proctor should have a lawyer? What does this tell us about Hale's feelings about the justice of the trial? Is this a change in his attitude? Why does Danforth refuse?
                                                                                                                                               
                                                                                                                                               
                                                                                                                                               
11. What is contained in Mary Warren's depositions? Why are the other children who have cried out brought in? (100-102)
                                                                                                                                               
                                                                                                                                               
12. What does Abigail say about Mary's testimony? Why does she lie? (103)
                                                                                                                                               
                                                                                                                                               
13. What role does Parris play during the testimony? Why does he lie about the dancing in the woods? (105)
                                                                                                                                               
                                                                                                                                               
14. What point does Hathorne make about Mary fainting? Why can't she faint on command? (106)
                                                                                                                                               
                                                                                                                                               
15. What secret does Proctor reveal about himself and Abigail? Why does he reveal it? (110)
                                                                                                                                               
                                                                                                                                               
16. If you were Elizabeth, what would you do? Why? (113).
                                                                                                                                               
                                                                                                                                               
17. What does Abigail do? Why? (114). 
                                                                                                                                               
                                                                                                                                               
18. What do the girls do to convince the men otherwise? Why? How does their action further befuddle Mary? What does Mary do?
                                                                                                                                               
                                                                                                                                               
                                                                                                                                               
                                                                                                                                               
                                                                                                                                               
                                                                                                                                               
19.  Thematic Response:
You will find these three themes dominate this act: Justice vs. Retribution and Revenge; Godliness vs. Worldliness; Ignorance vs. Wisdom.
                                                                                                                                               

A NYTimes Review of the The Crucible.

Salem Girls Gone Wild, Townsfolk Gone Irrational: http://nyti.ms/1esAqcF

Diagnosis of Holden

NAME
Objectives:

 CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

What is bothering Holden?  You are responsible for adding the possible psychological reasons for Holden’s madman days around Christmas. Find out about the symptoms of post-traumatic stress disorder, depression, the five stages of grieving and loss, and any other reason you think Holden is failing out of school and wandering New York City.  You can give Holden your diagnosis and find out how doctors would treat him today. Would Holden be on medication?

Work in a group to read, annotate, analyze and diagnose Holden.

Write a claim: Holden is suffering from _________________________ because ______________.

Create a poster/iPad presentation

§  Explaining the key ideas of the mental illness.

¨     Including three quotes from the chapter summaries or the novel itself

·       The quotes must support your claim.

v Post-Traumatic Stress	v Depression	v Five Stages of Grieving or loss
Lupe Nanri Risa	Kanto Leo Lia Alajandra	Laura Tatsuki Jessica

Everyone:

http://www.huffingtonpost.com/2013/07/16/holden-caulfield-diagnosis_n_3600983.html 

Depression Group:

http://www.webmd.com/depression/guide/what-is-depression

Five Stages Group:

http://p2catcher-rye.wikispaces.com/What's++Bothering+Holden%3F

PTSD GROUP:

http://www.mayoclinic.com/health/post-traumatic-stress-disorder/DS00246

After reading Act 2 of "The Crucible" Group discussion and presentation, using the text to support your thinking.

Name:
Ford~Quinn English 11 www.quinnenglish.blogspot.com, @quinnenglish200
Common Core Objectives:
CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Agenda
1. Pick one question (1, 2, 3 or 4) and begin writing an answer.  Use evidence from the text (The Crucible) to support your thinking.  (10-15 min)
2.  Get into groups as directed. (1 min)
3. Discuss your answers.  Each student shares his or her response. (5 min)
4. Share out. One student types key ideas onto the smart notebook. One student summarizes the group discussion. One student leads the class in getting the class to refer to the text (quote) in the play and reads the relevant text to the class.  Another student makes a connection from the text to the question.

DO NOW:
Questions:  Pick one and write a response. Use the text to support your thinking.
1.  Another interesting character is Mary Warren. Explore Mary Warren's changing roles. Consider her giving the poppet to Elizabeth; how she acts when she is told she can no longer attend the trial; her motivation for giving the poppet to Elizabeth; and her response when John Proctor confronts her.
                                                                                                                                               
                                                                                                                                               
                                                                                                                                               
                                                                                                                                               
2. The relationship of John and Elizabeth Proctor is also interesting. Select events from the act that dramatically depict that relationship.
                                                                                                                                               
                                                                                                                                               
                                                                                                                                               
                                                                                                                                               
3.  Identify a voice of reason in Act Two. Select a quote and discuss how it is a voice of reason.
                                                                                                                                               
                                                                                                                                               
                                                                                                                                               
4. Thematic Response:
The theme of human cruelty vs. righteousness is particularly important in this act. Go through the act and select three quotes that represent this theme. Explain how they are relevant. Considering these quotes will help you to think critically about the play.
                                                                                                                                               
                                                                                                                                               
                                                                                                                                               
                                                                                                                                               
                                                                                                                                               
                                                                                                                                               
                                                                                                                                               
                                                                                                                                               
                                                                                                                                               

                                                                                                                                   

WILLTHE REAL MS. QUINN PLEASE STAND UP

A few years ago I taught Shakespeare the way I wanted to. I was able to bring in a resident artist to facilitate interpretation through graphic art and tableaus.  I had students work in groups to complete modern day scene interpretations; they were competing close reads of sonnets before the common core wanted me to.  In small groups they were translating the sonnets in to modern English while identifying examples of figurative language on the Smart board and presenting their findings to the rest of the class. On this very blog, I posted the BBC version of play for the students to have access to at home. The Lincoln Center Artists came and performed a modern abridge version of the play for the entire 10^th grade, it was amazing.  My resolution is to let go of the worry of the bureaucracy, and teach. I want my old classroom back; I have been constrained and hindered by fear. No longer. I will have students achieving rigorous engagement with fiction and non-fiction work and they will collaborate to achieve higher level Socratic inquisitions of the essential questions.

The real Ms. Quinn is Back. Fasten your Seat Belt!