Teaching The Crucible With An Emphasis On Argument Essay Writing
Updated: Jun 11, 2024
I love teaching this play! I have so much fun with it! I taught it as a teacher's assistant for 3 years, and then as a lead teacher for 9 years! Each time I read this play, I have a unique perspective and catch something new! It is impossible not to fall in love with this play, over and over again!
You can purchase my entire bundle and everything I mention in my blog here:
Here's what I do:
I start with a: “Pre-Reading The Crucible Gallery Walk"
This is a Gallery Walk to be conducted prior to reading The Crucible
I print out each of the stations (put them in protective clear folders), and in addition I keep a laptop or iPad at each station to also play supplemental videos on each of the topics at the stations. This allows for all types of learning and literacies to be included. I teach general education students with IEPs and ENL students. This resource is differentiated to work for all types of learners. I have included helpful vocabulary for the articles, and it is aligned to Common Core/New Generation standards.
The argument essay questions that students will respond too at the end of this unit, are scaffolded throughout the lessons. Students have a choice to answer ONE of the questions: Does society under pressure target a specific group of people? OR Should you sacrifice a belief to save yourself?
It is important for students to understand the context of the play and be familiar with the author’s purpose for writing it before diving into it, especially because The Crucible is an allegory for The Second Red Scare. (Later in this unit I explore chances for the students to make comparisons with the characters in The Crucible and the real people who were targeted during McCarthyism.
In this resource there are SIX stations that included:
"The Salem Witch Trials"
McCarthyism/The Second Red Scare
Getting to know the author, Arthur Miller
The Puritans
Mass Hysteria
Argument Questions - (Here is where students will learn that this unit ends in an ARGUMENT ESSAY! They will get a chance to respond to the questions before reading. I ask them the same questions as we go and track their thinking on posters around the room. In addition, as we continue to read the play and various relatable articles, they expand on or even change their opinions! I never let them forget what the end goal is! It helps build confidence in their writing as we continually discuss these questions!)
I give my students about 12-15 minutes per station (I gauge to see how much time they need. It depends on the class and station) If students are finished early, they could generate their own questions to be asked at the station, or they could generate their own questions for the station- as there is room for that on their worksheets.
This resource includes worksheets for the students with guided questions to answer at each station, along with what the teacher should post at each station to help them find the helpful information.
I offer a quiz (about 5 questions) after conducting the pre-reading gallery walk to ensure students understand the major concepts. (Example: What are the similarities between The Second Red Scare and The Salem Witch Trials? What were the beliefs of The Puritans? Why did Arthur Miller write the play? What is an allegory?)
What others are saying about this pre-reading gallery walk:
BEFORE READING THE PLAY: I tell the students we are going to act it out. I assign and switch roles day by day. We watch the movie throughout( which helps students better understand the characters and the setting, Students act it out, get into character, and it’s engaging! If you have struggling readers you may take on a role yourself, be a narrator, or get aids or your co teachers to take on roles. To build student confidence, you may have them screen the lines the night before (the text is free online if you don’t have enough books to have the students take them home). To promote engagement from shy or introverted students)I ask those who are good at art to draw pictures of the characters. Usually I put them together and make a web that could help us track the characters as we go. I bought removable tape on Amazon and encouraged the students to draw and explain the connections between the characters.
2. Teach lessons for Act 1. Give students “Act 1 Task Cards - THE CRUCIBLE - 10 DETAILED LESSONS” and use the corresponding slides “ALL OF ACT 1 Slides”
I love having students act out and the sillier the props, the better. INCLUDE PROPS! Get creative. If you have to have the students make paper bonnets, DO IT! They will love to help out and get involved, no matter the age. I have Googled how to make a fake fireplace, and it adds excitement to the classroom and ignites curiosity in the students! This year we used my daughter’s “Masha and The Bear” doll and put it in a plastic bin as the “Betty” (see image below)
Reverend Parris had a witch hat. It was both engaging, hysterical, and fun! The energy was contagious. One of my students who played Parris held a necklace on his own and pretended they were Rosary Beads!
Right before Reverend Hale comes in we listen to this Ted-Talk- it really connects to the play, gives modern examples of why one would confess to a crime they did NOT commit! I only added it in recent years, and found it gives students a better understanding as to why the girls do what they do!
In lesson # 10 I prompt students to focus on different conflicts and prompt them to make posters as a group. It breaks up the monotony of continually acting and gives them a chance to reflect- there are MANY existing and ongoing conflicts and some have existed for years-and the tension is building up! This is important to emphasize and is a major cause of mass hysteria. Giving students a chance to work as a small group and get creative, always helps their engagement levels and interest in the play!
3. After Act 1, complete the "I TITUBA" After Reading Act 1 Of The Crucible Activity” (Requires purchase of “I Tituba” by Maryse Conde)
This is a culturally responsive approach to teaching The Crucible.
After 9 years of teaching this play, I was made aware of this fantastic novel written in the first person of Tituba.
It is also a great way to teach different points of view. This text is written in first person point of view and offers insight into a character who is relatively minor in the play as a whole. It explains where exactly she came from and her internal thoughts and feelings on Salem, The Puritan religion and many of the characters we see in the play.
The lesson included in the bundle is a 2-3 day student centered and engaging lesson that prompts the students to make inferences about what different authors think about who the real Tituba was, make comparisons, and make conclusions about her for themselves. It is an excellent way to also teach how point of view can affect how the reader feels about certain characters in a story. It is included in the Argument so many students choose to come back to this text at the end of the play, and include it in responding to whether or not society targets a specific group of people. They have also used it to respond to the argument that you should sacrifice your beliefs to save yourself, based on how she chose to survive.
The text is not included, you will need to buy it. I got mine on Amazon. I loved chapters 9-11 and felt they worked best.
What other educators are saying:
Maria M.
"THANK YOU for teaching me about this book's existence and making it easier to incorporate other texts! This was a great way to teach perspective and point of view! My students really loved the excerpts you chose- the connection to the play was very clear!"
Jennifer C.
"Used before reading the Crucible and half hanged Mary... great resource"
Kelli F.
"Love, love, love this!! Tituba is my favorite character, and it was great to show my students how important she really was. Thank you so much!"
Marina E.
"I was planning to use excerpts from this text while reading The Crucible and this was helpful when planning out my lesson"
4. Teach lessons for Act 2. Give students “Act 2 Task Cards - THE CRUCIBLE - 6 DETAILED LESSONS” and use the corresponding slides “ALL OF ACT 2 Slides”
This is one of my favorite acts. The students now know the major characters, they know about the affair, and I love staging this scene. This year I had a couple of students help me make a “fireplace” at lunch out of a box and construction paper. I added a couple of twinkle lights. A pretend cauldron or pot is a MUST- and this year I wrapped up hand sanitizer and made my own “salt” I am always sure to emphasize how important the stage directions are- especially in the beginning of the act! Before beginning the act, the students come in and see the stage set up. I ask them to make inferences about what the act will include, and tell them that it takes place at the Proctor home. You can have them guess what will occur based on the props that are given and the setting. You can even tell them that only John and Elizabeth will be in the act.
5. Teach lessons for Act 3. Give students “Act 3 Task Cards - THE CRUCIBLE - 8 DETAILED LESSONS” and use the corresponding slides “ALL OF ACT 3 Slides”
Act 3 takes place in "The Courtroom". I tell students that each act has a different setting. It took me a couple of years of reading this play to notice that trend, and to notice that in this act the “men” (Giles, John, and Francis) all barge in to defend their women. When it comes time for Danforth to order John and Abigail to “turn their backs” - it is extremely important to play this out with the students.
After this scene I love showing the scene from the 1996 version of the play.
I show clips of the movie throughout reading in short increments. I find it helps students understand character portrayals. It helps their acting skills while still enabling them to practice their own choices while reading (some of the accents I have heard have been hysterical!)
AFTER ACT 3: - THE SECOND RED SCARE COMPARISON
This is where I feel it is a GREAT opportunity for students to connect to the allegory- the purpose behind this play, the Second Red Scare!
There are two one day lessons I have created which prompts students to compare the characters in The Crucible to the Hollywood 10 (The men who refused to name names) and the Most Notorious Informants (The RATS! as my students like to call them!)
Bringing in this non-fiction is perfect timing for after Act 3. It also, really helps them with their final argument essay assessment!
6. Mid-play project. “Choose Your Own Crucible Adventure”
Here is an opportunity for students to get a bit of a break, be student-centered (you also get a break) and a filler if you have to leave sub plans!
If you're looking for a way for students to be creative while demonstrating their understanding and deeper thinking of the play, this is for you! A great way to have students work collaboratively and receive an assessment or project grade!
Project Options for Students include:
Character Playlist
Mass Hysteria Research
Make a meme or PSA intended to assist the people of Salem
Make a theme/central idea poster!
Students may do this on a Google Slide, Canva, Powerpoint, or on poster paper
You can have them work alone or in groups- you know your students!
I had mine work in groups of 3, but a few students preferred to work alone- which I allowed.
You can even choose to have them present these projects to the class.
We have students present these as a group, and the memes always give us a good laugh!
My students love this project so much, that I have adapted it to fit into my Of Mice and Men Unit- and it was just as popular!
7. Teach lessons for Act 4. Give students “Act 4 Task Cards - THE CRUCIBLE - 6 DETAILED LESSONS” and use the corresponding slides “ALL OF ACT 4 Slides”
As we conclude the play, it is important to remind students to keep the question in mind,
Should you sacrifice a belief to save yourself?
There will be some characters who stay true to themselves, and others who flop towards the end due to fear.
Spoiler alert:
I always break up the lesson to end where John says "I want my life!" and convince students that this was his decision... and leave them on a cliff hanger until the following class!
Students get so angry with the ending. Some understand, some are frustrated, but there is always so much emotion- and that's the best part of teaching this unit!
With showing the ending I usually pause right before- they don't show it *, but the sound of the necks breaking is too much for me (and you never know who it will trigger!)
Post play:
Read & Teach “Martyr, Martyr” by Bryan Miles
Students will annotate this poem and use it to help them respond to the question:
Should you sacrifice a belief to save yourself?
Students should fill out a t-chart for characters who do, and do not sacrifice their beliefs, including the reasons why!
8. OPTIONAL: John & Elizabeth Proctor- A closer look - THE CRUCIBLE - End of Unit Assessment
Depending on how much time we have, I sometimes make this one extra credit.
Are John and Elizabeth a strong couple? Did he every truly redeem himself in his marriage?
This lesson promotes students engaging with the text and conducting a close reading - encourages them to go back and reread their conflicts and track their relationship throughout each act.
It prompts students to form an argument about the relationship with the Proctors, and defend the argument with text evidence from the play
9. The Final Assessment! The Argument Essay - The Crucible & Other Related Texts
I keep these posters up the ENTIRE time we are reading so the students keep the argument questions in mind as we read- from start to finish!
As we discuss, students record responses and it builds confidence in their writing and thinking skills!
This argument is aligned to standards as well as state exams (NYS English Regent)
Does society under pressure target a specific group of people?
Should you sacrifice a belief to save yourself?
Students are given a choice and must use TWO of the multiple articles provided IN ADDITION to using The Crucible as a source to defend their argument!
Links are included for all articles
T-Charts, sample thesis statements with suggested evidence from the play and the articles are also included. This works especially great for struggling writers, ENL and Special Education students!
(In order to differentiate, you can help students choose from a thesis statement sample, and work from there. You can also modify by asking them to only use ONE text instead of three. Or, you can have them omit the counterclaim paragraph!)
Here is my usual Argument Essay Writing Process:
Choose essay question
Deconstruct the prompt & rubric
Form T-Charts with those who chose the same essay question (small group)
Write Thesis Statement
Annotate a mock essay (intro + body 1 + body 2) and write first three paragraphs
Annotate a mock essay (counterclaim) and write fourth paragraph
Complete first draft & peer edit & revise!
10. Bonus/Fun
ESCAPE THE CLASSROOM! The Crucible Edition- team building activity
I save this for the end as a post writing an essay treat! I have the students work together as a whole, and I time each class.
When they walk in, I have a slide on the board showing an escape room and playing escape room music.
There are posters that explain they will need to solve the 5 puzzles in order to open the lock.
I give extra credit to the entire class that finishes the fastest, and this is what prevents them from giving away the answers to their friends throughout the day!
If you have a wordsmith lock, it makes it a bit more fun. If you don't, have the students write the answers on the board!
Thank you for reading, and I cannot wait to hear about your experiences with making this play come alive!
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