Teaching The Crucible can be hit or miss. On the one hand, the language and complex ideas can be daunting. On the other hand… forbidden romance, rumors, power dynamics? The play has all the makings of a guilty-pleasure binge watch.
Historically, The Crucible has been one of my more successful units. One of my favorite memories is from a few years ago when most of the roles were gender-swapped as we read aloud. “Abigail” almost lost his voice from trying to be high-pitched for so long, and somehow Mary swapped between southern belle and surfer girl (when asked about the choice, the student was essentially like, “Why not?” The fact that this was set in 1600s New England was a minor detail).
Over the past few years, I’ve been reworking my Crucible unit plan , and I *think* I have it where I want it. Keep reading to see my current unit organization.
THE CRUCIBLE UNIT PLAN OVERVIEW
Every time I teach The Crucible, I end up tweaking something. However, my typical unit plan looks like this:
Time spent: approximately 5–6 weeks
2–3 days for introductory material
Roughly one week per act
About one week for post-reading activities, including the escape room, hexagonal thinking, and assessments
How we read
This depends on the class. With my Honors students, I typically have students volunteer for parts, and we read aloud. With my on-level classes, I usually use an audio version while students follow along in the text. When students are still building reading stamina and fluency, the audio helps them focus on understanding the play’s challenging language. Either way, we stop every few pages to discuss what’s happening.
Our routine for each act
Read or listen, pausing periodically to discuss.
Analyze selected passages through close reading.
Complete supplemental activities, such as a question trail or stations.
Watch the corresponding section of the film.
What I prioritize when time is short
I’m big on analysis, so if we’re running short on time, I prioritize close reading and analysis stations—anything that gets students digging deeper into the text.
THE CRUCIBLE PRE-READING ACTIVITIES
My unit can be broken down into 3 parts: pre-reaading, during reading, and after reading activities.
Intro Stations
I have recently (as in the last 3 or 4 years), become a huge fan of stations – especially when used to introduce material.
I’m trying to incorporate more movement into my lessons, and I’ve found that stations are a great way to do that. Plus, they put the responsibility back on the student. No more “sit and get”. Students have to do the work, and I get to walk around and listen. Plus, stations are great for collaboration.
Picture your students rotating through stations learning about Puritan society, McCarthyism, and the Salem Witch Trials. It’s like a mini field trip that gets them excited about the play! The process usually takes about a class period and a half (my periods are 45 minutes). I usually allow around eight minutes per station, but you can adjust to fit your class length and/or to give students more time to tackle certain stations.
Character Analysis Graphic Organizers
I’m also a huge fan of characterization activities. One of my go-to activities is character analysis graphic organizers. Students choose (or are assigned) a character to track. Throughout the play, students make a note of indirect characterization, important quotes, motivations, and more.
This is a great way to keep students tuned in and accountable. Plus, their organizers can serve as pre-writing for a character analysis essay.
THE CRUCIBLE ACTIVIES: DURING READING
I know that many students thrive on consistency and routine, so I try to include the same types of activities for each act. These activities include:
- vocabulary
- questions (I try to stick to 6-8 and use a combination of basic recall and higher-order thinking)
- close reading passage w/ short response
- skill focus
- writing extension
Each of these activities, along with a summary and critics review, are packaged up in a “playbill”. Something about the format as opposed to a traditional worksheet just seems more appealing.
In addition to these staples, I like to include other activities relevant to each act.
The Crucible Act 1 Activities
My unit Essential Question (EQ) is “How is language used to establish and maintain power?”. So naturally, I incorporated my love of stations into this EQ. For Act 1, students examine 6 different excerpts (the last 3 are part of a longer excerpt broken into smaller chunks). At each station, student look at:
- who has the power
- who doesn’t have the power
- how language is used to establish and maintain the power (a great refresher in rhetorical appeals)
Time spent: 1-1.5 periods
Grouping: groups of 4-6 (I have tables, so they’re naturally grouped this way)
Student outcome: Use evidence from excerpts to explain how characters use language to gain power or maintain control over others.
Other Act 1 activities include:
- characterization close reading for Abigail
- skill focus: motivations for/against witchcraft accusations
- writing extension: author’s craft (focus on diction)
The Crucible Act 2 Activities
For Act 2, I wanted to continue incorporating movement but switch it up a bit. Enter the Act 2 question trail. I posted 8 multiple-choice questions around the room. Each answer choice led the students to a different question. If answered correctly, students end up where they started.
Time spent: 20 minutes
Grouping: 4-6 students
Student outcome: Test understanding of plot and character actions from Act 2
Act 2 also includes the poppet scene – the little doll that becomes Elizabeth’s undoing. So, to continue practicing characterization, I have a Design a Poppet activity. Students choose a character that’s been introduced up to this point and create a poppet that best represents them. They then have to write a justification for their choices. Critical thinking and writing? Win-win.
Time spent- poppet design: 2 periods
- period 1: planning & finding evidence
- period 2: creating poppet & writing the justification
Student outcome: Translate character analysis into design choices and justify with textual evidence
Other Act 2 activities:
- conflict close reading (John & Elizabeth’s relationship)
- writing extension: argument
- skill focus: allusions
The Crucible Act 3 Activities
Act 3 sees the return of stations – this time with two main focuses: logical fallacies and the author’s craft. Students are given examples of three logical fallacies and must identify them in the provided excerpt. They also analyze various elements of the author’s craft such as diction and dialogue.
Act 3 is also the famous (infamous?) courtroom scene. Here I’ve added a close reading of Senator McCarthy’s “Enemies from Within” speech, focusing on the rhetoric used. Some of the same rhetoric used in this act??
Timing: 1 period
Student outcome: Identify logical fallacies and flawed reasoning. Explain how persuasive language can fuel accusations and reinforce authority (perfect tie-in back to the unit EQ)
Other Act 3 activities include:
- reputation close reading (Elizabeth and John)
- skill focus: irony
- writing extension: argument – defense attorney for John or Mary
The Crucible Act 4 Activities
Last, but not least, Act 4! For this act, we’re back to a question trail.
We wrap up our unit with a close reading analysis of Arthur Miller’s “Why I Wrote The Crucible“, bringing our unit full circle. Revisit historical context and consider how Miller’s purpose is reflected in the characters, conflicts, and themes.
Timing: 1 period
Student outcome: Connect Miller’s purpose to the play’s themes. Revisit the unit EQ: “How is language used to establish and maintain power?”
Other Act 4 activities include:
- reputation & good name close reading (John)
- skill focus: topics & themes
- writing extension: elegy
THE CRUCIBLE ACTIVITIES: AFTER READING
Prior to our final assessment, I like to include some fun activities that also serve as a review. My two go-tos are escape rooms and hexagonal thinking.
Escape Room
I love a good escape room. I’ve used both print and digital versions Crucible Escape Room. Both have a narrative format.
In the digital version, students play as a character who has been left a house by their great-aunt. Her one request? They read the diary found in the attic. Students use clues and solve a series of tasks to reveal their great-aunt’s motivation for leaving them the house and diary.
The print version has an optional narrative twist. Instead of discovering an old diary, students play as the writer of that diary – a young girl living through the witch trials. Historical names and some dates are included for authenticity.
Timing: 1-1.5 periods
Student outcome: Review plot, characters, quotes, and more in an engaging and interactive way. No boring study guides here!
Hexagonal Thinking
I stumbled across hexagonal thinking on Betsy Potash’s website (or maybe the podcast?) and immediately knew I wanted to incorporate it.
If you’re not familiar, the basic premise is this:
Students are given a set of hexagons with words, phrases, characters, etc. on them. They must work to find connections between these hexagons and then justify their choices. What I love about this activity (which is also what some of my students didn’t love) is that there is no *right* answer. Sure, there may be some connections that are stronger than others, but as long as students can justify their choices, they’re correct. This activity can be done digitally or with printed hexagons (tip: if you go this route, laminate the hexagons. Have students take a picture of their completed map and then reuse the hexagons).
Timing: 1 period
Student outcome: Deepen analysis and justify choices.
There you have it. My favorite activities for teaching The Crucible.
I’d love to hear your favorite The Crucible activities. Hit “Reply” and let me know!
Want to try some of the activities mentioned above? Grab your free The Crucible Unit Activities Sampler here!
Looking for ready-to-go lesson plans for The Crucible? Check out this The Crucible Unit plan, including intro stations, character analysis, activities for all four acts, the escape room, and the hexagonal thinking activity.
