1. Major Art Modality Utilized: Drama & Movement / Artistic Language Multiple Intelligences Addressed: Linguistic, Interpersonal, Intrapersonal Lesson Abstract: This lesson will serve as a culminating activity and a review for Act I of The Crucible. The students will demonstrate their knowledge of the principle plot elements of Act I as well as the characters’ motivations and moods. The students will cooperatively plan scenes representing a portion of Act I in one of a variety of genres. Materials Needed: Each student will have a copy of the play, a pen or a pencil, one sheet of paper per group, an additional one sheet of paper per student, tape, and their journals. Procedures: The class will complete reading Act I of The Crucible. They will brainstorm and list as many film and/or stage genres as they are able. The teacher will review them with the students, clarifying the definitions of the genres. The students will form themselves into groups of their own choosing. The members of each group will: 1) decide upon a scene of approximately four pages in length from Act I that fits the number of people in their group. 2) Choose a genre with which to portray their scene. 3) Assign parts so that each person understands his or her role. 4) Outline the plot elements, character motivations, and character moods from the original scene to identify the information which must transfer to the “Built Scene.” 5) Outline the new scene to reflect the group’s chosen genre incorporating the elements, motivations, and moods necessary to maintain the integrity of the play and reinforce student understanding. Standards Addressed in this Lesson:  AKS & GPS  GPS/State Standards FAAC_A2011-2: create and perform roles within a variety of situations and environments FAAC_A2011-6: analyze and evaluate dramatic texts as a basis for performance FAAC_A2011-8: critique various aspects of theatre and other media using appropriate supporting evidence FAAC_A2011-9: participate actively and appropriately as an audience member LA11_B2010-8: identify, analyze, and apply knowledge of the themes, structures, and elements of dramatic American literature and provide evidence from the text to support understanding Standards Addressed in this Lesson:  AKS & GPS  GPS/State Standards FAAC_A2011-2: create and perform roles within a variety of situations and environments FAAC_A2011-6: analyze and evaluate dramatic texts as a basis for performance FAAC_A2011-8: critique various aspects of theatre and other media using appropriate supporting evidence FAAC_A2011-9: participate actively and appropriately as an audience member LA11_B2010-8: identify, analyze, and apply knowledge of the themes, structures, and elements of dramatic American literature and provide evidence from the text to support understanding SUBJECT AREA/ SUGGESTED GRADE LEVEL: Language Arts, Drama / High School Page 1 of 2

2. Area for Teacher Notes: The Crucible is such an engaging play. Even students who would label themselves as “tuned out” become very involved. For this reason, I am very liberal about the genres that the students choose. Instead of Film Noir, I let them model Sponge Bob if they wish. Depending on the level of the class, I may or may not allow them to use scripts when they perform. When I do not, I have them rehearse on Friday, giving them the weekend to learn their lines. Area for Teacher Notes: The Crucible is such an engaging play. Even students who would label themselves as “tuned out” become very involved. For this reason, I am very liberal about the genres that the students choose. Instead of Film Noir, I let them model Sponge Bob if they wish. Depending on the level of the class, I may or may not allow them to use scripts when they perform. When I do not, I have them rehearse on Friday, giving them the weekend to learn their lines. Procedures continued: The class will have 15 minutes to set up, brainstorm, and review for the assignment. The students will utilize the remaining 40 minutes to complete the above five points and then rehearse. On day two, the students will perform their scene. Prior to the performances, the class will develop a multi columned chart, with one column for each group/scene. Prior to each performance, the balance of the class will participate in a teacher lead brainstorming activity to determine what they believe the important information is in the scene. The evaluation will be student lead. After each scene is completed, the students will assess the presentation based upon how many of their important points were included in the scene. They will also record feedback for the performing groups. Once the performances are completed, the students will tape their anonymously written assessment on the walls. The students will rotate through the classroom, read the assessments, and take notes in their journals regarding how they did and how they could improve. When the assessment portion is completed, the students will write a reflection in their journals about how they feel and what they think about this drama experience. SUBJECT AREA/ SUGGESTED GRADE LEVEL: Language Arts, Drama / High School Page 2 of 2 Assessment: The assessment is an informal journal entry, a comparison with known important facts, and an anonymous peer critique. Resources/ Links: Sources for lesson, additional websites, rubrics, etc.