Learning Goals: we are learning to demonstrate our understanding of the play The Crucible by answering the study guide questions below. Some questions will require making inferences to answer effectively.
Success Criteria: I will answer the questions successfully if I…
- write in full and grammatically correct sentences
- use my own words and quote correctly when needed
- include key words from the question in my answers
- use thoughtfully chosen ideas from the text to support my ideas
- activate my critical thinking skills to understand implied ideas and answer accordingly
Act Two Questions:
- Use clues from the text to determine the mood at the beginning of Act Two.
- What does John do to the soup in the stage directions? What does John say about the soup when he tastes it? Why do you think he lies?
- How would you describe John and Elizabeth’s relationship at this point in the play?
Ex. when John kisses Elizabeth “She receives it” (Miller 50). What do you think this reveals?
- How has Mary changed since she has been attending court? (Hint: see page 52).
- What does Mary Warren give Elizabeth?
- According to Mary, how many women have been arrested? What does this reveal about the society of Salem?
- Why does Elizabeth say “Oh, the noose, the noose is up!”? (Miller 60).
- What does Elizabeth want John to do in town? Why is he hesitant to do this?
- Why is Reverend Hale at the Proctor house?
- How does the following quote characterize Parris? John says, “a minister may pray to God without he have golden candlesticks upon the altar” (Miller 65). What do the candlesticks symbolize?
- What does Hale ask John to do to test his faith? What does he forget and why is this ironic?
- What news do Giles Corey and Francis Nurse tell John Proctor?
- How does the poppet become “proof” of Elizabeth’s accusation? What do you think the poppet symbolizes?
- What does John mean when he says, “I’ll tell you what’s walking in Salem – vengeance is walking in Salem”? (Miller 77).
Rubric/Teacher Feedback:
| Thinking /5 marks | Level 1 [2.5] | Level 2 [3] | Level 3 [3.5] | Level 4 [4, 5] |
| Student is able to demonstrate critical thinking skills through analysis of the play with a high degree of effectiveness | Student is able to demonstrate critical thinking skills through analysis of the play with a limited degree of effectiveness | Student is able to demonstrate critical thinking skills through analysis of the play with some degree of effectiveness | Student is able to demonstrate critical thinking skills through analysis of the play with a considerable degree of effectiveness | Student is able to demonstrate critical thinking skills through analysis of the play with an exceptional degree of effectiveness |
