September 30 & October 1, 2026

Agenda

1. Starter/Exit Ticket #16: 9/28 & 9/29

1. How are the ways people accuse one another and defend themselves in Werewolf similar to the ways the characters accuse one another and defend themselves in The Crucible? (3-4 complete sentences)

2. How were your decisions in the game affected by the fear, suspicion, or pressure from your classmates? How could this be connected to the behavior of the characters in The Crucible? (4-5 complete sentences)

3. How did Werewolf help you understand The Crucible? (Suggestion: think of rumors, accusations, group think, etc.) (4-5 complete sentences)

2. Reading: The Crucible - Act 3

• Reading - The Crucible: Act 3 - textbook, annotated to match audiobook

• Audiobook

3. Assignment: The Crucible - Act 3 Assignment

• Directions: While reading Arthur Miller’s The Crucible, investigate how characters manipulate language, situations, and audience for their specific purposes.

• Essential Terminology / Motifs, Major Ideas, Objects / Words to Track / Guiding Questions

  • Act 3 Guiding Questions Handout

  • Act 3 Guiding Questions Assignment

Daily Notes

• Act 3, Day 1 Notes - teacher, class

• Salem Pictures

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Assignment Notes

Act 1

• Act 1 Assignment - teacher, class
• Jukebox Musical Assignment - teacher, class

Act 2

• Act 2 Assignment - teacher, class
• Act 2 Motifs - teacher, class
• Motif Writing Assignment - example

Act 3

• Act 3 Assignment - teacher, class
• Act 3 Guiding Questions Handout - teacher, class
• Act 3 Writing Response - teacher, class

Act 4

• Act 4 Assignment - teacher, class
• Additional Assignment - teacher, class

Charts

Conflict Map

teacher class

Character Chart

teacher class

Events Chart

version one version two

Power Chart

class