I.

LESSON TITLE The Crucible The Trial of Abigail Williams

II. ESSENTIAL QUESTIONS:
How can the court system be used to determine the truth?
What are the roles of defense attorneys, prosecutors, and witnesses in a trial?
How can interrogation be used to arrive at a complete picture of a series of
events?
How can the wording of questions and answers alter ones perceptions of people
and events?
III. OBJECTIVES & ENDURING UNDERSTANDINGS:
Learning Objectie! A!!e!!"ent!
onstruct questions that reflect a clear line
of logical thought and lead to a sound
conclusion!
"ubric
Adapt quic#ly to une$pected questions and
responses!
"ubric
Write opening and closing statements that
sum up the main points of an argument and
phrase them in a compelling, yet logical,
manner!
"ubric
omport oneself in a manner appropriate
for a courtroom!
"ubric
IV. STANDARDS:
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ome to discussions prepared, having read and researched material under study. e$plicitly draw
on that preparation by referring to evidence from te$ts and other research on the topic or issue to
stimulate a thoughtful, well(reasoned e$change of ideas!
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"espond thoughtfully to diverse perspectives, summari0e points of agreement and disagreement,
and, when warranted, qualify or 1ustify their own views and understanding and ma#e new
connections in light of the evidence and reasoning presented!
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&valuate a spea#er3s point of view, reasoning, and use of evidence and rhetoric, identifying any
fallacious reasoning or e$aggerated or distorted evidence!
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5resent information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organi0ation, development, substance, and style
are appropriate to purpose, audience, and tas#!
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Adapt speech to a variety of conte$ts and tas#s, demonstrating command of formal &nglish when
indicated or appropriate!
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ite strong and thorough te$tual evidence to support analysis of what the te$t says e$plicitly as
well as inferences drawn from the te$t!
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/etermine the meaning of words and phrases as they are used in the te$t, including figurative and
connotative meanings. analy0e the cumulative impact of specific word choices on meaning and
tone 7e!g!, how the language evo#es a sense of time and place. how it sets a formal or informal
tone8!
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Analy0e how comple$ characters 7e!g!, those with multiple or conflicting motivations8 develop
over the course of a te$t, interact with other characters, and advance the plot or develop the
theme!
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Write arguments to support claims in an analysis of substantive topics or te$ts, using valid
reasoning and relevant and sufficient evidence!
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/raw evidence from literary or informational te$ts to support analysis, reflection, and research!
V. #RE$LESSON ASSIGN%ENTS AND&OR #RIOR 'NO(LEDGE
%tudents have had lessons in the rules of the courtroom. they received a handout
outlining these, and they have seen movies on the sub1ect, as well! They were given the
attached rubric, and ) consulted with them regularly during the process of creating
questions and answers! Therefore, their e$pected prior #nowledge is that which was
established in the preceding classes, as well as a thorough #nowledge of the plot events
and characters in The Crucible!
VI. LESSON BEGINNING
/es#s already arranged to replicate, as closely as possible, a courtroom! %tudents come in
and sit at assigned seats 75rosecution at one side, /efense at another, Witnesses behind
them8! Teacher wal#s in, says 9All rise for the honorable :udge ;rahel.< students stand
until teacher reaches his seat and says, 9=e seated!<
VII. INSTRUCTIONAL #LAN 7>- minutes8
5lea
o Teacher says, 9Abigail Williams, please rise!< ?she rises@ 9Abigail
Williams, you are accused of engineering a conspiracy to commit murder!
How do you plead?<
Anticipate lawyers saying, 9We plead Aot Builty for reasons of
temporary insanity, *our Honor!<
Cpening statements
o Teacher says, 9Dery well! /efense, you may now ma#e your opening
statement!<
o After this, teacher says, 95rosecution, your opening statement!<
5rosecutions Witnesses
o 5rosecution brings up its witnesses, interrogates them
o /efense has an opportunity to interrogate them immediately after
prosecution has completed its line of questioning
/efense has two minutes after each witness to discuss the
questions they have heard and alter their own questions as needed
o 5rocess continues until 5rosecution 9rests<
/efenses Witnesses
o /efense brings up its witnesses, interrogates them
o 5rosecution has an opportunity to interrogate them immediately after
prosecution has completed its line of questioning
5rosecution has two minutes after each witness to discuss the
questions they have heard and alter their own questions as needed
o 5rocess continues until /efense 9rests<
"edirect
o 5rosecution may recall any witnesses it chooses
o When prosecution 9rests,< defense may recall any witnesses it chooses
=oth sides may only recall either to refute previous testimony or to
obtain a fuller picture of events!
losing statements
o 5rosecution ma#es its closing statement
o /efense ma#es its closing statement
/eliberation
o :ury ma#es its decision, delivers that decision
:ury composed one person my supervisor
/uring this time, students are directed to write about one thing that
went well during the trial and one thing they wish they had done
differently
VIII. CLOSURE
Teacher as#s students about what they thought went well, what could have gone better,
and whether they agree with the verdict or not!