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English 503 Thematic Unit

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Thematic Unit: “Pieces of the Puzzle”

By:

Derek Sherman


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Table of Contents

Thematic Unit: Introduction Pgs. 3-5

Warm Up Activity: “Language is

Power”

Pg. 6

Semicolon Practice Pg. 7

Dear John Exercise 1 Pg. 8

Dear John Exercise 2 Pg. 9

The Crucible Acts I, II, and III

Quotes

Pgs. 10-24

Punctuation as Power

Assignment/Rubric

Pg. 25

Internal Punctuation I Worksheets Separate

Comma, Semicolon, and Colon

PowerPoint

Separate

Power of Punctuation PowerPoint Separate

Thematic Unit Rationale Separate


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Thematic Unit: Pieces of the Puzzle

Summary: Within this lesson, grammar’s foundational elements—specifically punctuation—will

be discussed, analyzed, and put into praxis in relation to Arthur Miller’s The Crucible. This

lesson should be completed during Acts III and IV, as a working knowledge of the play is

needed. An introductory lesson on how “Language is Power” will be discussed in relation to

punctuation’s purpose in the English language and The Crucible. After the introductory lesson,

individual punctuation marks—semicolon, colon, and commas—will be introduced and students

will be asked to create their own sentences that relate to the plot of The Crucible. Once students

have utilized punctuation marks, they will then be required to take an important quote from The

Crucible—preferably a quote that is at least 5 lines long—and change, add, or delete punctuation

from the original quotation to create a new meaning for the quote. The student will then have to

juxtapose the original quote with their new quote and write a paragraph that utilizes the elements

of punctuation discussed to show the differences in meaning and how their change of

punctuation could alter the plot, characters, and purpose of the play. Students will be assessed

on correctness of punctuation, creating a new meaning for the quote, and writing a paragraph that

illustrates the differences in meaning and how it affects The Crucible’s characters, plot, and

purpose.

Lesson Objectives:

1. Students will be able to use semicolons, colons, and commas properly

2. Students will be able change the meaning of a quote by using semicolons, commas, and

colons

3. Students will be able see that how language is structured matters and that punctuation can

change that meaning positively or negatively

4. Students will be able to increase their knowledge of composing in the realms of

linguistics, literature, and rhetoric

Standards Met (Common Core State Standards):

1. L. 9-10.1: Demonstrate command of the conventions of Standard English grammar and

usage when writing or speaking


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2. L. 9-10.2: Demonstrate command of the conventions of Standard English capitalization,

punctuation, and spelling when writing

3. L. 9-10.3: Apply knowledge of language to understand how language functions in

different contexts, to make effective choices for meaning or style, and to comprehend

more fully when reading or listening

Lesson 1 Activities:

Warm Up: Please write a one-paragraph response (7 complete sentences) to this

question: Do you believe that “Language is Power?” Can you think of a time when

language was used to persuade you in a positive or negative manner? Also, point to an

example of how language has been a negative influence within Acts I and II of The

Crucible.

Introducing commas: Students will be given a presentation on the proper placement of

commas. This presentation utilizes modeling of comma rules and guided practice of these

rules.

Additional practice: Students will be given a grammar worksheet to further practice

commas.

The Crucible: As a class we will be reading Act III.


Sentence Creation: Students will participate in a refresher of comma rules by creating

sentences as a class. For the sentence creation, students will be given a plethora of

laminated notecards and will have to, as a class, create sentences that utilize comma

rules. Students will be reminded of these rules during the creation of the sentences.

Introducing Semicolons: Students will be given a presentation on the proper placement of

commas. This presentation will utilize a modeling and practice methodology.


semicolons.

The Crucible: We will read Act III


Practice Quizzes: Students will complete the comma quiz

(http://www2.ivcc.edu/eng1002/practice_comma_quiz.htm) and will have to show me

their score for a participation grade. However, the students’ real grade will be taken

down so that a better understanding of the students’ knowledge can be understood.

Additionally, students will have to write five sentences that use semicolons properly,

which will also be used as a participation grade.

Introducing Colons: Students will be given a presentation on the proper use of colons. As

with the previous two presentations, the presentation will utilize a modeling and practice

approach.


colons.

The Crucible: We will continue reading Act III


http://www2.ivcc.edu/eng1002/practice_comma_quiz.htm


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Activating Prior Knowledge: Students will have to take the commas, semicolons, and

colons practice quiz

(http://www.niu.edu/writingtutorial/punctuation/quizzes/Comma.htm). Students will

have to show their final score to me as participation; however, as with the previous

scores, the real scores will be marked down to assess students’ actual knowledge.

The Power of Punctuation Activity: Students will be guided through a presentation that

will show the power of punctuation and why it is necessary to be careful of where

punctuation is placed. Additionally, students will be asked to analyze the “Dear John”

letter before punctuation has been changed, which will require them to see what the letter

has to say and whether or not it is positives. Afterwards, students will get the “Dear

John” letter that has its punctuation changed and they will be asked to analyze the new

letter in the same manner as the previous.

Quote Analysis: Students will be split into groups and will be asked to analyze several

quotes from Acts I, II, and III. The student will have to make sure they are taking notes,

as they will have to save these analyses for tomorrow’s activities.


Review Quotes: Review what the quotes handed out in yesterdays “Quote Analysis”

meant.

Changing Meaning: Students will be given an assignment where they have to re-

punctuate a quote from the quote analysis exercise yesterday. Students will have to work

on changing the original meaning of the quote by changing the punctuation, sentence

structure, and grammar. Students will be assessed on their ability to change the original

meaning, using semicolons, colons, and commas properly, and creating a one-page

analysis on how they changed the meaning of the original quote and how this new

meaning would change the play. Students will be given a rubric so that they know what

they will be assessed on.

Work-time: Students will be given the remainder of the time for this lesson to work on

changing the meaning of the quote.


Turn-in: Students will turn-in their final one-page analysis of changing the quote and

their changed quote.

http://www.niu.edu/writingtutorial/punctuation/quizzes/Comma.htm


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Warm Up Activity: “Language is Power”

Please write a one-paragraph response (7 complete sentences) to this question:

Do you believe that “Language is Power?” Can you think of a time when language was used to

persuade you in a positive or negative manner? Also, point to an example of how language has

been a negative influence within Acts I and II of The Crucible.


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Semicolon Practice

Your goal is to write me 5 sentences that utilize semicolons properly. Additionally, your 5

sentences should demonstrate your knowledge of The Crucible; therefore, create sentences that

demonstrate the plot, characters, relationships, and etcetera within the play.

1.

2.

3.

4.

5.


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“Dear John” Letter Exercise

You will be given a letter below that I want you to analyze for what it says, literally. Also, tell

me whether or not this letter is positive or negative in nature. Your analysis should point to at

least one specific piece of evidence that proves its meaning and be at least 5 sentences.

Dear John:

I want a man who knows what love is all about. You are generous, kind, and thoughtful. People

who are not like you admit to being useless and inferior. You have ruined me for other men. I

yearn for you. I have no feelings whatsoever when we’re apart. I can be forever happy.

Will you let me be yours?

Gloria


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“Dear John” Letter Two Exercise

Similar to the previous “Dear John” exercise, I will give you a letter that demonstrates a certain

meaning and feel to it. Therefore, I want you to analyze the letter for what it says literally and

whether or not it is positive or negative in meaning. As usual, your analysis should be at least 5

sentences in length and point to at least one piece of evidence that proves your analysis.

Dear John:

I want a man who knows what love is. All about you are generous, kind, thoughtful people, who

are not like you. Admit to being useless and inferior. You have ruined me. For other men, I

yearn. For you, I have no feelings whatsoever. When we’re apart, I can be forever happy. Will

you let me be?

Yours,

Gloria


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Act I The Crucible

Make sure you read the section before and after your quote. Then answer the following

questions for each passage:

1. What is the context? (In other words, what is going on when this is being said?

Set the scene for us…tell the story at this point in the play.)

2. Why is this quote important? What does this say about the character(s)?

Abigail: I look for John Proctor that took me from my sleep and put knowledge in my heart! I

never knew what pretense Salem was, I never knew the lying lessons I was taught by all these

Christian women and their covenanted men! And now you bid me tear the light out of my eyes? I

will not, I cannot! You loved me, John Proctor, and whatever sin it is, you love me yet!

Act I: Passage 1


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Abigail: I want to open myself . . . I want the light of God, I want the sweet love of Jesus! I

danced for the Devil; I saw him, I wrote in his book; I go back to Jesus; I kiss His hand. I saw

Sarah Good with the Devil! I saw Goody Osburn with the Devil! I saw Bridget Bishop with the

Devil!

Act I: Passage 2


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The Crucible ~ Act II






Passage #1: Act II, Page 50, lines 21-28

Proctor: If the crop is good I’ll buy George Jacob’s heifer. How would that please you?

Elizabeth: Aye, it would

Proctor, with a grin: I mean to please you, Elizabeth

Elizabeth: -it is hard to say: I know it, John.

He gets up, goes to her, kisses her. She receives it. With a certain disappointment, he returns to

the table.


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questions for this passage:





Proctor, drinks a long draught, then putting the glass down: You ought to bring some flowers

in the house.

Elizabeth: Oh! I forgot! I will tomorrow.

Proctor: It’s winter in here yet. On Sunday let you come with me, and we’ll walk the farm

together; I never see such a load of flowers on the earth…


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Elizabeth: She frightened all my strength away.

Proctor: How may that mouse frighten you, Elizabeth? You—

Elizabeth: It is a mouse no more. I forbid her go, and she raises up her chin like the daughter of

a prince and says to me, “I must go to Salem, Goody Proctor; I am an official of the court!”


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Passage #4: Act II Page 52, last lines on page

Elizabeth: The Deputy Governor promise hangin’ if they’ll not confess, John. The town’s gone

wild, I think. She speak of Abigail, and I thought she were a saint, to hear her. Abigail brings

the other girls into the court, and where she walks the crowd will part like the sea for Israel. And

folks are brought before them, and if they scream and howl and fall to the floor—the person’s

clapped in the jail for bewitchin’ them.


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Passage #5: Act II Bottom of 53 to middle of 54

Proctor: I am only wondering how I may prove what she told me, Elizabeth. If the girl’s a saint

now, I think it is not easy to prove she’s fraud, and the town gone so silly. She told it to me in a

room alone—I have no proof for it.

Elizabeth: You were alone with her?

P: stubbornly: For a moment alone, aye.

E: Why, then, it is not as you told me.

P: his anger rising: For a moment, I say. The others come in soon after.

E: quietly—she has suddenly lost all faith in him: Do as you with then. She starts to turn.

P: Woman. She turns to him. I’ll not have your suspicion any more.

E: Then let you not earn it.


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Passage #6: Act II Page 55, line 13-17

Elizabeth: I do not judge you. The magistrate sits in your heart that judges you. I never

thought you but a good man, John, only somewhat bewildered.

Proctor: laughing bitterly: Oh, Elizabeth, your justice would freeze beer!


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Passage #7: Act II Page 57, line 15 to end of page

Mary Warren: I never know it before. I never know anything before. When she come into the

court I say to myself, I must not accuse this woman, for she sleep in ditches, and so very old and

poor. But then—then she sit there, denying and denying, and I feel a misty coldness climbin’ up

my back, and the skin on my skull begin to creep, and I feel a clamp around my neck and I

cannot breathe air; and then—entranced—I hear a voice a screamin’ voice, and it were my

voice—and all at once I remembered everything she done to me!

Proctor: Why? What did she do to you?

Mary: like one awakened to a marvelous secret insight: So many time, Mr. Proctor, she come

to this very door, beggin’ bread and a cup of cider—and mark this: whenever I turned her away

empty, she mumbled.


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Passage #8: Act II Page 58, line 13-16

Mary Warren: Aye, but then Judge Hathorne say, “Recite for us your commandments!”—and

of all the ten she could not say a single one. She never knew no commandments, and they had

her in a flat lie!


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Passage #9: Act II Page 60 at the top

Mary Warren: I am bound by law, I cannot tell it. To Proctor: I only hope you’ll not be so

sarcastical no more. Four judges and the King’s deputy sat to dinner with us but an hour ago. I

would have you speak civilly to me, from this out.


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Passage #10: Act II Page 61 middle of page

Elizabeth: It is her dearest hope, John, I know it. There be a thousand names; why does she

call mine? There be a certain danger in calling such a name—I am no Goody Good that sleeps in

ditches, nor Osburn, drunk and half-witted. She’d dare not call out such a farmer’s wife but

there be a monstrous profit in it. She thinks to take my place, John.


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Act III The Crucible






Judge Danforth: You must understand, sir, that a person is either with this court or he must be

counted against it, there be no road between. This is a sharp time, now, a precise time—we live

no longer in the dusky afternoon when evil mixed itself with good and befuddled the world.

Now, by God’s grace, the shining sun is up, and them that fear not light will surely praise it.

Act III: Passage 1


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Proctor: A man may think God sleeps, but God sees everything, I know it now. I beg you, sir, I

beg you—see her what she is . . .. She thinks to dance with me on my wife’s grave! And well she

might, for I thought of her softly. God help me, I lusted, and there is a promise in such sweat.

But it is a whore’s vengeance . . ..

Act III: Passage 2


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John Proctor: A fire, a fire is burning! I hear the boot of Lucifer, I see his filthy face! And it is

my face, and yours, Danforth! For them that quail to bring men out of ignorance, as I have

quailed, and as you quail now when you know in all your black hearts that this be fraud—God

damns our kind especially, and we will burn, we will burn together!

Act III: Passage 3


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Punctuation as Power: Using The Crucible to Change Meaning

For this assignment, you are to take one of the quotes that we have dissected from Acts I, II, and

III and create a different meaning by switching around words and rearranging and adding

punctuation, which should include at least two uses of commas, semicolons, and colons.

Remember that your goal is to switch the meaning of the quote, which in fact should alter the

meaning of the play. Additionally, you will have to write a one-page comparison and contrast

essay that illustrates how you changed the meaning of the quote and what this “modified” quote

would do to the play if it were included instead of the original.

Therefore, your steps to complete this assignment include the following:

1. Pick your quote and then analyze it for what it says

2. Look to see how you can change the tone and feeling of the quote by adding in

punctuation and rearranging words

Please note: You have to use all of the words that are in the quote.

3. Write down the newly rearranged quote (Remember you need to add two semicolons, two

commas, and two colons. Please mark these newly added elements within your quote).

4. Juxtapose the original quote with your new quote

5. Write your one-page comparison and contrast essay answer these questions

How have you changed the meaning from the original to the new quote? Did you

change punctuation, add words, or what?

How does your new quote change the meaning of the play?

How would the characters react to this quote rather than the original?

6. Turn it in!

Rubric

Meaning: The student has changed the

meaning of the original quote by rearranging

and/or adding punctuation and words

10…9…8…7…6…5…4…3…2…1…0

Punctuation: Student has added two commas,

two semicolons, and two colons at the least,

and the student has marked where these

punctuation marks were included

10…9…8…7…6…5…4…3…2…1…0

Compare and Contrast: Student has

juxtaposed the two quotes and has provided a

one-page analysis of how the original quote

compares and contrasts with the original

10…9…8…7…6…5…4…3…2…1…0

Higher Order Thinking: Student has

displayed how his/her quote would have

changed the meaning of the play within the

compare and contrast paper

10…9…8…7…6…5…4…3…2…1…0

Grammar and Mechanics: Student has

utilized proper grammar and mechanics

5…4…3…2…1…0

Punctuality: Materials were turned in on time 5…4…3…2…1…0

Standards Met: L. 9-10.1, L. 9-10.2, L. 9-10.3