Reputation and Integrity

Overview

In Lesson 4 of 23, students examine how reputation and integrity shape decisions in Arthur Miller’s The Crucible. Building on prior work identifying characters and the play’s Salem setting, students use textual evidence to discuss how public reputation can conflict with private conscience.

Learning intentions

• WALT identify key themes surrounding reputation and integrity.
• WALT explain how these themes influence character decisions.
• WALT support interpretations with accurately selected textual evidence.
• WALT contribute purposefully to collaborative literary discussion.

Success criteria

• I can define reputation and integrity in the context of the play.
• I can identify a character decision influenced by reputation or integrity.
• I can explain the conflict between public expectations and private values.
• I can use a quotation or precise scene reference to support my interpretation.

Curriculum links

• QCAA English Unit 3: organise and sequence subject matter to achieve particular purposes.
• QCAA English Unit 2: organise and sequence subject matter to achieve particular purposes.
• QCAA English Literature Extension Unit 3: use appropriate patterns and conventions of academic genres and communication, including correct terminology, citation and referencing conventions.
• QCAA English Literature Extension Unit 3, Readings and defences: work collaboratively and develop social skills.

Lesson structure (70 minutes)

1. 0–7 min · Hook and retrieval. Display the provocative question, “Would you lie to protect your reputation if telling the truth endangered someone you loved?” using the opening question slide. Students complete a silent quick-write, then share one idea with a partner; the teacher briefly revisits relevant learning from the previous lesson.

2. 7–17 min · Concept teaching. Use the reputation and integrity teaching slides to define reputation as how others perceive a person and integrity as acting according to moral principles, even under pressure. Students record the definitions and sort three hypothetical choices in their books: reputation-driven, integrity-driven or conflicted, explaining one classification.

3. 17–27 min · Close reading model. Project a previously studied extract involving John Proctor, Elizabeth Proctor, Reverend Hale or Reverend Parris through the close-reading model slide. Model annotating a decision, the character’s motivation, the relevant theme and the effect on relationships. Students identify one word, action or line that reveals concern for reputation or integrity and offer a supported observation.

4. 27–45 min · Mixed-ability discussion pairs. Distribute the reputation and integrity evidence worksheet. In mixed-ability pairs, students select two characters and complete the evidence grid: decision, pressure or motivation, consequence, and theme. They must include a quotation or scene reference for each example. Use the paired-analysis instructions and discussion prompts to structure talk: “What does the character want others to believe?”, “What would integrity require?” and “What is the cost of this decision?” The teacher circulates, checks evidence, and prompts students to move from plot summary to analysis.

5. 45–57 min · Collaborative synthesis. Place pairs into groups of four. Each pair presents one example, while group members compare whether the decision is primarily reputation-driven, integrity-driven or conflicted. Groups complete the comparison section of the worksheet and formulate one defensible claim about Miller’s presentation of reputation or integrity. Invite two groups to share claims; the class tests each claim against the evidence.

6. 57–66 min · Individual analytical response. Students independently write a short TEEL-style paragraph responding to: “How does concern for reputation influence a character’s choices in The Crucible?” Students should name the character, identify the decision, embed a brief quotation or scene reference, explain the conflict with integrity, and link the analysis to Miller’s message. Display the paragraph scaffold and success criteria. Students may use the sentence starter: “Miller presents reputation as … through …, because …”

7. 66–70 min · Exit reflection. Use the plenary and exit question slide. Students complete the final question on the worksheet: “Which character best demonstrates a conflict between reputation and integrity? Explain in two or three sentences.” Collect responses to identify misconceptions and students needing further support.

Resources

• the reputation and integrity lesson deck
• the reputation and integrity evidence worksheet
• Copies of the relevant The Crucible extracts or students’ annotated texts
• Whiteboard and markers
• Highlighters or coloured pens
• Student exercise books or devices
• Timer
• Seating plan for mixed-ability pairs and groups

Assessment

• Listen for students distinguishing plot summary from thematic analysis during paired and group discussion.
• Check worksheet evidence grids for accurate quotations or scene references and explanations of character motivation.
• Use the individual paragraph and exit reflection as formative evidence of students’ ability to organise an argument and explain how reputation and integrity affect decisions.

Differentiation

• Provide a word bank, character list and sentence starters such as “The character protects their reputation by …” and “This conflicts with integrity because …”.
• Allow students requiring additional support to work from a teacher-selected extract with key lines highlighted; read the passage aloud and clarify unfamiliar vocabulary.
• Pair students strategically so that discussion roles can be shared: evidence finder, questioner, summariser and reporter.
• Challenge advanced learners to compare two characters’ responses to reputation and integrity, evaluate whether Miller presents integrity as admirable or costly, and incorporate a second piece of evidence into their paragraph.
• Support EAL learners with explicit definitions, visual contrasts between public reputation and private values, rehearsal time before whole-class sharing, and permission to use scene references while developing quotation accuracy.

Extension

• Students create a visual map tracing how reputation and integrity evolve across the play, linking at least four characters, key decisions, consequences and turning points.
• Students add arrows labelled “pressure”, “public judgement”, “moral choice” or “consequence”, then write a two-sentence interpretation of the pattern their map reveals.