Wrapping Up Act Three

August 29, 2014

E.Q: What the significant events in Act Three?

How does The Crucible relate to the Civil Rights movement?

Obj: I can summarize an act in The Crucible.

I can make connections. 

Starter:

Free Write 

 

Activity:

1.  Finish Act Three

Pages 101-End of Act Three

   Danforth

Abigail

Mary Warren

Mercy Lewis

Proctor

Susanna Walcott

Herrick

Francis

Cheever

Elizabeth

Hale
Narrator
Hathorne
Parris

In your notebooks respond to the following questions in a minimum of 2-3 sentences for EACH one:
1.  What does John Proctor's confession show about his character?
2.  How does this support his role as the protagonist?
3.  What is significant about Elizabeth lying to the court?
4.  Why does Abigail pretend to see the yellow bird?  Why does she say it is Mary Warren?
5.  Interpret: Proctor, his mind wild, breathless: I say- I say- God is dead!

2.  Graphic Organizing

With your tables, you will create a spider map of act three.

Your "central topic" will be Act Three.

 Requirements:

7 Ideas

3 Sub Ideas off each Idea

Colorful

Organized

Show where other Sub Ideas connect.

3.  Making Connections

Civil Rights Movement

Choose ONE of the two topics to read about.

Little Rock Nine

Birmingham Church Bombing

In a TPEQEA paragraph answer the question:

How were these events a result of fear?

If you do not finish this in class, finish for homework.

Closure:

Reflecting on your TPEQEA skills, which letter do you need most help with and why? 

Act Three Continued

August 28, 2014

E.Q: How is fear present in the play?

Obj: I can identify fear in the play and support my reasoning with textual evidence.

Starter:

 In the appropriate TodaysMeet, answer the question:

How is fear present in The Crucible?

First Block

Second Block

Fourth Block

Vocabulary:

Crucible- 1: a pot in which metals or other substances are heated to a very high temperature or melted

2: a difficult test or challenge

3: a place or situation that forces people to change or make difficult decisions

How does this apply to the play?

Voices

Clapping

Snapping Fingers

Patting your Head

Activity:

1.  Unanswered Questions
Look at the question you wrote for yesterdays closer.
With someone at your table discuss possible solutions.

2.  Continue Reading Act Three

Read through page 101

Danforth

Parris

Mary Warren

Cheever

Abigail

Proctor

Giles

Hathorne

3.  Analyzing Fear

Fear is a factor that drives this play.

Choose THREE quotes from the play that demonstrates fear.

Write it down a computer sheet of paper.

For each quote, write a 1-2 sentence explanation for why you chose it.

Create a picture to represent these quotes.

3.  Finish Act Three

   Danforth

Abigail

Mary Warren

Mercy Lewis

Proctor

Susanna Walcott

Herrick

Francis

Cheever

Elizabeth

Hale

Closure:

Explain whether or not fear makes you weaker or stronger.

How has your answer changed from the beginning?

Act Three, Fear

August 27, 2014

E.Q: How is fear present in the play?

Obj: I can identify fear in the play and support my reasoning with textual evidence.

Starter:

Yesterday we reviewed protagonists and antagonists.

Reflecting on what we have read so far, up through part of Act Three, give an example for each.

Explain your rationale.

Vocab:

Deposition- law : a formal statement that someone who has promised to tell the truth makes so that the statement can be used in court; especially : a formal statement that is made before a trial by a witness who will not be present at the trial

Giving sworn evidence.

John, my deposition, give him mine.

Do you believe Giles Corey's deposition will help his case?

Reproach- an expression of rebuke or disapproval.

Dislike

Reproach me not with the fear in the country; there is fear in the country because there is a moving plot to topple Christ in the country!

Give an example of a reproaching statement.

Effrontery- a very confident attitude or way of behaving that is shocking or rude  

In your face.

I'll have no effrontery here!

What celebrity exhibits effrontery?

Voices : 

Loud

Whispering

 Batman      

Activity:

1.  Finish Reading Act Three

Narrator

Hathorne

Martha Corey

Danforth

Giles

Herrick

Hale

Parris

Francis

Proctor

Mary Warren

Cheever

What happens to Giles, Francis, and Proctor when they stand up to authority?

 What does this imply about power?

2.  Watch Act Three

Stop at 21:20

How does watching the play after you read help your understanding?
Does it create even more questions for you?
Is it similar or different than the text?

After watching the play, without previous reading, how does this influence your comprehension?

3. Analyzing Fear

Fear is a factor that drives this play.

Choose ONE quote from the play that demonstrates fear.

Write it down a computer sheet of paper.

Explain why you chose that quote in 2-3 sentences.

Create a picture to represent the quote.

Closure:

What is one question that you have about the play that is still unanswered?

Changing Perspectives, Act Three

August 26, 2014

E.Q: How has my characters perspective changed throughout the play?

Obj: I can identify how characters change throughout the text.

Starter:

Yesterday you read an article on the Holocaust.  

How does the Holocaust relate to events discussed in The Crucible?

3-5 sentences.

 

Vocabulary:

Contemptuous- feeling or showing deep hatred or disapproval : feeling or showing contempt

Hate

And how do you imagine to help her cause with such contemptuous riot?

What do you have contempt for?

Affidavit- law : a written report which is signed by a person who promises that the information is true   

Written confession/testimony

Then let him submit his evidence in proper affidavit.

Does this analogy work?

Affidavits are to confessions, as weapons are to evidence.

Antagonist- In literature, an antagonist is a character or a group of characters which stand in opposition to the protagonist or the main character

Villain

Who is an antagonist of The Crucible?

Protagonist- protagonist is the central character or leading figure in poetry, narrative, novel or any other story

 Hero

Who is a protagonist in The Crucible?

Voices:

Excited

Angry

Sad

Activity:

1.  Revisiting Facebook

Today we will continue with Act Three.

Before we do so, let's assess how the characters have changed from the beginning.

On the back side of the profile, you will create a new status.

The status should answer the following questions:

WHAT IS YOUR CHARACTER THINKING OR FEELING AT THE END OF ACT TWO?

You will then go around and comment on EVERY profile.

Your comments MUST be RELEVANT.

2.  Gallery Walk

Once everyone has commented, you and your partner will look at the new walls.

Choose ONE character to analyze.

Answer the following questions together?

How was your character portrayed in the beginning?

What sort of change, if any, has he/she undergone?

What did he/she fear at the beginning, and what does he/she fear now?

3.  Reading Act Three

Narrator

Hathorne

Martha Corey

Danforth

Giles

Herrick

Hale

Parris

Francis

Proctor

Mary Warren

Cheever

 Closure:

Who and how has another character changed since the beginning of Act Three?

 

First Benchmark

August 25, 2014

E.Q: How does The Crucible relate to the Holocaust?

Obj: I can make connections between the play and historical events.

Starter:

Choose ONE of the following pictures.

Then interpret what that quote means.

3-5 sentences.

 

Activity:

1.  Benchmark

 

Please sign into USAtestprep.

Each of you should have been added to the proper block.

Click on Benchmark 1 8/25.

YOU MUST RECEIVE AN 80%.

2.  Making Connections
 When you are done with the benchmark, read the following article:
The Holocaust

In a TPEQEA paragraph respond to the question:
How does the Holocaust compare to the witch hunts in The Crucible?

 

WHATEVER YOU DON'T FINISH IS HOMEWORK.

 

 Closure:
Do you think events like this will continue to happen?

Explain.

End of Act Two

August 22, 2014

E.Q: How does The Crucible relate to the Holocaust?
Obj: I can make even further connections between the text and historical events.

Starter:

 

Vocabulary:

 Lief- as happily; as gladly
And I'd as lief you'd not be sending me to Hell.
What would you lief to do?

Tonnage- 1: the size of a ship or the total weight that it carries in tons

2: the total weight or amount of something in tons

Now believe me, Proctor, how heavy be the law, all its tonnage I do carry on my back tonight.
What would weigh a tonnage?

Lechery- inordinate indulgence in sexual activity.
Abby'll charge lechery on you, Mr. Proctor!
Who is a lecherous person?  

Voices:

 Baritone

Soprano

SingSong

Activity:

1.  Finish Skits from Yesterday

2.  Finish Reading Act Two

 Pages 67-76
Hale
Proctor
Elizabeth
Giles
Francis
Cheever
Mary Warren

Choose one character.
How have they changed from the beginning of the play?

3.  Making Connections
 Read the following article:
The Holocaust

In a TPEQEA paragraph respond to the question:
How does the Holocaust compare to the witch hunts in The Crucible?

 Closure:
Do you think events like this will continue to happen?

SKITS

August 21, 2014

Starter:

What role have you chosen for your skit?

Why did you select that role?

Vocabulary:

Pious- 1. deeply religious : devoted to a particular religion

2. falsely appearing to be good or moral

Very religious

Morally phony 

But it's hard to think so pious a woman be secretly a Devil's bitch seventy year good prayer.

  _________ is a pious person because ________.

Wily- full of clever tricks : very clever

Trickster

But the Devil is a wily one.

Who do you know that is wily?

Use the word in a sentence.

Covenanted-     a formal and serious agreement or promise

Pinky promise

I am a covenanted Christian woman.

Think about yourself.

Are you a covenanted student? Why?

Daft- 1.  Silly, Foolish

2.  Mad, Insane    

I never knew until tonight that the world is gone daft with this nonsense.

 True or False: Joseph McCarthy was a daft man.

Voices
Baby
Cheerleader
Fast

 

Activity:

  1.  Skits

Pages 59-67

You will each be assigned groups.

Within these groups you will be responsible for doing the following:

Reading the above pages.

Creating a unique script that condenses the reading into 3 minutes or less.

Putting the words to motion.

Performing the skit in front of the class.

For Reading:

Hale 

Proctor

Elizabeth

Narrator

Enforcers

(Enforcers ensure that the group stays on task.)

Creation Phase:

In your groups, decide which role each of you will assume.

Developer

Decide what angle the play should take?

Example

Modern, Original, British, Etc.

Help the writer to make sure vision is consistent and apparent throughout.

 

Writer

Decide what elements of the script can be cut.

Determine what is essential and must be included.

Create dialogue between characters.

Ensure that the developers ideas stay true to Miller's ideas.

Make sure that is in the time constraints.

Creative Director

Helps developer with initial creative process.

Creates stage directions.

Directs the characters movements.

*Focus on narration from the original script.

Actors  (3)

Practices script while being developed.

Checks to make sure the script stays true to the original play.

Acts with enthusiasm.

 

 

ACT IT OUT!!

 

Closure:

How does translating the text help you understand the play?

Acting Out the Crucible

August 19, 2014

E.Q: How does the written script translate to the stage?

Obj: I can understand the text and demonstrate my knowledge through a skit.

Starter:

Yesterday, we finally saw a glimpse of John and Elizabeth Proctor's marriage.  

Choose one of these characters.

Using their perspective, describe what they fear the most.

 

Vocabulary:

Pious- 1. deeply religious : devoted to a particular religion

2. falsely appearing to be good or moral

Very religious

Morally phony 

But it's hard to think so pious a woman be secretly a Devil's bitch seventy year good prayer.

  _________ is a pious person because ________.

Wily- full of clever tricks : very clever

Trickster

But the Devil is a wily one.

Who do you know that is wily?

Use the word in a sentence.

Covenanted-     a formal and serious agreement or promise

Pinky promise

I am a covenanted Christian woman.

Think about yourself.

Are you a covenanted student? Why?

Daft- 1.  Silly, Foolish

2.  Mad, Insane    

I never knew until tonight that the world is gone daft with this nonsense.

 True or False: Josephy McCarthy was a daft man.

Voices
Baby
Cheerleader
Fast

Activity:

1.  Finish Reading Pages 

Pages 47-59

Elizabeth

Proctor

Mary Warren

Narrator

Question: How has the hysteria escalated from the beginning of the play?

2.  Watch Williams College Production 

Act Two

18:20-30:00

*While you are watching,  think about how Elizabeth and John are characterized.

Is this how you perceived them based on the text?

How do their actions towards each other reflect the state of their relationship?

 3.  Skits

Pages 59-67

You will each be assigned groups.

Within these groups you will be responsible for doing the following:

Reading the above pages.

Creating a unique script that condenses the reading into 3 minutes or less.

Putting the words to motion.

Performing the skit in front of the class.

For Reading:

Hale 

Proctor

Elizabeth

Narrator

Enforcers

(Enforcers ensure that the group stays on task.)

Creation Phase:

In your groups, decide which role each of you will assume.

Developer

Decide what angle the play should take?

Example

Modern, Original, British, Etc.

Help the writer to make sure vision is consistent and apparent throughout.

 

Writer

Decide what elements of the script can be cut.

Determine what is essential and must be included.

Create dialogue between characters.

Ensure that the developers ideas stay true to Miller's ideas.

Make sure that is in the time constraints.

Creative Director

Helps developer with initial creative process.

Creates stage directions.

Directs the characters movements.

*Focus on narration from the original script.

Actors  (3)

Practices script while being developed.

Checks to make sure the script stays true to the original play.

Acts with enthusiasm.

4.Time Permitting

  Acting It Out

Each group will perform in front of the class.

While each group is performing, evaluate your classmates on the following:

Is it unique?

Does it still express Arthur Miller's vision?

Did it demonstrate creativity and critical thinking?

 Closure:

How does translating the text help you understand the play?

  

  

 

Beginning Act Two

August 18, 2014

E.Q: What has happened in Act One?

How is reading the play different from seeing it?
Obj: I can summarize Act One.

I can recognize similarities and differences between the printed and live version of the play.

Starter:

Recap of Act One

For each section that we read, write a one sentence summary.

Use the following chunks for guidance.

Pages

3-13

13-24

24-30

30-38

38-end

Vocabulary:

Condemnation- a statement or expression of very strong and definite criticism or disapproval

Strong dislike

Proctor holding back a full condemnation of her.

I condemn _________ because __________.

Magistrate- a local official who has some of the powers of a judge 

Judge-like

They've sent four judges out of Boston, she says, weighty magistrates of the General Court, and at the head sits the Deputy Governor of the Province.

 Magistrate is to Judge as _________ is to Police Officer.

Pallor- paleness especially of the face that is caused by illness

Sickly pale

Her strangeness throws him off, and her evident pallor and weakness.

 What may cause pallor?

Ameliorate- to make (something, such as a problem) better, less painful, etc

To ameliorate it.

I ameliorate _________ by __________.

Voices

Southern Accent

Whisper to someone next to you.

Arnold Schwarzenegger  

    

Activity: 

1.  StoryBoard

With a partner create a storyboard for Act One.
Your storyboard should summarize the key events that take place.
You must have a minimum of 6 frames.
 When you are done please share the link with me.

 

2.  Gallery Walk

5 minutes

3.  Begin Act Two
Pages 47-59

Elizabeth

Proctor

Mary Warren

Narrator

4.  Watch Williams College Production 

Act Two

18:20-30:00

Closure:

How is the Williams College Production similar and/or different to the original script by Arthur Miller.

Finishing Act One

August 15, 2014

E.Q: What has happened in Act One?
Obj: I can summarize Act One

Starter:

Vocabulary:


Licentious- 1.  :  lacking legal or moral restraints; especially :  disregarding sexual restraints

2:  marked by disregard for strict rules of correctness

We have all manner of licentious people in the village.

What is an example of licentious act?

Voices:
1.  Squeaky
2.  Long
3.  High Pitched

Activity: 

1A.  Making Connections
Read the article, Anti-Communism in the 1950s.

1B.  TPEQEA
In 2 separate TPEQEA paragraphs answer the following questions:
How is the Red Scare an example of mass hysteria?
How did this event in history shape and/or change society?

2. Read the final part of Act One.
Hale
Giles
 Parris
Abigail
Tituba
Mrs. Putnam
Putnam
Betty

3.  StoryBoard

With a partner create a storyboard for Act One.
Your storyboard should summarize the key events that take place.
You must have a minimum of 6 frames.
 When you are done please share the link with me.

 

Closure:
What do you predict will happen in Act Two?

Homework:
Finish the TPEQEA paragraphs if you did not finish in class.

The Crucible and The Red Scare

August 14, 2014

E.Q: How does the hysteria seen in The Crucible relate to 20th and 21st century events?

Obj: I can connect The Crucible to real life situations.

Starter:

Take a moment to look at each photo.

Then, write down at least 3 different feelings the photo evokes.

Vocabulary:

Red Scare -fear of communism

Communism - a way of organizing a society in which the government owns the things that are used to make and transport products (such as land, oil, factories, ships, etc.) and there is no privately owned property

 Activity:

1. Finish Facebook Profile Presentations

2.  Continue Reading Act One

Pages 30-38

Narrator 

Hale 

Parris

Rebecca

Putnam

Mrs. Putnam

Giles Corey
Proctor

3.  Making Connections
Read the article, Anti-Communism in the 1950s.

4.  TPEQEA
In 2 separate TPEQEA paragraphs answer the following questions:
How is the Red Scare an example of mass hysteria?
How did this event in history shape and/or change society?

5.  Remaining Time
Begin reading the final part of Act One.
Hale
Giles
 Parris
Abigail
Tituba
Mrs. Putnam
Putnam
Betty

Closure
How do you predict Act Two will begin?

Social Networking

August 13, 2014

E.Q: What is my characters perspective?

Obj: I can view situations from multiple perspectives.

Starter:

 

Vocabulary:

Diabolism-1:  dealings with or possession by the devil 

2:  belief in or worship of devils 

3:  evil character or conduct 

Evidently we are not quite certain even now whether diabolism is holy and not to be scoffed at (31).

True or False: The movie The Exorcist deals with diabolism.

Bemused- marked by confusion or bewilderment  

And it is no accident that we should be so amused (31).

Which character in the story has been bemused at one point or another?

Inculcate- to cause (something) to be learned by (someone) by repeating it again and again  

when we steady and methodical inculcation into humanity of the idea of man's worthlessness (31).

What is something that may need to be inculcated to you?

Abrogate- 1. : to end or cancel (something) in a formal and official way

2.  : to fail to do what is required by (something, such as a responsibility)

Political opposition thereby, is given an inhumane overlay which then justifies the abrogation of all normally applied customs of civilized intercourse (32).

True or False: By not completing your homework you are abrogating.


Voices
Ratchet
Snooty
Nasally

Activity:

1.  Facebook Profile  

 You will have approximately 20 minutes to complete your profile.

Make sure that you review the rubric!

Then, we will take 10 minutes to walk around the room and comment on each other's walls.

2.  Present the Profiles

Briefly explain to the class what you said on your characters profile and the comments other people left.

3.  Continue Reading Act One

Pages 30-38

Narrator

Hale

Parris

Rebecca

Putnam

Mrs. Putnam

Giles Corey

 Closure:

How would you summarize what we read today in class?