English III—September 15, 2015 Daily Warm-up: How does Arthur Miller intensify the level of personal and social conflict in Act Two of The Crucible? Homework:

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English III—September 15, 2015 Daily Warm-up: How does Arthur Miller intensify the level of personal and social conflict in Act Two of The Crucible? Homework: Reading Plus assignments due Sunday at 11:59. Study for Lesson 5 Vocabulary

English III Lesson 5 Vocabulary Alleviate- v.- make (suffering, deficiency, or a problem) less severe Arduous- adj.- involving or requiring strenuous effort; difficult and tiring. Belittle- v.- make (someone or something) seem unimportant. Disparage -v.- regard or represent as being of little worth. Emphatic- adj.- showing or giving emphasis; expressing something forcibly and clearly.

English III Lesson 5 Vocabulary Extricate- v.- free (someone or something) from a constraint or difficulty Loathsome-adj.- causing hatred or disgust; repulsive. Onslaught -n.- a fierce or destructive attack. Subjugation- n.- bringing under control; enslavement Usurpation- n.- taking someone's power or property by force.

What stage are we in throughout Act 2?

Plot Elements...Remember these? Exposition, or Set-up: The beginning of the play must establish a little about the characters, setting, and conflict. This happens through stage directions and dialogue. Early Act One accomplished this for us in The Crucible. Locate a sentence or paragraph that functions as exposition in the play. Inciting Incident: This is where our protagonist is launched into action. Again, both stage directions and dialogue make this happen. Review Act One of The Crucible for this moment. Rising Action: This is the long hill upward on the way to the climax of the play. Her is where the playwright builds tension by developing characters, deepening their relationships, and complicating the conflicts between them. How do the incidents in Act Two function to build this tension? Climax: Here is the point of greatest suspense in a play. It doesn’t last long, but it culminates in all the conflict thus far. It is the moment in which the conflict could go either way. Like the “roller coaster” image, the climax will come close to the end of the play. Look out for the climax as we read Acts Three and Four. Falling Action, or Dénouement: Will the antagonist be defeated? Will the protagonist fulfill his mission? Resolution: The resolution means that the protagonist is not the same person he/she was when the story started.

How do the minor characters complicate the conflict in Act Two? Abigail - Elizabeth - Hale - Mary Warren - Herrick -

Journal Entry: Mary Warren Mary Warren’s character is developed through Act 2. Compare her role in the courtroom to her role in the Proctor household. How is Miller using her as a symbol for the girls’ hysteria and their position in Salem society? Be sure to: Provide a clear thesis comparing her roles. Provide textual evidence of her roles at home and in court. Show how her character represents larger themes of the play.