Lesson 5: Act 3
Duration of Days: 10
Lesson Objective
Students will be able to analyze the motivations and actions of key characters in Act 3, specifically focusing on how their choices contribute to the escalating conflict and demonstrate their evolving moral positions.
Students will be able to interpret how Act 3 advances the play's themes, such as power, justice, and hysteria, and discuss how these themes reflect Arthur Miller's commentary on societal issues.
How do the characters' motivations change or remain consistent throughout the act?"
How does the escalating conflict reveal the characters' true moral positions?
How do the characters' relationships with each other influence their actions in the courtroom?
How does Act 3 develop the themes of power, justice, and hysteria?
abundant (77)
a·bun·dant adjective
in large or plentiful amounts
There was abundant food at the wedding reception.
determine (79)
de·ter·mine verb
to firmly decide or conclude
Hayley could not determine the color of the carpet and therefore was unsure about what color to paint her walls.
vile (82)
vile adjective
extremely unpleasant or offensive
He has such a vile temper that it costs him friends.
extravagance (83)
ex·trav·a·gance noun
the quality of exceeding the appropriate limits of decorum or probability or truth
We were surprised by the extravagance of his description of the hotels he stayed at while abroad.
contain (87)
con·tain verb
to hold inside of
We are not sure what the box might contain.
hearty (87)
hear·ty adjective
strong and healthy; fit
Mark worked out every day of the week and had a hearty stature that intimidated most people.
anxiety (92)
anx·i·e·ty noun
nervousness or fear about what will happen
Franklin faces anxiety over his upcoming dance performance.
immaculate (92)
im·mac·u·late adjective
completely neat and clean
Kayla’s bedroom was messy, but Freda’s bedroom was immaculate.
confounded (92)
con·found·ed spelling
in a manner that expresses anger or irritation
The babysitter was so confounded by the children’s bad behavior that she swore to never go back.
rely (93)
rely verb
to have confidence or faith in
A good friend is someone you can rely on in times of trouble.
callously (94)
cal·lous·ly adverb
in an insensitive and cruel manner that shows no regard for the feelings of others
He callously threw all of the photos of them together into the fireplace.
apparition (95)
ap·pa·ri·tion noun
ghost or ghostlike image
An apparition of Hamlet’s dead father surprises the young prince at the beginning of Shakespeare’s play.
guile (95)
guile noun
cunning or cleverness, usually with trickery in mind
Although she pretends to be sweet and innocent, she has used her guile to become one of the most powerful women at the company.
simple (100)
sim·ple adjective
not difficult to understand or do
Even though these cookies look complicated, the recipe is quite simple.
vanity (102)
van·i·ty noun
excessive pride in, or concern with, one’s own appearance or achievements
Her vanity was such that she required a mirror in every room.
blanched (103)
blanched adjective
pale or white in the face, due to a strong emotional response
While watching a horror movie, Tasha noticed Cindy's blanched appearance and suggested that they watch something else.
situation (104)
si·tu·a·tion noun
a condition or circumstance
After carefully evaluating the situation, we decided to find another way up the mountain.
natural (105)
na·tur·al adjective
conforming to the expected character, nature, or behavior of something or someone
The natural response would have been to shout, “Miss, you dropped your keys!”
unperturbed (107)
un·per·turbed adjective
untroubled, undisturbed
Investors were unperturbed by the drop in stock prices, believing that they would return to normal by the end of the week.
befoul (111)
be·foul verb
to make dirty or contaminated
The factory befouled the lake when it dumped tons of waste into it for years.
Dramatic Elements and Structure (RL.11-12.3; RL.11-12.5)
Textual Evidence (RL.11-12.1)
1-4
The act serves as a cautionary tale about the dangers of societal paranoia, the abuse of power, and the erosion of individual rights.
Vary Textual Engagement:
Use audio recordings.
Provide modified texts.
Chunk the text into smaller sections.
Differentiate Activities:
Offer visual representations (storyboards, character maps).
Facilitate role-playing.
Provide varied written response options.
Implement differentiated discussion groups.
Provide Scaffolding:
Offer vocabulary support.
Use character analysis tools.
Give historical context.
Integrate Technology:
Use interactive online activities.
Incorporate multimedia resources.
Think Questions