We discussed different examples of symbolism in 'The Crucible.' Ben brought up the character of Tituba and mentioned how references to her in the play would now be considered racist - a valid observation. I asked Ben if he might like to see the movie, 'The Crucible,' while I am out and he agreed that he'd be interested. I will look into ordering it so it may be available next week. We then continued reading Act III and discussed the interesting developments in the story and the dynamics between characters. The main developments in this act included Proctor's confrontation when he brings Marry Warren to court to testify that the accusations against the accused women are lies and that Abigail is manipulating the girls; Abigail's manipulation, when she cleverly turns the situation against Mary by pretending to see a demonic bird in the courtroom, and the confession of adultery - Proctor's admission of his affair with Abigail to discredit her; however, when called to testify, Elizabeth denies it to protect her husband's reputation, inadvertently harming his case and culminating in Proctor's arrest - for witchcraft! Ben stated that he enjoyed this act and frequently interjected comments that indicated insightful analysis and synthesis of developments in the plot. We ended by finishing Act II as Proctor is arrested - and the curtain falls!

Ben showed me his homework on Google documents. He forgot to bring in the printed version but showed me the paragraph he wrote on his computer. He edited it, adding one essential component; he replaced a pronoun with the proper noun for the name of the character to which he was referring, which was specified in the directives of the assignment. Ben did a very god job summarizing the essential parts of the deleted scene. He was responsive to queries asking him to suggest some plausible reasons Miller might have had for deleting the scene. I was satisfied with the logical reasoning he used to justify his response.

We continued to read Act III in 'The Crucible,' and discussed the motivations of those individuals accusing the other townspeople of being witches. We noted that jealousy, envy, greed, and lust were amongst the primary motivations of the accusations, and identified the characters with whom these were associated. Ben was reminded to bring in his homework tomorrow and to take home the play.

We continued to read Act III in 'The Crucible,' and discussed the motivations of those accusing the other townspeople of being witches. We noted that jealousy, envy, greed, and lust were amongst the primary motivations and identified the characters with whom these were associated. Ben was reminded to bring in his homework tomorrow.

As we began a new Act, we discussed the purpose of the stage directions Miller uses, primarily to show the reader the emotions/mood of the characters and atmosphere of the settings. As an example, we discussed the sterile, spartan setting of the courtroom - a reflection of the society, attitudes, and mores in Salem, MA at the time. We discussed how the stage directions allow the play's readers to visualize what's going on and show how the characters are acting towards one another. Most recently, we discussed how the stage directions highlighted the tension between John Proctor and his wife, Elizabeth. Ben predicted that the appendix he will read and Act III of the play will highlight the tensions between Proctor and Abigail since they're the only two characters in this deleted scene and have a volatile relationship - especially since his wife, Elizabeth, is now in jail due to Abigail's lies; she wants him for herself.

Ben shared an insightful and interesting analogy, referencing how the characters in 'The Crucible' are much like spies, and that it reminds him of a spy story. We then summarized the main events that transpired in Act II, which we finished today. As hysteria continues to feed itself and grows, people read that people are now confessing to non-existent witchcraft. The people accused are able to escape being hung by confessing, and is this supported by reading that the character, Sarah Good, confessed- as it was the only way for her to save herself. We made a connection to the discipline of civics by commenting how the Fifth Amendment to the U.S. Constitution was designed to eliminate this sort of forced confession. As the curtain falls in Act II, we read how Miller had written a second scene in this act but had deleted it from the published reading version. However, it is included as an addendum in the book, pages 139-143. I asked Ben to read it for homework and discuss it with me in class on Tuesday.

Ben forgot his homework and was told that it would affect his grade. We then picked up reading the play where we left off yesterday. We have almost finished reading Act II now and Ben was attentive and respondent. He stated how annoyed he was getting with the people in Salem for their readiness to accuse others of witchcraft due to their own personal motivations. I am encouraged that Ben is invested in the way that it has elicited a visceral response. Ben was reminded to bring his homework Thursday and grew a bit agitated, stating I had already mentioned it a few times over the course of our session.

We continued to read Act II in 'The Crucible,' and learned that Elizabeth Proctor was accused by Abigail of being a witch. We discussed Abigail's motivations for doing so.

Ben apologized for not bringing in his homework, but was reminded that he still had another day, as it is due tomorrow. We reviewed the character about whom he will be analyzing as a refresher. We then continued to read in Act II about the growing hysteria of the witch trials and the growing tension in John Proctor's marriage due to his affair with Abigail. We learned that John's wife, Elizabeth, is likely to be arrested based on Abigail's false accusation. The reverend Hale returns in this act and he begins to question the validity of the accusations and tests John Proctor's Christian character by asking him to repeat the ten commandments. Coincidentally, he remembered all but one - thou shalt not commit adultery (which his wife, Elizabeth, reminded him of). Ben made insightful connections about religious beliefs then and now and commented that he enjoyed the events that transpired in this act.

Ben and I reviewed his homework to clarify and manage expectations. We continued to read Act II in 'The Crucible and discussed the change in the power dynamics amongst the characters. Ben chose Mary Warren as the character for whom this change is most apparent in the scene. We also examined the relationship between John Proctor and his wife, Elizabeth, and the reasons for her distrust of him. Ben was asked if he could make any personal connections regarding the issue of trust, and if he understands and agrees that Elizabeth's trust issues with John, her husband, are founded; he agreed that in his opinion, they were substantiated by his actions with Abigail.