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Melissa Paparozzi

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					                                                                         Melissa Paparozzi

                                                                                    11/9/05

                                                                                ENGL 483

                           Introduction to Unit Plan

       I have created a fifteen-lesson unit plan for the play “Death of a Salesman,” by

Arthur Miller. This is the unit that I am going to be teaching in the spring at Newark

High School. You told me it was okay for me to do my unit plan on this work as long as I

incorporated in some kind of multicultural text. During the last week of my unit plan I

will incorporate a multicultural text into one of my lessons.

        Furthermore, I have incorporated several other concepts into my unit plan such as

the tragedy play and the drama; the American Dream; poetry; and the tragic hero. On

days where I have included lecture as a part of one of my lessons, I have included all of

my lecture notes under Strategies. Also, on days when we have class discussions, I have

included all of my discussion questions and prompts under Strategies as well. I have

answers for mostly all the question I will ask and I show these answers in parentheses

next to their corresponding questions.

       When homework was assigned to my class, I included the assignment in the

Assessment section of my lesson plan. Homework usually consisted of reading the play

and defining vocabulary words; there were some additional assignments as well. When

outside resources were used in conjunction with the play, such as poems or essays, I did

my best to include the poems and essays, or at least links to them, under Strategies.
       Finally, I plan to show the Dustin Hoffman film version of the play during the last

week of my unit plan. The movie is ninety minutes long, and will take two class periods

to view. I have included this in my unit plan.




                           Description of Classroom


       The classroom that I wrote this unit plan for is a 12th grade honors English class at

Newark High School. The class consists of thirty students, with almost twice as many

girls as boys. The class period is 48 minutes long. Delaware is a de-segregated state, so

Newark High is required to have students bused to them from the urban areas of

Wilmington. Thus, some students in this class are not from Newark, but from the city.

However, there are not nearly as many “city” kids in the honors classes as there are in the

general ones. Even so, Newark High is pretty diverse, and this classroom has a good

amount of African Americans and Hispanics, although there are more white students than

anything.
             Lesson Plan for Miss M. Paparozzi

Today’s Date: 3/27/06

Class Period- 12th grade honors.

Unit-Death of a Salesman

Lesson-Intro to the play and Arthur Miller.

Concept- The tragedy play; the drama.

Performance Objective-Students will recognize major themes associated
with this form of literature, differentiate between the drama and other
forms of plays.

Standards-

       One: Use written and oral English appropriate for various purposes and
              audiences.
       Two:
              Construct, examine, and extend the meaning of literary, informative, and
              technical texts through listening, reading, and viewing.
       Three:
              Access, organize, and evaluate information gained through listening,
       Four: reading, and viewing.

             Use literary knowledge accessed through print and visual media to
             connect self to society and culture.




Strategies-
1) Arthur Miller background- I will lecture on the author; students will
take notes. 20 mins.
-Students are probably familiar with him from “The Crucible.”
-he was born in 1915, was a playwright, essayist, and author.
-he was really big in his day, due to the fame he received from his plays, many of
which were turned into movies.
- He’s most well-known for “The Crucible,” and “Death of a Salesman.”
-Won a Pulitzer Prize for “Death of a Salesman” and had a short-lived marriage to
Marilyn Monroe.
-was born into a fairly wealthy family of Jewish immigrants in NY.
-father was a women’s clothing manufacturer; his mother was a housewife and
schoolteacher.
-was a talented athlete and a mediocre student in high school
-Miller applied to the University of Michigan and to Cornell, but was rejected by
both.
-After he graduated high school he worked in a car parts factory where he
experienced a lot of anti-Semitism(make sure students know what this is).
-The prejudice that he experienced influenced a lot of his later works.
-He saved up money at his job for college, and was eventually accepted to the
University of Michigan in 1934 where he studied journalism and drama.
-He wrote his first play in college because they were offering a $250 prize, and the
play, “No Villain” won an award.
-He graduated from college in 1940 and married his college sweetheart.
-In 1949 he wrote “Death of a Salesman” and it was the first play to win the Pulitzer
Prize ,three Tony Awards, as well as the New York Drama Critics Circle Award.
-His next play, The Crucible, opened on Broadway on January 22, 1953
-In 1956 he divorced his wife, and in June of that same year he was accused of
having attendef Communist Party meetings.
-Also in June he married Marilyn Monroe who converted to Judaism for him.
-They got divorced in January of 1961 after Arthur left her for another woman.
-He married this other woman, Inge Morath, who died recently, in 2002.
-In December 2004, when Miller was 89 years old, he announced that he had been
living with 34 year old artist Agnes Barley since 2002.
-Miller died on February 10th, 2005 of a venereal disease.
(information taken from www.wikipedia.org)
2) Discussion of Drama: 20 mins.
-I will ask students what drama is to them.
-Is drama different from theater? How?
-Now I will give students information on the drama.
-Originated in Greece, has three forms: Tragedy, Comdey, and satyr plays.
-“Death of a Salesman” is a Tragedy
-Many people tend to think that drama is the same thing as theater, but actually the
two are slightly different.
-Theater is a collective art that requires many people like actors, directors,
playwrights, etc.
-drama. They all work together to achieve their creative goal, and the work is
evaluated by how well the performance was communicated to the audience.
       -Drama is an individual pursuit undertaken within a social context. Defined by
       human action and interaction, drama is primarily concerned with what happens to
       participants while they are engaged in activity. It is an extension of children’s
       play and, like that play, is often free and spontaneous. Drama has no fixed end
       product, no right or wrong way of doing. As a result, its effects, unlike theater
       performances, are often unique and unrepeatable. Above all, dramatic experience
       is a very human activity— one that reaffirms “I exist. My life has meaning.”
       (Bernie Warren with Tim Dunne, Drama Games. Captus Press, 1989, p.2)

-In sum, "drama" is a generic term for creative play and imaginative taking on of a
role, whereas, theatre "requires" an audience and sometimes the technicalities of
performance for an audience.

-With theatre we are concerned with individuals, with drama we are concerned with
the individuality of the individuals.

-An example of a theme that we will see in this drama is success.

-I am going to ask everyone to write for five minute their definition of success.

-I will ask people to share what they’ve written.

3) Predictions: 10 mins.

-Students will examine the front cover, read the back, read the first page of Act
One, a page in the middle, and a page somewhere at the end.

-What do you think the play will be about?
-What can you tell about the salesman based on the cover?

-What do you think the general feeling of this play will be?



Assessment-Homework tonight: Read introduction and first 14 pages of Act I.



Reflection-
             Lesson Plan for Miss M. Paparozzi

Today’s Date: 3/28/06

Class Period- 12th grade honors.

Unit-Death of a Salesman

Lesson-Beginning of Act I

Concept- The tragedy play; the drama.

Performance Objective-Students will recognize major themes and
elements associated with this form of literature, and differentiate
between the drama and other forms of plays.

Standards-

      One: Use written and oral English appropriate for various purposes and
             audiences.
      Two:
             Construct, examine, and extend the meaning of literary, informative, and
             technical texts through listening, reading, and viewing.
      Three:
             Access, organize, and evaluate information gained through listening,
      Four: reading, and viewing.

             Use literary knowledge accessed through print and visual media to
             connect self to society and culture.




Strategies-
   1) Discussion of last night’s reading and pair and share. 25 mins
   -What is the play’s setting? (1940’s, Loman’s small house amid crowded
   apartment buildings- New York City.

   -What do you see as the play begins?( the house; two bedrooms, kitchen,
   entrance to living room)
- What do you hear? (flute music)

-What is the atmosphere like? (dream-like).

-Where was Willy headed? (on a sales trip to Boston)

- Why did he come back? (He couldn’t keep his mind on driving)

-What kind of a mood is he in( agitated, upset)

- What do the stage directions in the beginning tell us about Linda’s relationship
with her husband? (She loves and supports Willy despite his flaws)
-What are your initial impressions of Linda?

-What is going on between Willy and Biff?

-What is the relationship like between Happy and Biff?

-Spend 3 minutes writing about the drama in this play. Who is the main
character in this drama? What are the problems in their life?

- Partner with the person next to you, and discuss what you wrote down.

-Class will discuss what the different pairs talked about.

2) Read Around(25 mins)
-Volunteers will read the parts of Willy, Linda, Happy, Biff, Bernard, and
Charley aloud with dramatic emphasis.



Assessment: Homework: Define the following words and use them in
a sentence. Some of these words will appear on the quiz on Friday.

1)   crestfallen p.5
2)   reminiscences p.6
3)   infinite p.6
4)   agitation p.11
5)   measly p.10
             Lesson Plan for Miss M. Paparozzi

Today’s Date: 3/29/06

Class Period- 12th grade honors.

Unit-Death of a Salesman

Lesson-Beginning and Middle of Act I

Concept- The American Dream.

Performance Objective-Students will be able to define the American
Dream in their own words. Students will be able to identify how the
American Dream relates to the work.

Standards-

      One: Use written and oral English appropriate for various purposes and
             audiences.
      Two:
             Construct, examine, and extend the meaning of literary, informative, and
             technical texts through listening, reading, and viewing.
      Three:
             Access, organize, and evaluate information gained through listening,
      Four: reading, and viewing.

             Use literary knowledge accessed through print and visual media to
             connect self to society and culture.




Strategies-
   6) Class Discussion of what was read in yesterday’s read around-20
      mins.
-What is Willy remembering when his sons overhear him talking to
himself? (the days when his sons were younger and they idolized him).
-How do the boys feel about their father’s odd behavior? (Embarrassed,
anxious).
-Why does Biff call his father “selfish” and “stupid”? (Worries that his
mother will be upset by his father’s strange behavior).

-Do you think Biff feels sorry for his father?

-Does this remind you of anything you have ever experienced?

-What exactly is a flashback? (a device by which the writer presents
incidents that occurred prior to the opening scene of the work. Among
the flashback devices are: recollections of the characters, narration by
the characters, dream sequences, and reveries.

- I will ask students to go back to this section and identify a flashback
and its type. They will be asked to share.

   7) Introduction The American Dream Concept-28mins
   8)
   -QuickWrite-5mins- What is the American Dream to you? What do
   you think it was for Willy?

   -The class will share what they think. Then I will share some info.

   -Traditionally, the American Dream means opportunity and freedom
   for all. We tend to think of materialistic things when we think of this
   dream, such as a big house surrounded by a white picket fence.
   However, the true goal is happiness and freedom.

   -Willy really lost sight of the happiness and freedom part. He is
   obsessed with acquiring materialistic things.

   -Willy has noble intentions, but he is always trying to fulfill those
   intentions without actually doing so.

   -Willy is a lower middle-class man trying to pursue an ideal rather
   than living one.

   -He judged himself and everyone around him by their material
   possessions.
-He lives in disillusionment.

-I will put a quote on the board, and for the remainder of class
students will write about the quote on the same sheet that they used
for their quickwrite.
Quote: “Money doesn’t buy happiness.”


Assessment- Homework-read to end of Act One

Reflections:
             Lesson Plan for Miss M. Paparozzi

Today’s Date: 3/30/06

Class Period- 12th grade honors.

Unit-Death of a Salesman

Lesson-End of Act I

Concept- The American Dream.

Performance Objective-Students will be able to define success in their
own words. Students will be able to take a stance in writing on whether
or not Willy is heading towards success and the American Dream.

Standards-

      One: Use written and oral English appropriate for various purposes and
             audiences.
      Two:
             Construct, examine, and extend the meaning of literary, informative, and
             technical texts through listening, reading, and viewing.
      Three:
             Access, organize, and evaluate information gained through listening,
      Four: reading, and viewing.

             Use literary knowledge accessed through print and visual media to
             connect self to society and culture.




Strategies-
   1) Discussion of last night’s reading- 25 mins.

-Why does Charley come over? ( he hears the ruckus, wants to make
sure everything is all right)
-How do Charley and Willy feel toward each other? I will ask students
to write their answers to this in a visual organizer:

Charley---------------------------------Willy
       ------------------------------

(Charley feels pity for Willy; Willy is annoyed by Charley and jealous of
him)

- Why do you think Charley offers Willy a job? (pity)

- What is Willy’s response? (no)

- Why( pride)

- Do you think he should accept?

- Why does Charley say “When a deposit bottle is broken you don’t get
your nickel back”(30) (He means that Willy shouldn’t worry so much
about Biff’s failures.

-Does Charley know that Willy “sees” his brother Ben as they play
cards? (Charley is confused about Willy’s outbursts)

-Why is Willy thinking about Ben right now? ( He’s depressed about his
job, and thinking about what might have been).

- Why does Linda think that Willy is suicidal? She found a rubber hose
that fits onto the gas pipe; she knows that a car accident Willy had was
suspicious)

-Why does Biff go to see Bill Oliver? (to ask for a loan to start a sporting
goods business) Is he doing this for himself or for his father? Why does
Willy accuse him of “counting his chickens” (Willy doesn’t want him to
make plans for the money before he has it). Who does this remind you
of?

-What happens when Linda tries to give her input on page 47? (Willy
rudely cuts her off)
- Do you think Biff was right when he said that Willy has shown little
respect for Linda throughout their marriage?
-Why do you think Happy chooses this moment to tell his mother that
he is getting married? (to get her attention, cheer her up)

-Do you think he is really getting married?

-Why does Biff reach behind the heater? (to check for the rubber hose
his mother told him about) Why doesn’t he put the tubing back?

2) In-class writing response-23 mins

Assignment: Define your idea of success- what is it, how can it be
achieved, of what value is it to the person achieving it? Do you think
Willy is moving closer to success and the American Dream, or getting
further away from it as the play goes on?

Assessment: Homework: Define the following words and use them each
in a sentence:
1) reserve p.45
2) subdued p.48
3) monotonous p.51
4) comradeship p. 47
5) feasible p.46

There will be a quiz tomorrow on Act I including vocab.


Reflections:
             Lesson Plan for Miss M. Paparozzi

Today’s Date: 3/31/06

Class Period- 12th grade honors.

Unit-Death of a Salesman

Lesson-End of Act I

Concept- The American Dream.

Performance Objective-Students will be able to show what they have
learned throughout the past week by completing the Act I quiz.
Students will be able to read and analyze a piece of poetry that relates to
the American Dream.

Standards-

      One: Use written and oral English appropriate for various purposes and
             audiences.
      Two:
             Construct, examine, and extend the meaning of literary, informative, and
             technical texts through listening, reading, and viewing.
      Three:
             Access, organize, and evaluate information gained through listening,
      Four: reading, and viewing.

             Use literary knowledge accessed through print and visual media to
             connect self to society and culture.




Strategies-
   1) Quiz on Act I (20 mins) Format will be: five true/false questions,
      five short answers, and five vocab. questions.
   2) End of American Dreams and Act I, intro to next week’s poetry
      concept. (28 mins)

   -Class will all get a copy of Langston Hughes “Dream Deferred”
   -We will read and analyze this poem together.
   -We will talk about voice, punctuation, and meter.
   -We will talk about how this poem relates to Willy, and the American
   Dream.

                                    Dream Deferred
What happens to a dream deferred?
Does it dry up
Like a raisin in the sun?
Or fester like a sore--
And then run?
Does it stink like rotten meat?
Or crust and sugar over--
like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?




   Assessment- Homework- For Monday students will read Act II through
   page 68. Also, everyone must bring in a poem from the first half of the
   20th century.
             Lesson Plan for Miss M. Paparozzi

Today’s Date: 4/3/06

Class Period- 12th grade honors.

Unit-Death of a Salesman

Lesson- Beginning of Act II

Concept- Poetry

Performance Objective-Students will be able to analyze the form of a
piece of poetry. Students will be able to read poetry aloud and give their
own opinions on specific pieces.

Standards-

      One: Use written and oral English appropriate for various purposes and
             audiences.
      Two:
             Construct, examine, and extend the meaning of literary, informative, and
             technical texts through listening, reading, and viewing.
      Three:
             Access, organize, and evaluate information gained through listening,
      Four: reading, and viewing.

             Use literary knowledge accessed through print and visual media to
             connect self to society and culture.




Strategies-
   1) Discussion of this weekend’s reading (20 mins)

   -Why is Willy in such a good mood when he gets up? ( He has high
   hopes for Biff who is asking for a loan; also decided to ask boss for a
   less stressful job.
   -Do you think Linda has the same high hopes that Willy does?
   -What is Willy’s dream for retirement? (getting a place in the
   country, building guest houses where the boys and their families
   could stay)

   -Is that Linda’s dream? ( she doesn’t say too much, she might not
   think it could happen.

   -Why does Linda tell Willy to ask for an advance? (to pay the life
   insurance premium.

   -What sort of celebration does Biff arrange? (dinner at Frank’s chop
   house)

   -Why is Linda, “trembling with sorrow and joy” when she talks with
   biff on the phone? ( she feels sorry for Willy but has hope that Biff
   will get the loan.)

   -What sort of person is Howard? (callous, domineering, he treats
   Willy like merchandise, he bullies his wife)

   - Question to class “What would you say to Willy if he were your
     employee? Does he deserve what he is asking for?


   - What do we learn about what kind of parent Willy’s father was?
     (He went off to Alaska, the family couldn’t locate him. Willy was
     very young when he left).

-Why did Willy decide to become a salesman? (He met and admired
Dave Singleman. He liked the idea of being helped, remembered, and
loved like the old salesman who could do his work by phone at age 84.)


2) Class will receive a copy of a poem about family relationships and
discuss it in terms of form, and how it relates to the play. (10 mins)
FIRST LESSON by Phyllis McGinley


The thing to remember about fathers is, they're men.
A girl has to keep it in mind.
They are dragon-seekers, bent on improbable rescues.
Scratch any father, you find
Someone chock-ful of qualms and romantic terrors,
Believing change is a threat--
Like your first shoes with heels on, like your first bicycle
It took such months to get.
Walk in strange woods, they warn you about the snakes there.
Climb, and they fear you'll fall.
Books, angular boys, or swimming in deep water--
Fathers mistrust them all.
Men are worriers. It is difficult for them
To learn what they must learn;
How you have a journey to take and very likely,
For a while, will not return.


   2) Mini poetry jam-(18 mins) Students will be asked to volunteer to
      go up in the front of the room and read the poem they brought in
      for homework. They will also be asked why they chose it, and
      other students will have the opportunity to ask any questions they
      might have.

Assessment- Homework- Define the following words and use them in a
sentence:

   1)   premium p. 53
   2)   grace period p.53
   3)   consumes p.54
   4)   recitation p. 62
             Lesson Plan for Miss M. Paparozzi

Today’s Date: 4/4/06

Class Period- 12th grade honors.

Unit-Death of a Salesman

Lesson-Beginning of Act II

Concept- Poetry

Performance Objective-Students will be able to read a work out loud
with dramatic emphasis. Students will be able to write a cinquain.

Standards-

      One: Use written and oral English appropriate for various purposes and
             audiences.
      Two:
             Construct, examine, and extend the meaning of literary, informative, and
             technical texts through listening, reading, and viewing.
      Three:
             Access, organize, and evaluate information gained through listening,
      Four: reading, and viewing.

             Use literary knowledge accessed through print and visual media to
             connect self to society and culture.




Strategies-
   5) Read around (25 mins) next 11 or so pages of Act II. Students will
      be assigned character parts to read with dramatic emphasis.

   6) Student’s will learn the format for writing a cinquain and will
      then write one on one of the characters from the play (23 mins)
- Formula :

Character’s name
Adjective, adjective,
Verb-ing, verb-ing, verb-ing
Four-word free statement
Noun that describes what character is

Assessment- Homework- Read Act II through page 116.
             Lesson Plan for Miss M. Paparozzi

Today’s Date: 4/5/06

Class Period- 12th grade honors.

Unit-Death of a Salesman

Lesson-Middle of Act II

Concept- Poetry

Performance Objective-Students will be able to write their own poetry
relating to the play. Students will be able to comment on their peers’
poetry.

Standards-

      One: Use written and oral English appropriate for various purposes and
             audiences.
      Two:
             Construct, examine, and extend the meaning of literary, informative, and
             technical texts through listening, reading, and viewing.
      Three:
             Access, organize, and evaluate information gained through listening,
      Four: reading, and viewing.

             Use literary knowledge accessed through print and visual media to
             connect self to society and culture.




Strategies-
   1) Discussion of last night’s reading(20 mins)

-How does Stanley the waiter treat Happy? (Courteously, Happy is a
frequent customer)
-How and why does Happy lie to Stanley about what Biff has been doing
with his life? (Happy lies to Stanley just like Willy lies to Bernard. He
referres to Biff as a big cattleman to impress the waiter.

-How did Biff’s interview with Oliver go? (terribly; Biff waited for
hours and Oliver didn’t even remember him, much less give him a
loan.) What did he steal? Why? ( Oliver’s pen, becuae he “just felt like
taking something)

-Why does Happy think Biff should tell Willy about Oliver? (Happy
wants Biff to suggest that they are negotiating).

-Why does Biff plan to tell his father the truth? (He is tired of
pretending to be something he isn’t, doesn’t want to get into a lie he will
have to perpetuate for days)

-Why does Willy tell his sons, “…the woods are burning, boys?” on p.
83? (He wants to hear good news about Oliver as he himself has just
been fired).

-Who are Miss Forsythe and Letta? (two women Happy picks up in the
restaurant- probably prostitutes. Happy is more interested in them than
Biff. Willy might have been interested when he was a younger married
man)

- Biff accuses Happy of not caring about their father. Is he right? Do
you think it’s true that Happy could help Willy but Biff can’t?


    2) “I am from…” poems (28 mins)
- Since the play deals with family relationships students will write
poems about what and/or where they are from.

- Each line of the poem will begin with “I am from…”

- After each student writes their poem we will move our chairs into a
circle and everyone will take turns reading theirs aloud.

- Everyone will have a slip of paper for each student, and write
comments about everyone’s poem.
At the end, everyone will get a comment slip from everyone else in the
class.


Assessment- Homework- read next 11 pages of Act II.
             Lesson Plan for Miss M. Paparozzi

Today’s Date: 4/6/06

Class Period- 12th grade honors.

Unit-Death of a Salesman

Lesson-Middle of Act II

Concept- Poetry

Performance Objective-Students will be able to find mutual themes
between the play and an outside piece of poetry.

Standards-

      One: Use written and oral English appropriate for various purposes and
             audiences.
      Two:
             Construct, examine, and extend the meaning of literary, informative, and
             technical texts through listening, reading, and viewing.
      Three:
             Access, organize, and evaluate information gained through listening,
      Four: reading, and viewing.

             Use literary knowledge accessed through print and visual media to
             connect self to society and culture.




Strategies-
   3) Discussion of last night’s reading(20 mins)

-Why did Biff go to see his father in Boston? (to get him to talk to his
math teacher)

-What happened that day? (he found his father with another woman)
-How does the audience find out? ( We witness the scene as a part of a
flashback)

   - Question to class: “Do you feel any sympathy for Willy at this
     point?”

-How did Willy react when Biff discovered the other woman? (At first
he tried to get Biff to think that there was nothing wrong- the woman
had to vacate her room while it was being worked on; when Biff cried,
Willy acted as if the affair were no big deal and Biff would understand
when he got older)

- Why did Biff decide not to go to UVA? (his world had fallen apart
because he was so disillusioned with his father.)

-Where does Willy go after he leaves the restaurant? ( to get seeds. He is
humiliated and broken, and wants to grow vegetables for Linda)

- Why do toy think Biff insists on talking to his father even though his
mother objects?(He wants to clear the air for once and tell his father
honestly how he feels)

- What “conversation” is Willy having with Ben? ( a discussion of the
20,000 dollar “proposition”-whether suicide will work or not)

-How does he want to gain Biff’s approval?( by having a big funeral)

- Question to class: “Do you think his funeral will be big?”

2) Poetry Wrap-up(28 mins)

- I will pass out the poem “Do Not Go Gentle” by Dylan Thomas.

-We will talk about what common themes are found in the poem and in
the play?

-What are the warning signs for Willy’s suicide??
DO NOT GO GENTLE by Dylan Thomas

Do not go gentle into that good night,
Old age should burn and rave at close of day,
Rage, rage against the dying of the light.
Though wise men at their end know dark is right,
Because their words had forked no lightening they
Do not go gentle into that good night.
Good men, the last wave by, crying how bright
Their frail deeds might have danced in a green bay,
Rage, rage against the dying of the light.
Wild men who caught and sang the sun in flight,
And learn, too late, they grieved it on its way,
Do not go gentle into that good night.
Grave men, near death, who see with blinding sight,
Blind eyes could blaze like meteors and be gay,
Rage, rage against the dying of the light.
And you, my father, there on the sad height,
Curse, bless, me now with your fierce tears, I pray.
Do not go gentle into that good night.
Rage, rage against the dying of the light.


Assessment: Homework- Finish reading play and Requiem. Define the
following words and use them in a sentence:

   1)   Requiem p. 110
   2)   Idyllic p. 107
   3)   Vengeful p. 106
   4)   Seething p.103

   There will be a quiz tomorrow on Act II that will include content
   from the play, poetry, and vocab.



   Reflections:
             Lesson Plan for Miss M. Paparozzi

Today’s Date: 4/7/06

Class Period- 12th grade honors.

Unit-Death of a Salesman

Lesson-End of Act II

Concept- the tragic hero

Performance Objective-Students will be able to define the concept of
“the tragic hero.”

Standards:

      One: Use written and oral English appropriate for various purposes and
             audiences.
      Two:
             Construct, examine, and extend the meaning of literary, informative, and
             technical texts through listening, reading, and viewing.
      Three:
             Access, organize, and evaluate information gained through listening,
      Four: reading, and viewing.

             Use literary knowledge accessed through print and visual media to
             connect self to society and culture.




Strategies-
1) Quiz on Act II ( 20mins). Format will be 5 true false, 5 short answer,
and 5 vocab questions.

2) Intro to the “Tragic Hero” Concept (20mins).
-I will pass out an essay that Arthur Miller wrote when “Death of a
Salesman” was on Broadway. The essay is titled “Tragedy and the
Common Man.” It can be found at

http://theliterarylink.com/miller1.html


-We will read selected portions of this essay and define together the
“tragic hero.”


Assessment: Homework: short writing assignment on “the tragic hero”
based on the essay and the play.
             Lesson Plan for Miss M. Paparozzi

Today’s Date: 4/8/06

Class Period- 12th grade honors.

Unit-Death of a Salesman

Lesson-After Reading Activities

Concept- the tragic hero

Performance Objective-Students will be able to write their own scenes
for the play. Students will be able to dramatically interpret their scenes.

Standards:
      One: Use written and oral English appropriate for various purposes and
             audiences.
      Two:
             Construct, examine, and extend the meaning of literary, informative, and
             technical texts through listening, reading, and viewing.
      Three:
             Access, organize, and evaluate information gained through listening,
      Four: reading, and viewing.

             Use literary knowledge accessed through print and visual media to
             connect self to society and culture.




Strategies-
   1) Group Acting- Today the class will be put into group of four.
      They will be asked to write and act out a scene that has to do with
      one of Willy’s tragic flaws, but it can not be a scene that was in
      the play. An example of this would be Willy admitting to Linda
      that he had an affair.
   2) The class will have 20 minutes to come up with their skits, and the
      remainder of the class to act them out.
Assessment: Homework: Define the following words and use them in a
sentence:

  1)   stoop p. 110
  2)   pulsation p. 109
  3)   elegiacally p. 108
  4)   gravely p. 109
  5)   somberly p. 109
             Lesson Plan for Miss M. Paparozzi

Today’s Date: 4/9/06

Class Period- 12th grade honors.

Unit-Death of a Salesman

Lesson- After Reading Activities

Concept- the tragic hero

Performance Objective-Students will be able to relate the drama we are
working with to film.

Standards:
      One: Use written and oral English appropriate for various purposes and
             audiences.
      Two:
             Construct, examine, and extend the meaning of literary, informative, and
             technical texts through listening, reading, and viewing.
      Three:
             Access, organize, and evaluate information gained through listening,
      Four: reading, and viewing.

             Use literary knowledge accessed through print and visual media to
             connect self to society and culture.




Strategies-
1) Today we will be watching the first 45 minutes of the movie “Death of
a Salesman” starring Dustin Hoffman.
             Lesson Plan for Miss M. Paparozzi

Today’s Date: 4/10/06

Class Period- 12th grade honors.

Unit-Death of a Salesman

Lesson-After Reading Activities

Concept- the tragic hero

Performance Objective-Students will be able to relate the drama we are
working with to film.

Standards:
      One: Use written and oral English appropriate for various purposes and
             audiences.
      Two:
             Construct, examine, and extend the meaning of literary, informative, and
             technical texts through listening, reading, and viewing.
      Three:
             Access, organize, and evaluate information gained through listening,
      Four: reading, and viewing.

             Use literary knowledge accessed through print and visual media to
             connect self to society and culture.




Strategies-
1) Today we will be watching the second 45 minutes of the movie “Death
of a Salesman” starring Dustin Hoffman.
             Lesson Plan for Miss M. Paparozzi

Today’s Date: 4/11/06

Class Period- 12th grade honors.

Unit-Death of a Salesman

Lesson-Diversity

Concept- Life as a struggle across cultures.

Performance Objective- Students will be able to compare Willy’s
struggles in life to someone from another ethnic group.

Standards:
      One: Use written and oral English appropriate for various purposes and
             audiences.
      Two:
             Construct, examine, and extend the meaning of literary, informative, and
             technical texts through listening, reading, and viewing.
      Three:
             Access, organize, and evaluate information gained through listening,
      Four: reading, and viewing.

             Use literary knowledge accessed through print and visual media to
             connect self to society and culture.




Strategies-
1) We will read a portion of Zora Neale Hurston’s novel Their Eyes
Were Watching God aloud(20 mins).

-The class will alternate reading by paragraphs. We will read the
majority of chapter two.

-This chapter familiarizes the reader with the main character, Janie,
who’s life is a struggle because of her ancestry and her race.
2) Discussion of how life can be a struggle across cultures (28 mins)

-We will discuss the problems that we can already foresee for Janie.
(Her lack of identity and voice, her racist environment)

-We will then talk about some of Willy’s many struggles.

-We will compare the two briefly.

- Students will be asked to spend the last ten minutes of the class
engaging in an informal writing assignment:

Topic: Compare and Contrast Janie and Willy.


Assessment: Homework: Study for Death of a Salesman test tomorrow!
              Lesson Plan for Miss M. Paparozzi

Today’s Date: 4/12/06

Class Period- 12th grade honors.

Unit-Death of a Salesman

Lesson-Death of a Salesman Test

Concept- Assessment of knowledge

Performance Objective- Students will be able to demonstrate the
knowledge they acquired throughout the past unit by completing a pen
and paper test.

Standards:
      One: Use written and oral English appropriate for various purposes and
             audiences.
      Two:
             Construct, examine, and extend the meaning of literary, informative, and
             technical texts through listening, reading, and viewing.
      Three:
             Access, organize, and evaluate information gained through listening,
      Four: reading, and viewing.

              Use literary knowledge accessed through print and visual media to
              connect self to society and culture.




Strategies-

1) Students will have the full 48 minute class period to complete a pen
and paper test on the entire “Death of a Salesman” unit.

				
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