Objective: SWBAT make inferences about characters based on the physical, mental, and emotional things they are carrying.
Do-Now: Take out THREE items that you are carrying with you today. List each item and explain its purpose (why you are carrying it).
Today: 1) What is significant about the things we carry? How can we make inferences about people based on what they carry?
2) Class will begin reading “The Things They Carried,” pp. 1-5 focusing on the various items (both tangible and intangible) that the characters are carrying with them.
3) In groups, students will continue reading “The Things They Carried,” pp. 5-7 charting the characters and the items they are carrying.
Exit Slip: Look back at your Do-Now. What inferences could someone make about you based on the items you are carrying? What do these items say about you?
Homework: Begin work on personal essay “The Things I Carry." Part 1: Brainstorming: Make a list of the physical, mental, and emotional things you carry with you on a daily basis. Next to each item on the list, describe what the item reveals about your personality. You should have at least five items listed (the more, the better).
Friday, December 23, 2011
Thursday, December 22, 2011
Friday, December 23
Objective: SWBAT participate in a series of acting exercises to help them feel more comfortable acting in front of the class.
Do-Now: Think of a setting/scenario for the beginning of a scene between two people. Who are each of the people? Where are they? What are they doing? What is their conflict?
Today: 1) Acting Exercise: Actor Swap: Two people will begin acting out one of the scenarios written by the class. After a minute, the director will call "Stop!" and one of the two people will be switched out for someone else in the class. The new person must assume the role as the same character he/she is replacing. After another minute, the director will call "Stop!" again and the second actor will be switched out with a classmate. The new classmate will assume the role of the classmate he/she is replacing. This will continue for approx. 10-15 minutes.
2) Class will read August Wilson's "The Janitor"
3) Continue Working on your "A Midsummer Night's Dream" project
4) Extra-Credit: Using "The Janitor" as inspiration, write your own speech aimed at the youth of America (your peers.) What advice would you give them on how to live their lives? What wisdom have you learned in your short life that you could pass onto others?
Exit Slip: What do you believe was August Wilson's message in "The Janitor?" What was he saying to the youth of America? Do you agree with his advice? Explain.
Homework: Finish Project for "A Midsummer Night's Dream" and Extra-Credit
Do-Now: Think of a setting/scenario for the beginning of a scene between two people. Who are each of the people? Where are they? What are they doing? What is their conflict?
Today: 1) Acting Exercise: Actor Swap: Two people will begin acting out one of the scenarios written by the class. After a minute, the director will call "Stop!" and one of the two people will be switched out for someone else in the class. The new person must assume the role as the same character he/she is replacing. After another minute, the director will call "Stop!" again and the second actor will be switched out with a classmate. The new classmate will assume the role of the classmate he/she is replacing. This will continue for approx. 10-15 minutes.
2) Class will read August Wilson's "The Janitor"
3) Continue Working on your "A Midsummer Night's Dream" project
4) Extra-Credit: Using "The Janitor" as inspiration, write your own speech aimed at the youth of America (your peers.) What advice would you give them on how to live their lives? What wisdom have you learned in your short life that you could pass onto others?
Exit Slip: What do you believe was August Wilson's message in "The Janitor?" What was he saying to the youth of America? Do you agree with his advice? Explain.
Homework: Finish Project for "A Midsummer Night's Dream" and Extra-Credit
Wednesday, December 21, 2011
Thursday, December 22
Objective: SWBAT participate in a series of acting exercises to help them feel more comfortable acting in front of the class. SWBAT create their own version of a play that maintains the original play's style/tone.
Do-Now: What are some common stereotypes about the city of Philadelphia? What are some common stereotypes about the people who live in Philadelphia?
Today: 1) Class will participate in an acting exercise where they must have an entire conversation using all the letters in the alphabet as the start of each line.
2) Class will read "The Philadelphia" and discuss how the play makes fun of the city of Phildelphia and its people.
3) Students will write their own version of "The Philadelphia."
Exit Slip: What did you choose to parody in your version of "The Philadelphia?" How did you parody this?
Homework: Continue working on your "A Midsummer Night's Dream Project"
Do-Now: What are some common stereotypes about the city of Philadelphia? What are some common stereotypes about the people who live in Philadelphia?
Today: 1) Class will participate in an acting exercise where they must have an entire conversation using all the letters in the alphabet as the start of each line.
2) Class will read "The Philadelphia" and discuss how the play makes fun of the city of Phildelphia and its people.
3) Students will write their own version of "The Philadelphia."
Exit Slip: What did you choose to parody in your version of "The Philadelphia?" How did you parody this?
Homework: Continue working on your "A Midsummer Night's Dream Project"
Tuesday, December 20, 2011
Wednesday, December 21
Objective: SWBAT participate in a series of acting exercises to help them feel more comfortable acting in front of the class.
SWBAT create an ending for a play that maintains the play’s style/tone.
Do-Now: Today we are going to be doing an acting exercise where everyone in the class will pretend to have a strange quirk (a strange personality trait or habit). Think of at least THREE quirks a person might have.
Today: 1) Class will participate in an acting exercise where each student receives a card with a quirk listed on it. The students will then pretend they are at a party and talk with their classmates, trying to find out which quirk each of them has.
2) Class will read "The Shampoo" and go over the discussion questions.
3) Students will write their own endings for "The Shampoo."
Exit Slip: How did you choose to end the play? What made you choose this ending? Explain.
Homework: Continue working on your project for "A Midsummer Night's Dream."
SWBAT create an ending for a play that maintains the play’s style/tone.
Do-Now: Today we are going to be doing an acting exercise where everyone in the class will pretend to have a strange quirk (a strange personality trait or habit). Think of at least THREE quirks a person might have.
Today: 1) Class will participate in an acting exercise where each student receives a card with a quirk listed on it. The students will then pretend they are at a party and talk with their classmates, trying to find out which quirk each of them has.
2) Class will read "The Shampoo" and go over the discussion questions.
3) Students will write their own endings for "The Shampoo."
Exit Slip: How did you choose to end the play? What made you choose this ending? Explain.
Homework: Continue working on your project for "A Midsummer Night's Dream."
Monday, December 19, 2011
Tuesday, December 20
Objective: SWBAT participate in a series of acting exercises to help them feel more comfortable acting in front of the class.
SWBAT create an ending for a play that maintains the play’s style/tone.
Do-Now: Today we are going to be doing an acting exercise where the entire scene will consist of asking questions to each other. Think of at least THREE questions that you could use to start off the scene.
Today: 1) Class will participate in an acting exercise where they will have to conduct an entire scene by just acting questions.
2) Class will read the short play, "The Skateboarder" and answer the discussion questions.
3) Students will write their own endings for "The Skateboarder."
Exit Slip: How did you choose to end the play? What made you choose this ending? Explain.
Homework: Continue working on project for "A Midsummer Night's Dream"
SWBAT create an ending for a play that maintains the play’s style/tone.
Do-Now: Today we are going to be doing an acting exercise where the entire scene will consist of asking questions to each other. Think of at least THREE questions that you could use to start off the scene.
Today: 1) Class will participate in an acting exercise where they will have to conduct an entire scene by just acting questions.
2) Class will read the short play, "The Skateboarder" and answer the discussion questions.
3) Students will write their own endings for "The Skateboarder."
Exit Slip: How did you choose to end the play? What made you choose this ending? Explain.
Homework: Continue working on project for "A Midsummer Night's Dream"
Sunday, December 18, 2011
Monday, December 19
Objective: SWBAT complete a project of their choice displaying their knowledge of a play’s plotline.
Do-Now: Which do you enjoy more: plays and movies which have happy endings or plays and movies which have realistic endings? Explain.
Today: 1) Finish watching "A Midsummer Night's Dream"
2) Introduce "A Midsummer Night's Dream" Project
3) Begin working on "A Midsummer Night's Dream" Project
Exit Slip: Which project did you choose to do for “A Midsummer Night’s Dream?” Why did you choose this project? How will you go about completing the project?
Homework: Continue working on "A Midsummer Night's Dream" project.
Do-Now: Which do you enjoy more: plays and movies which have happy endings or plays and movies which have realistic endings? Explain.
Today: 1) Finish watching "A Midsummer Night's Dream"
2) Introduce "A Midsummer Night's Dream" Project
3) Begin working on "A Midsummer Night's Dream" Project
Exit Slip: Which project did you choose to do for “A Midsummer Night’s Dream?” Why did you choose this project? How will you go about completing the project?
Homework: Continue working on "A Midsummer Night's Dream" project.
Thursday, December 15, 2011
Friday, December 15
Objective: SWBAT describe the denoument of a play and explain how it is used to tie together any of the play’s loose ends.
Do-Now: In the beginning of the play, Theseus refused to allow Hermia to marry Lysander and wanted her to marry Demetrius instead. Now, Theseus is willing to allow Hermia and Lysander to marry and Demetrius to marry Helena. Why do you believe he changed his mind? What does this change of heart reveal about his character?
Today: 1) Teacher will review plot, focusing on denoument. Class will recall the denouments of the plays they have read so far this year. What is the purpose of continuing a play after the play’s main conflicts have already been resolved?
2) Class will being to Read Act 5, Scene 1, examining the play’s denoument.
3) Students will read the epilogue of the play. How is the epilogue used as an addition to the denoument? How does it add closure to the play?
Homework: Epilogue Re-Write: Re-Write the Epilogue of “A Midsummer Night’s Dream” to make it sound more modernized.
Exit Slip: What do you believe is the purpose of Puck’s apology to the audience? What parts of the play may have “offended” audiences in Shakespeare’s time? Would any parts of the play offend a modern audience? Explain.
Do-Now: In the beginning of the play, Theseus refused to allow Hermia to marry Lysander and wanted her to marry Demetrius instead. Now, Theseus is willing to allow Hermia and Lysander to marry and Demetrius to marry Helena. Why do you believe he changed his mind? What does this change of heart reveal about his character?
Today: 1) Teacher will review plot, focusing on denoument. Class will recall the denouments of the plays they have read so far this year. What is the purpose of continuing a play after the play’s main conflicts have already been resolved?
2) Class will being to Read Act 5, Scene 1, examining the play’s denoument.
3) Students will read the epilogue of the play. How is the epilogue used as an addition to the denoument? How does it add closure to the play?
Homework: Epilogue Re-Write: Re-Write the Epilogue of “A Midsummer Night’s Dream” to make it sound more modernized.
Exit Slip: What do you believe is the purpose of Puck’s apology to the audience? What parts of the play may have “offended” audiences in Shakespeare’s time? Would any parts of the play offend a modern audience? Explain.
Monday, December 12, 2011
Tuesday, December 13
Objective: SWBAT describe how the conflicts of the play’s main characters are resolved.
Do-Now: Recall the main conflicts that have been established so far in the play. How do you predict these conflicts will be resolved?
Today: 1) Review character's main conflicts
2) Class will read Act 4, Scene 1. How have the character’s conflicts begun to be resolved? What conflicts are still left to be resolved?
3) Class will begin to fill out the last column on their conflict charts.
4) Scene Sketch: Choose one of the scenes from the play and draw a sketch of it, using the information provided to you from the book. Focus on stage direction (where each of the characters would have been standing) and scenery.
Exit Slip: Which characters’ conflicts appear to have been resolved? Which characters’ conflicts remain unresolved at this point?
Homework: Finish Scene Sketch
Do-Now: Recall the main conflicts that have been established so far in the play. How do you predict these conflicts will be resolved?
Today: 1) Review character's main conflicts
2) Class will read Act 4, Scene 1. How have the character’s conflicts begun to be resolved? What conflicts are still left to be resolved?
3) Class will begin to fill out the last column on their conflict charts.
4) Scene Sketch: Choose one of the scenes from the play and draw a sketch of it, using the information provided to you from the book. Focus on stage direction (where each of the characters would have been standing) and scenery.
Exit Slip: Which characters’ conflicts appear to have been resolved? Which characters’ conflicts remain unresolved at this point?
Homework: Finish Scene Sketch
Friday, December 9, 2011
Monday, December 12
Objective: SWBAT list the main events in the climax of a play and describe how the conflicts in the play have changed.
Do-Now: Give a brief summary of the play’s main events so far.
Today: 1) Review events in the play's climax (Act 3)
2) Class will finish reading Act 3, Scene 2. How has Puck made the characters’ conflicts worse? How does he intend to resolve these conflicts?
3) Class will watch Act 3 of "A Midsummer Night's Dream"
Exit Slip: Puck has caused more problems for the four young lovers and now intends to solve them. Do you think he will be successful? What might possibly go wrong with his new plan?
Do-Now: Give a brief summary of the play’s main events so far.
Today: 1) Review events in the play's climax (Act 3)
2) Class will finish reading Act 3, Scene 2. How has Puck made the characters’ conflicts worse? How does he intend to resolve these conflicts?
3) Class will watch Act 3 of "A Midsummer Night's Dream"
Exit Slip: Puck has caused more problems for the four young lovers and now intends to solve them. Do you think he will be successful? What might possibly go wrong with his new plan?
Thursday, December 8, 2011
Friday, December 9
Objective: SWBAT list the main events in the climax of a play and describe how the conflicts in the play have changed.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Acting Exercise: Each group will be given the name of a popular fairytale. They will be asked to act out the fairytale without using words or sounds. Each group will have 20 minutes to prepare.
2) Class will begin to read Act 3, Scene 2, focusing on how the main character’s conflicts are changing due to the actions of the minor characters.
3) In groups, class will finish reading Act 3, Scene 2. How has Puck made the characters’ conflicts worse? How does he intend to resolve these conflicts?
Exit Slip: Puck has caused more problems for the four young lovers and now intends to solve them. Do you think he will be successful? What might possibly go wrong with his new plan?
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Acting Exercise: Each group will be given the name of a popular fairytale. They will be asked to act out the fairytale without using words or sounds. Each group will have 20 minutes to prepare.
2) Class will begin to read Act 3, Scene 2, focusing on how the main character’s conflicts are changing due to the actions of the minor characters.
3) In groups, class will finish reading Act 3, Scene 2. How has Puck made the characters’ conflicts worse? How does he intend to resolve these conflicts?
Exit Slip: Puck has caused more problems for the four young lovers and now intends to solve them. Do you think he will be successful? What might possibly go wrong with his new plan?
Wednesday, December 7, 2011
Thursday, December 8
Objective: SWBAT describe how an instance of dramatic irony and situational irony are used to create humor in “A Midsummer Night’s Dream.”
Do-Now: Describe the instances of situational and dramatic irony we read yesterday in the play.
Today: 1) Watch Act 2 of "A Midsummer Night's Dream"
2) Class will read Act 3, Scene 1, examining the instances of situational and dramatic irony.
Exit Slip: What occurs in Act 3, Scene 1 that could be described as situational irony? What occurs that could be described as dramatic irony? How do these instances of irony create humor in the play?
Do-Now: Describe the instances of situational and dramatic irony we read yesterday in the play.
Today: 1) Watch Act 2 of "A Midsummer Night's Dream"
2) Class will read Act 3, Scene 1, examining the instances of situational and dramatic irony.
Exit Slip: What occurs in Act 3, Scene 1 that could be described as situational irony? What occurs that could be described as dramatic irony? How do these instances of irony create humor in the play?
Tuesday, December 6, 2011
Wednesday, December 7
Objective: SWBAT describe how an instance of situational irony and an instance of dramatic irony are used to create humor in “A Midsummer Night’s Dream.”
Do-Now: Recall the THREE conflicts which have been established so far in the play involved the THREE plotlines which were shown. How might all three of these plots meet and mix in together?
Today: 1) Class will finish reading Act 2, Scene 1. What additional conflict has been added to the play?
2) Class will read Act 2, Scene 2. Describe the situational irony in Scene 2. Describe the dramatic irony occurring in this scene. How are the separate plotlines beginning to come together? How might the third plotline become involved?
3) Class will watch Act 2.
Exit Slip: Now that Puck has made Lysander fall in love with Hermia, what might happen? How will this complicate the already complicated situation between the four young lovers?
Homework: People’s Court: Pretend Oberon took Titinia to court in order to gain custody of the Indian boy. What might each character say in his/her defense? (Why do each of them feel the boy belongs to them?) What might the judge rule? Write a 2-page court scene in which the conflict gets played out and resolved.
Do-Now: Recall the THREE conflicts which have been established so far in the play involved the THREE plotlines which were shown. How might all three of these plots meet and mix in together?
Today: 1) Class will finish reading Act 2, Scene 1. What additional conflict has been added to the play?
2) Class will read Act 2, Scene 2. Describe the situational irony in Scene 2. Describe the dramatic irony occurring in this scene. How are the separate plotlines beginning to come together? How might the third plotline become involved?
3) Class will watch Act 2.
Exit Slip: Now that Puck has made Lysander fall in love with Hermia, what might happen? How will this complicate the already complicated situation between the four young lovers?
Homework: People’s Court: Pretend Oberon took Titinia to court in order to gain custody of the Indian boy. What might each character say in his/her defense? (Why do each of them feel the boy belongs to them?) What might the judge rule? Write a 2-page court scene in which the conflict gets played out and resolved.
Monday, December 5, 2011
Tuesday, December 6
Objective: SWBAT describe how sub-plots in a play can be used to mirror the play’s main plot.
Do-Now: Why do you believe a person can love someone who does not love them back? Do you believe that, if someone is persistent, they may eventually get the other person to love them back? Explain.
Today: 1) Class will read Act 1, Scene 2. How does this scene mirror the conflicts in the first scene? How is the scene used to create humor in the play?
2) Class will watch the first act of “A Midsummer Night’s Dream.”
3) In groups, students will read Act 2, Scene 1 pp. 33-41 and answer the following questions:
1) Describe the fairy, Puck (Robin) based on how he describes himself and how the other fairy describes him.
2) Describe the conflict between Titinia and Oberon (according to Puck.)
3) Describe the confrontation between Titinia and Oberon.
Exit Slip: What has the film version clarified for you about the play? That is, what did you not understand about the play that is now more clear to you now that you’ve seen it performed?
Do-Now: Why do you believe a person can love someone who does not love them back? Do you believe that, if someone is persistent, they may eventually get the other person to love them back? Explain.
Today: 1) Class will read Act 1, Scene 2. How does this scene mirror the conflicts in the first scene? How is the scene used to create humor in the play?
2) Class will watch the first act of “A Midsummer Night’s Dream.”
3) In groups, students will read Act 2, Scene 1 pp. 33-41 and answer the following questions:
1) Describe the fairy, Puck (Robin) based on how he describes himself and how the other fairy describes him.
2) Describe the conflict between Titinia and Oberon (according to Puck.)
3) Describe the confrontation between Titinia and Oberon.
Exit Slip: What has the film version clarified for you about the play? That is, what did you not understand about the play that is now more clear to you now that you’ve seen it performed?
Monday, December 5
Objective: SWBAT describe three major events in the exposition and conflict in the first scene of “A Midsummer Night’s Dream.”
Do-Now: Respond to the following quote: “The course of true love never did run smooth.” Do you agree that finding and keeping true love is never easy? Explain why or why not.
Today: 1) Class will review the Plot Pyramid, focusing on exposition and conflict.
2) Class will begin to read Act 1, Scene 1 of “A Midsummer Night’s Dream.” What are the first two major events that occur in the play’s exposition?
3) In groups, students will finish reading Act 1, Scene 1. Describe Helena’s plan to win back Demetrius.
4) Class will look at the three couples introduced in the first scene of the play. What conflict does each couple have?
Exit Slip: Why do you believe Helena still loves Demetrius even though he doesn’t love her? Why is she willing to ruin Lysander and Hermia’s plan in order to get Demetrius back?
Homework: Compose a letter offering advice to the jilted Helena. Should she keep going after Demetrius even though he clearly does not love her or should she give up?
Do-Now: Respond to the following quote: “The course of true love never did run smooth.” Do you agree that finding and keeping true love is never easy? Explain why or why not.
Today: 1) Class will review the Plot Pyramid, focusing on exposition and conflict.
2) Class will begin to read Act 1, Scene 1 of “A Midsummer Night’s Dream.” What are the first two major events that occur in the play’s exposition?
3) In groups, students will finish reading Act 1, Scene 1. Describe Helena’s plan to win back Demetrius.
4) Class will look at the three couples introduced in the first scene of the play. What conflict does each couple have?
Exit Slip: Why do you believe Helena still loves Demetrius even though he doesn’t love her? Why is she willing to ruin Lysander and Hermia’s plan in order to get Demetrius back?
Homework: Compose a letter offering advice to the jilted Helena. Should she keep going after Demetrius even though he clearly does not love her or should she give up?
Thursday, December 1, 2011
Friday, December 2
Objective: SWBAT describe how the conflicts in a play are resolved by the main character’s demise. SWBAT evaluate the effectiveness of a requiem.
Do-Now: FREE WRITE FRIDAY (Write 5-7 complete sentences about anything you want)
Today: 1) Review Conflict Chart
2) Class will finish reading "Death of a Salesman" pp. 134-136.
3) In groups, read the "Requiem" pp. 137-139. Finish filling out your conflict chart, explaining how each charater's conflicts are resolved (or left unresolved) by Willy's death.
4) Requiem Re-Write: The "Requiem" given to us in the book is very depressing. We learn that no one attended Willy's funeral (even though Willy predicted many people would show) and Linda has finally paid off their house, but has no one left to live with her. Your assignment is to Re-Write the "Requiem" scene, giving it a more positive tone. Your scene can take place at any location you choose and contain any characters from the book, as well as any additional characters you may want to create for the purpose of the scene. If you want to use Willy in this scene, he must appear as a ghost. Focus on how you can re-write the scene to make Willy's death a more positive event. Length = 2 pages.
Homework: Finish your Requiem Re-write.
Do-Now: FREE WRITE FRIDAY (Write 5-7 complete sentences about anything you want)
Today: 1) Review Conflict Chart
2) Class will finish reading "Death of a Salesman" pp. 134-136.
3) In groups, read the "Requiem" pp. 137-139. Finish filling out your conflict chart, explaining how each charater's conflicts are resolved (or left unresolved) by Willy's death.
4) Requiem Re-Write: The "Requiem" given to us in the book is very depressing. We learn that no one attended Willy's funeral (even though Willy predicted many people would show) and Linda has finally paid off their house, but has no one left to live with her. Your assignment is to Re-Write the "Requiem" scene, giving it a more positive tone. Your scene can take place at any location you choose and contain any characters from the book, as well as any additional characters you may want to create for the purpose of the scene. If you want to use Willy in this scene, he must appear as a ghost. Focus on how you can re-write the scene to make Willy's death a more positive event. Length = 2 pages.
Homework: Finish your Requiem Re-write.
Wednesday, November 30, 2011
Thursday, December 1
Objective: SWBAT describe how the conflicts in a play are resolved by the main character’s demise.
Do-Now: We know Willy is going to die. How do you predict he will meet his demise? Explain what evidence you have found in the play which leads you to believe this.
Today: 1) Class will read pp. 127 – 136. How is this final appearance of Uncle Ben being used to foreshadow Willy’s death. Why does Willy finally decide to kill himself?
2) Character/Conflict/Resolution: Students will make a chart listing the play's main character's: Willy, Linda, Biff, Happy. For each character, they will list the main conflict(s) the character has been dealing with throughout the play. In the last column, they will describe how each character's conflict is resolved by the end of the play (with Willy's death).
Exit Slip: If you were the writer of this play, would you have ended it differently? (Would you have had Willy kill himself?) Exaplin. Do you feel that Willy really needed to die? Explain why/why not.
Do-Now: We know Willy is going to die. How do you predict he will meet his demise? Explain what evidence you have found in the play which leads you to believe this.
Today: 1) Class will read pp. 127 – 136. How is this final appearance of Uncle Ben being used to foreshadow Willy’s death. Why does Willy finally decide to kill himself?
2) Character/Conflict/Resolution: Students will make a chart listing the play's main character's: Willy, Linda, Biff, Happy. For each character, they will list the main conflict(s) the character has been dealing with throughout the play. In the last column, they will describe how each character's conflict is resolved by the end of the play (with Willy's death).
Exit Slip: If you were the writer of this play, would you have ended it differently? (Would you have had Willy kill himself?) Exaplin. Do you feel that Willy really needed to die? Explain why/why not.
Tuesday, November 29, 2011
Wednesday, November 30
Objective: SWBAT describe what a character’s hallucinations can reveal about him. SWBAT evaluate the climax of a play and explain how the events in the play have begun to shift direction.
Do-Now: Recall the instances in the play where Uncle Ben has appeared. What has been his purpose in this play? Why does he keep appearing? What does this show you about Willy?
Today: 1) Class will read pp. 121-125. How is the Loman family beginning to fall apart? What events have led up to this?
2) In groups, students will read pp. 125-127. How is Uncle Ben used in this scene? What caused Willy’s imagination to bring him back?
EXIT SLIP: What is being foreshadowed by Willy’s conversation with Ben? Why have we expected this event to happen for awhile now?
Do-Now: Recall the instances in the play where Uncle Ben has appeared. What has been his purpose in this play? Why does he keep appearing? What does this show you about Willy?
Today: 1) Class will read pp. 121-125. How is the Loman family beginning to fall apart? What events have led up to this?
2) In groups, students will read pp. 125-127. How is Uncle Ben used in this scene? What caused Willy’s imagination to bring him back?
EXIT SLIP: What is being foreshadowed by Willy’s conversation with Ben? Why have we expected this event to happen for awhile now?
Monday, November 28, 2011
Tuesday, November 29
Objective: SWBAT explain how a flashback scene is used to parallel and present scene from a play.
Do-Now: Would you be willing to lie to someone in order to make them happy, even though there is a chance they might discover the truth one day? Explain why or why not. Do you think Biff will lie to Willy about his meeting with Oliver in order to make Willy happy? Explain why or why not.
Today: 1) Class will read pp. 105- 121. How are Willy’s flashbacks mixed in with the present scene? How is the author trying to show that this is not the first time Biff has disappointed his father? How has Willy disappointed Biff?
2) Writing a Script: Pretend that Willy and Biff go on a talkshow to work out their problems. Write a script showing what happens between the two of them on the show. Remember to include details from the play about the conflicts that have occurred between them.
EXIT SLIP: What is starting to happen to Willy? What do you believe is causing this to happen to him?
Homework: Finish writing your script
Do-Now: Would you be willing to lie to someone in order to make them happy, even though there is a chance they might discover the truth one day? Explain why or why not. Do you think Biff will lie to Willy about his meeting with Oliver in order to make Willy happy? Explain why or why not.
Today: 1) Class will read pp. 105- 121. How are Willy’s flashbacks mixed in with the present scene? How is the author trying to show that this is not the first time Biff has disappointed his father? How has Willy disappointed Biff?
2) Writing a Script: Pretend that Willy and Biff go on a talkshow to work out their problems. Write a script showing what happens between the two of them on the show. Remember to include details from the play about the conflicts that have occurred between them.
EXIT SLIP: What is starting to happen to Willy? What do you believe is causing this to happen to him?
Homework: Finish writing your script
Wednesday, November 23, 2011
Monday, November 28
Objective: SWBAT find an instance of foreshadowing in a play and describe what event it might be predicting. SWBAT find three examples of dramatic irony in a play and explain how effectively they are being used.
Do-Now: If you couldn’t pay your bills, would you feel comfortable borrowing money from a friend? Explain why or why not. Why do you think some people refuse to let others help them when they are in need?
Today: 1) Class will read from pg. 95-98, looking for an instance of foreshadowing. What might happen later on in the play based on the hint that has been given?
2) In groups, students will read pp. 98-105 looking for instances of dramatic irony. How are Happy’s lies a form of dramatic irony?
3) Writing the Next Scene: Based on what Biff has told Happy about his meeting with Oliver and Happy's suggestions to Biff about what to tell Willy, how do you predict the next scene will play out? Write a 2-page scene showing what you feel will happen next. Will Biff tell Willy the truth or will he lie? How will Willy react? (Remember, this scene should take place at the restaurant and involve the same characters.)
Exit Slip: Why do you believe Happy wants Biff to lie to Willy about speaking to Oliver? Explain.
Homework: Finish writing your 2-page scene.
Do-Now: If you couldn’t pay your bills, would you feel comfortable borrowing money from a friend? Explain why or why not. Why do you think some people refuse to let others help them when they are in need?
Today: 1) Class will read from pg. 95-98, looking for an instance of foreshadowing. What might happen later on in the play based on the hint that has been given?
2) In groups, students will read pp. 98-105 looking for instances of dramatic irony. How are Happy’s lies a form of dramatic irony?
3) Writing the Next Scene: Based on what Biff has told Happy about his meeting with Oliver and Happy's suggestions to Biff about what to tell Willy, how do you predict the next scene will play out? Write a 2-page scene showing what you feel will happen next. Will Biff tell Willy the truth or will he lie? How will Willy react? (Remember, this scene should take place at the restaurant and involve the same characters.)
Exit Slip: Why do you believe Happy wants Biff to lie to Willy about speaking to Oliver? Explain.
Homework: Finish writing your 2-page scene.
Tuesday, November 22, 2011
Wednesday, November 23
Objective: SWBAT describe how an instance of flashback is used to contrast with an accompanying scene.
Do-Now: Do you believe it’s not what you know, but who you know that’s important for determining how successful you are? Can you be successful based on the fact that you are well-known and well-liked? Can you be successful without anyone liking you? Explain.
Today: 1) Class will read pp. 84-90. How is flashback being used to contrast the scene that came before? What opportunities did Willy give up in the past? What hopes did the family have for Biff?
2) In groups, students will read pp. 90-94. What is the purpose of Bernard’s re-appearance in the play? How has Bernard succeeded where Biff has failed? How does Willy over exaggerate Biff’s success?
3) Write 2-3 paragraphs describing a time in your life where you have over exaggerated something about yourself or lied about yourself in order to make someone think better about you. Why did you choose to lie? What did you feel you had to prove?
Exit Slip: Why do you believe Willy lied about Biff to Bernard? How do these lies benefit Biff? How do these lies benefit Willy?
Homework: Finish any incomplete classwork or late homework assignments.
Do-Now: Do you believe it’s not what you know, but who you know that’s important for determining how successful you are? Can you be successful based on the fact that you are well-known and well-liked? Can you be successful without anyone liking you? Explain.
Today: 1) Class will read pp. 84-90. How is flashback being used to contrast the scene that came before? What opportunities did Willy give up in the past? What hopes did the family have for Biff?
2) In groups, students will read pp. 90-94. What is the purpose of Bernard’s re-appearance in the play? How has Bernard succeeded where Biff has failed? How does Willy over exaggerate Biff’s success?
3) Write 2-3 paragraphs describing a time in your life where you have over exaggerated something about yourself or lied about yourself in order to make someone think better about you. Why did you choose to lie? What did you feel you had to prove?
Exit Slip: Why do you believe Willy lied about Biff to Bernard? How do these lies benefit Biff? How do these lies benefit Willy?
Homework: Finish any incomplete classwork or late homework assignments.
Monday, November 21, 2011
Tuesday, November 22
Objective: SWBAT describe how the mood in the Loman household has changed based on two potential, future events. SWBAT compare this change in mood to the changes seen in other plays they have read.
Do-Now: What “big plans” did Happy and Biff discuss at the end of Act 1? What are they planning on doing? How are they going to do this?
Today: 1) Class will read pp. 72-76 examining how the mood in the Loman household has changed based on potential events that may occur in the future.
2) In pairs, students will read pp. 76-84. How has the mood of the play changed? How have Willy’s dreams been shot down, once again? What might now happen to Willy?
Exit Slip: Willy expected to get a better job and now, instead, has lost the job he had. If you were Willy, what might you be feeling/thinking now? What would you be worried about?
Homework: Write 2-3 paragraphs describing a time in your life where you were let down. A time where you expected something great and, instead, were disappointed. Compare your story to Willy’s.
Do-Now: What “big plans” did Happy and Biff discuss at the end of Act 1? What are they planning on doing? How are they going to do this?
Today: 1) Class will read pp. 72-76 examining how the mood in the Loman household has changed based on potential events that may occur in the future.
2) In pairs, students will read pp. 76-84. How has the mood of the play changed? How have Willy’s dreams been shot down, once again? What might now happen to Willy?
Exit Slip: Willy expected to get a better job and now, instead, has lost the job he had. If you were Willy, what might you be feeling/thinking now? What would you be worried about?
Homework: Write 2-3 paragraphs describing a time in your life where you were let down. A time where you expected something great and, instead, were disappointed. Compare your story to Willy’s.
Friday, November 18, 2011
Monday, November 21
Objective: SWBAT describe how three different characters view Willy and make inferences about each of the three characters based on their view of Willy.
Do-Now: How do you think your friends/family would describe you if they were talking about you behind your back? What would they say about you? What opinions would they have about the type of person you are?
Today: 1) Class will read pp. 52-56, focusing on Linda, Biff, and Happy’s views on Willy. How does each character feel about Willy? What clues are you given in the text that suggest this? What do these feelings reveal about each character?
2) In groups, students will read pp. 57-61. How does Linda view her sons? What new conflict is introduced to the reader through Linda?
EXIT SLIP: Describe Willy Loman. Use his actions, dialogue and opinions other characters have given about him.
Homework: Finish reading Act 1 of “Death of a Salesman.”
Do-Now: How do you think your friends/family would describe you if they were talking about you behind your back? What would they say about you? What opinions would they have about the type of person you are?
Today: 1) Class will read pp. 52-56, focusing on Linda, Biff, and Happy’s views on Willy. How does each character feel about Willy? What clues are you given in the text that suggest this? What do these feelings reveal about each character?
2) In groups, students will read pp. 57-61. How does Linda view her sons? What new conflict is introduced to the reader through Linda?
EXIT SLIP: Describe Willy Loman. Use his actions, dialogue and opinions other characters have given about him.
Homework: Finish reading Act 1 of “Death of a Salesman.”
Thursday, November 17, 2011
Friday, November 18
Objective: SWBAT evaluate one instance of flashback in “Death of a Salesman” and explain the author’s purpose for the flashback.
Do-Now: What is one thing in your life that you regret never doing? This could be an opportunity that was offered to you that you passed up or something you’ve always wanted to do, but were never able to. Why do you regret not doing this? If you had another chance, would you take it?
Today: 1) Class will read pp. 41-47, examining Willy’s interchange with his imaginary uncle, Ben. Why might Willy be remembering his uncle at this point in the play?
2) In groups, class will read pp. 47-52, examining the flashback scene with Willy’s uncle, Ben. How does the play transition from Willy seeing an imaginary Ben to a flashback scene? What is the purpose of this flashback scene?
EXIT SLIP: What do you believe is the author’s purpose for including the flashback scene with Willy’s uncle, Ben? What do you feel the author is trying to show us about Willy and his life?
Do-Now: What is one thing in your life that you regret never doing? This could be an opportunity that was offered to you that you passed up or something you’ve always wanted to do, but were never able to. Why do you regret not doing this? If you had another chance, would you take it?
Today: 1) Class will read pp. 41-47, examining Willy’s interchange with his imaginary uncle, Ben. Why might Willy be remembering his uncle at this point in the play?
2) In groups, class will read pp. 47-52, examining the flashback scene with Willy’s uncle, Ben. How does the play transition from Willy seeing an imaginary Ben to a flashback scene? What is the purpose of this flashback scene?
EXIT SLIP: What do you believe is the author’s purpose for including the flashback scene with Willy’s uncle, Ben? What do you feel the author is trying to show us about Willy and his life?
Wednesday, November 16, 2011
Thursday, November 17
Objective: SWBAT describe how two instances of flashback are used in “Death of a Salesman” to reveal more about Willy’s past.
Do-Now: Recall a book you’ve read of a movie you’ve seen that used flashback (showing a scene that occurred in the past). What occurred during this flashback? How was the flashback used effectively to reveal more about the characters in the movie/play?
Today: 1) How can flashback be used in a play?
2) Class will begin reading pp. 28-33 of “Death of a Salesman,” examining the first instance of flashback.
3) In groups, class will read pp. 33-40, focusing on the remaining part of the first flashback and the second flashback. Students will write descriptions of each flashback.
4) Class will use a VENN diagram to compare/contrast Willy’s life in the past with Willy’s life in the present, based on the scenes presented in the first part of Act 1.
EXIT SLIP: What did these flashbacks reveal about Willy’s true character? What have you now learned about Willy that you did not know before the flashbacks? How do you think the play’s author wants you to feel about Willy?
Homework: Write your own flashback. Choose an event from your childhood and write a two-page scene re-enacting that event. Use both stage direction and dialogue as you pretend this scene from your past will be acted out.
Do-Now: Recall a book you’ve read of a movie you’ve seen that used flashback (showing a scene that occurred in the past). What occurred during this flashback? How was the flashback used effectively to reveal more about the characters in the movie/play?
Today: 1) How can flashback be used in a play?
2) Class will begin reading pp. 28-33 of “Death of a Salesman,” examining the first instance of flashback.
3) In groups, class will read pp. 33-40, focusing on the remaining part of the first flashback and the second flashback. Students will write descriptions of each flashback.
4) Class will use a VENN diagram to compare/contrast Willy’s life in the past with Willy’s life in the present, based on the scenes presented in the first part of Act 1.
EXIT SLIP: What did these flashbacks reveal about Willy’s true character? What have you now learned about Willy that you did not know before the flashbacks? How do you think the play’s author wants you to feel about Willy?
Homework: Write your own flashback. Choose an event from your childhood and write a two-page scene re-enacting that event. Use both stage direction and dialogue as you pretend this scene from your past will be acted out.
Tuesday, November 15, 2011
Wednesday, November 16
Objective: SWBAT describe the internal and external conflicts of THREE characters from “Death of a Salesman.”
Do-Now: What conflicts have been established so far in Act 1 of “Death of a Salesman?” What problems does Willy face? What problems do other members of his family face?
Today: 1) Review Internal vs. External Conflict; Begin to fill out Conflict Chart
2) Class will continue reading “Death of a Salesman” pp. 18-23. What appear to be Biff’s internal and external conflicts? What CLUES are given to us in the story that suggest these conflicts?
3) In pairs, students will read pp. 23-27 (from Happy's first line on pg. 23 to Happy's last line on pg. 27). Students will add Happy to their conflict charts.
Exit Slip: Out of all the characters in the play who have been introduced so far, whose conflict can you relate to the most? Explain.
Do-Now: What conflicts have been established so far in Act 1 of “Death of a Salesman?” What problems does Willy face? What problems do other members of his family face?
Today: 1) Review Internal vs. External Conflict; Begin to fill out Conflict Chart
2) Class will continue reading “Death of a Salesman” pp. 18-23. What appear to be Biff’s internal and external conflicts? What CLUES are given to us in the story that suggest these conflicts?
3) In pairs, students will read pp. 23-27 (from Happy's first line on pg. 23 to Happy's last line on pg. 27). Students will add Happy to their conflict charts.
Exit Slip: Out of all the characters in the play who have been introduced so far, whose conflict can you relate to the most? Explain.
Monday, November 14, 2011
Tuesday, November 15
Objective: SWBAT list THREE elements from the set of “Death of a Salesman” that are used to create mood and describe how each of these elements creates mood.
Do-Now: How can the setting of a story be used to help create the story's mood? Think back to "Fences" and "A Raisin in the Sun." How were the settings of each play described? What mood did this create for each play?
Today: 1) Present "Othello" Scenes
2) Begin reading "Death of a Salesman" pp. 10-12, looking for elements of the setting used to create mood.
3) In pairs, read pp. 12-17. What problem are we introduced to as the play begins?
Exit Slip: Look back at the play’s setting and list THREE elements of the setting that are used to create mood. Explain how these elements create the mood of the first scene.
Homework: Using the description of the setting given at the beginning of Act 1, draw a diagram of the stage, labeling each of the important pieces. Pretend that a stage crew will be using this diagram to set-up the stage for a production of the play.
Do-Now: How can the setting of a story be used to help create the story's mood? Think back to "Fences" and "A Raisin in the Sun." How were the settings of each play described? What mood did this create for each play?
Today: 1) Present "Othello" Scenes
2) Begin reading "Death of a Salesman" pp. 10-12, looking for elements of the setting used to create mood.
3) In pairs, read pp. 12-17. What problem are we introduced to as the play begins?
Exit Slip: Look back at the play’s setting and list THREE elements of the setting that are used to create mood. Explain how these elements create the mood of the first scene.
Homework: Using the description of the setting given at the beginning of Act 1, draw a diagram of the stage, labeling each of the important pieces. Pretend that a stage crew will be using this diagram to set-up the stage for a production of the play.
Wednesday, November 9, 2011
Monday, November 14
Objective: SWBAT modernize a scene from Othello and present the scene to the class.
Do-Now: What is your overall reaction to the film version of "Othello?" What did you like/dislike about it? Did it help you gain a better understanding of the play? If you were the director, what would you have done differently? Explain.
Today: 1) Acting Exercise: Who Am I?
2) Work on "Othello" project with your group. Your group should already be done writing your script and you should be memorizing your lines and practicing acting out your scene today.
EXIT SLIP: How well prepared do you feel your group is for tomorrow? What might your group still need to work on?
Homework: Be prepared to present your Othello scene TOMORROW!
Do-Now: What is your overall reaction to the film version of "Othello?" What did you like/dislike about it? Did it help you gain a better understanding of the play? If you were the director, what would you have done differently? Explain.
Today: 1) Acting Exercise: Who Am I?
2) Work on "Othello" project with your group. Your group should already be done writing your script and you should be memorizing your lines and practicing acting out your scene today.
EXIT SLIP: How well prepared do you feel your group is for tomorrow? What might your group still need to work on?
Homework: Be prepared to present your Othello scene TOMORROW!
Tuesday, November 8, 2011
Wednesday, November 9
Objective: SWBAT modernize a scene from Othello and present the scene to the class.
Do-Now: Describe your favorite actor/actress. Why is he/she your favorite? What qualities does he/she possess that make him/her a good actor/actress? Explain.
Today: 1) Finish watching "Othello"
2) Acting Exercise
3) Continue working on your Othello project
Homework: Continue work on your Othello project
Do-Now: Describe your favorite actor/actress. Why is he/she your favorite? What qualities does he/she possess that make him/her a good actor/actress? Explain.
Today: 1) Finish watching "Othello"
2) Acting Exercise
3) Continue working on your Othello project
Homework: Continue work on your Othello project
Sunday, November 6, 2011
Monday, November 7
Objective: SWBAT modernize a scene from Othello and present the scene to the class.
Do-Now: What scene from Othello might you be interested in re-writing and acting out? Why do you think this would be an interesting scene to re-write/act out? What changes would you make to this scene?
Today: 1) Introduce "Othello" project
2) Begin work on "Othello" project
3) Continue watching "Othello"
Homework: Continue working on your Othello project
Do-Now: What scene from Othello might you be interested in re-writing and acting out? Why do you think this would be an interesting scene to re-write/act out? What changes would you make to this scene?
Today: 1) Introduce "Othello" project
2) Begin work on "Othello" project
3) Continue watching "Othello"
Homework: Continue working on your Othello project
Thursday, November 3, 2011
Friday, November 4
Objective: SWBAT evaluate the effectiveness of the resolution in the conclusion of Othello.
Do-Now: How do you predict Othello will end? What other characters may die? Why? Will Iago get away with his plan or will he be caught? Explain.
Today: 1) Class will finish reading Act 5, Scene 2, examining Othello’s reaction to learning the truth about Desdemona and Iago.
2) Students will continue to watch the film version of “Othello” in 20-25 minute segments, looking for similarities and differences between the text and the film.
Exit Activity: Do you believe Iago got what he deserved in the end? Explain. How would you have punished Iago for what he did to Othello and the others?
Do-Now: How do you predict Othello will end? What other characters may die? Why? Will Iago get away with his plan or will he be caught? Explain.
Today: 1) Class will finish reading Act 5, Scene 2, examining Othello’s reaction to learning the truth about Desdemona and Iago.
2) Students will continue to watch the film version of “Othello” in 20-25 minute segments, looking for similarities and differences between the text and the film.
Exit Activity: Do you believe Iago got what he deserved in the end? Explain. How would you have punished Iago for what he did to Othello and the others?
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