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.
Wednesday, November 30, 2011
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?
Wednesday, November 2, 2011
Thursday, November 3
Objective: SWBAT evaluate Othello’s reasons for killing Desdemona.
Do-Now: If you were Othello, would you have believed Iago's "evidence" that Desdemona was cheating? Why or why not? How would you have reacted if you DID believe she was cheating? Explain.
Today: 1) Class will begin reading Act 5, Scene 2 pp. 271-283, examining Othello’s soliloquy as he decides to kill Desdemona.
2) Re-read Othello's Soliloquy: Do you see any reason or logic behind Othello’s decision to kill Desdemona? Where does Othello appear to let emotion overcome reason?
3) 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 Slip: Was Othello justified in killing Desdemona? Why do you believe he felt that murder was the only way to punish her for being unfaithful?
Do-Now: If you were Othello, would you have believed Iago's "evidence" that Desdemona was cheating? Why or why not? How would you have reacted if you DID believe she was cheating? Explain.
Today: 1) Class will begin reading Act 5, Scene 2 pp. 271-283, examining Othello’s soliloquy as he decides to kill Desdemona.
2) Re-read Othello's Soliloquy: Do you see any reason or logic behind Othello’s decision to kill Desdemona? Where does Othello appear to let emotion overcome reason?
3) 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 Slip: Was Othello justified in killing Desdemona? Why do you believe he felt that murder was the only way to punish her for being unfaithful?
Tuesday, November 1, 2011
Wednesday, November 2
Objective: SWBAT describe how suspense is created in the final Act of Othello.
Do-Now: Describe Iago’s plan for getting rid of Cassio. What might possibly go wrong with this plan? Do you believe Iago will be able to see this plan through successfully? Explain why or why not using evidence from the play.
Today: 1) Class will read Act 5, Scene 1. What has gone “wrong” with Iago’s plan? How is Iago able to mislead everyone into believing what he wants them to?
2) Re-read Iago’s aside in the beginning of Scene 1. What can you infer about Iago’s character based on his innermost thoughts?
3) Begin watching "Othello."
Exit Slip: Why is Bianca getting blamed for what happened to Cassio at the end of Scene 1? How is her character being called into question here? What might Iago be trying to say about women? (Think about his previous comments on women.)
Do-Now: Describe Iago’s plan for getting rid of Cassio. What might possibly go wrong with this plan? Do you believe Iago will be able to see this plan through successfully? Explain why or why not using evidence from the play.
Today: 1) Class will read Act 5, Scene 1. What has gone “wrong” with Iago’s plan? How is Iago able to mislead everyone into believing what he wants them to?
2) Re-read Iago’s aside in the beginning of Scene 1. What can you infer about Iago’s character based on his innermost thoughts?
3) Begin watching "Othello."
Exit Slip: Why is Bianca getting blamed for what happened to Cassio at the end of Scene 1? How is her character being called into question here? What might Iago be trying to say about women? (Think about his previous comments on women.)
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