Death of a Salesman Unit Plan:Overarching Idea:

Literature as an influential power in society

Curriculum Outcomes:

(1.1.1a) draw from a repertoire of effective strategies to form tentative understandings, interpretations and positions [for example, record initial thoughts, feelings and observations about a novel in a dialogue journal]

(1.1.1b) modify tentative interpretations and tentative positions by weighing and assessing the validity of own and others’ ideas, observations and opinions; and identify areas for further inquiry or research

(2.1.1b) analyze elements or causes present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group]

(2.1.1d) identify the impact that personal context—experience, prior knowledge—has on constructing meaning from a text

(2.1.2e) relate a text creator’s tone and register to the moral and ethical stance explicitly or implicitly communicated by a text

(2.2.1) analyze and apply knowledge of text form, organization and structure to understand purpose, content and assess effectiveness of text structure and effect on relationships and audience (describe, explain, assess)

(2.2.2f) analyze the various elements of effective presentation, and assess the effects created [for example, colour to create symbolism or mood, and gestures to enhance clarity]

(2.3.1b) form positions on issues that arise from text study; and assess the ideas, information, arguments, emotions, experiences, values and beliefs expressed in works of literature and other texts in light of issues that are personally meaningful and culturally significant

(2.3.1d) respond personally and critically to the ways in which cultural and societal influences are reflected in a variety of Canadian and international texts

(2.3.2c) analyze and assess settings and plots in terms of created reality and plausibility [for example, determine the authenticity of the setting of a work of historical fiction]

(3.1.1c) refine the purpose of inquiry or research by limiting or expanding the topic as appropriate

(3.1.2a) reflect on and describe strategies for developing an inquiry or research plan that will foster understanding, select and monitor appropriate strategies, and modify strategies as needed to plan inquiry or research effectively [for example, use a research journal to keep and record reflections on the research process, clarify thinking, revisit initial perceptions and ask questions that lead to new research]

(3.2.3) form and support generalizations and new ideas about text and support these sufficiently (INSIGHT)

(4.1.2d) understand the concept of convention; and apply it to oral, print, visual and multimedia text forms when appropriate [for example, understand the common conventions of a modern play script; and include dialogue, stage directions, and directions for lighting and sound effects when creating a script, as appropriate]

(4.1.2e) depart from the conventions of oral, print, visual and multimedia texts, as appropriate to purpose, audience and situation [for example, employ the conventions of fiction when creating factual narrative to fulfill purpose and create audience effects]; and assess the impact on text creation

(4.1.3) develop appropriate, relevant, and sufficient content that is appropriate to form, consistent with context and supports unifying effect

(4.2) create and revise a text that is polished in relation to the thought and detail, controlling idea, organization, supporting evidence, grammar, sentence structure, and word choice.

(5.2.2e) identify, analyze and assess the collaborative processes used by individuals whose careers involve the development and production of literary texts [such as the collaborative relationships of author, illustrator, editor and publisher and of playwright, actor, producer and director]

Understandings:

Text creation is influenced by outside factors (personal and societal) Text elements and conventions are purposely chosen to create a desired effect and voice The study of literature requires that the reader evaluate and assess their reading strategies and

effectiveness of their interpretations

Essential Questions:

1. How does literature influence our perspective?2. How does our perspective influence literature?

Knowledge (Students will know that...) ...know elements of text being studied ...know appropriate strategies for reading literature ...know stylistic techniques and rhetorical devices ...know content behind text development

Skills (Students will be able to...) ...analyze factors of communication ...analyze effective elements of presentation ...analyze setting and plot in terms of authenticity ...apply elements of texts accurately, appropriately, and effectively ...depart from traditional conventions and assess impact ...assess and explain how prior knowledge contributes to new understandings ...use reading strategies to enhance understanding and interpretation and adjust accordingly ...explain how text is used to communicate moral and ethical messages ...assess and evaluate sources of research ...synthesize information gathered from research to communicate understanding

Performance Task:Jubilations Theatre has hired you to revise a scene from Arthur Miller’s Death of a Salesman giving it a twist. In a celebration of plays from the past in a new light, they are looking for a scene that incorporates a character from the play that isn’t already in that scene. In order to maintain the integrity of the play, you must maintain the context of the scene and the persona of the ‘new’ and already present characters. In the submission of this scene to the theater, you must submit a copy of the script. As a conscientious writer, you will write a minimum 2 page double spaced typed reflection of the effectiveness of your choices for this scene addressing whether or not the revised script achieved the desired effect of adding insight into characters for the audience while maintaining the integrity of the play, and the conventions and elements that were used in the attempt.

Other Evidence: Product – Personal response, reader’s journal, critical essay, performance task, research

summary, poem, Existentialism summary response (for The Happy Man and Death of a Salesman), Unit exam

Observations – group discussion – small and class, scene presentation Conversations – small group discussions, class discussions, scene presentation planning, poetry

presentations

Texts: Death of a Salesman Suitcase Lady (from Act of Writing text) The Happy Man (from Echoes text) River Merchant’s Wife (from Echoes text)

Vocabulary:ADD LIST OF WORDS TO BE USED AS BELL WORK QUIZZES (develop from all texts and notes)

Learning Activities:Lesson #1 (5 classes)Discuss outcomes and understandings for this unitIntroduce performance task, groups and rubric – this is to be worked on during any down time!Read introduction page vii to x aloud. During reading students will record key ideas they hear. Share key ideas as a class.Jigsaw read pages x to xvInternet research summary (annotated bibliography) – topic McCarthyism and Capitalism in regards to the creation of the play Death of a Salesman (Summary Rubric) – Do as an annotated bibliography…what that research says about the topic in terms of the play.Notes (and video?) on the elements of Modern Drama as a genre SMART NOTEBOOK PRESENTATION

Lesson #2 (3 classes)Reading of the play Death of a Salesman in small groups MAKE GROUPSGroups will determine schedule and method of reading each dayEach day teacher will give students a during reading strategy they will use during reading to enhance understandingStudents will respond to scene questions in their own reading journal after discussing them as a small group and reflect on the effectiveness and perhaps revisions to the reading strategy(s) they used EXEMPLAR OF REFLECTION ON READING STRATEGY.

(Learning Journal Rubric)

Lesson #3 (2 classes)Teacher directed note taking strategy for Descriptive Essay notes in Act of Writing textRead essay aloud in small groups and discuss structure and style questions – present in jot notes on chart paper – gallery walk as brainstorming for their essayRewrite the Suitcase Lady as Willy Loman – Use Tower Method – EXEMPLAR(Personal Response Rubric)

Lesson #4 (1 class)Teacher reading aloud of The River-Merchant’s Wife: A LetterAs a class discuss questions #1-4 – students apply note taking strategy from lesson 4Individually rewrite the poem as Linda Loman – share poems with reading groups – discuss effectiveness of poem in capturing Linda’s character – 2 stars and a wish format EXEMPLARReflection paragraph(s) response for student’s own poems (refer to personal response rubric)EXEMPLAR

Lesson #5 (2 classes)As a class discuss questions for The Happy ManPaired reading for The Happy Man – pause after each page and together do during reading strategy – make notes on each questions as it comes up in reading GRAPHIC ORGANIZER OF QUESTIONS (formative assessment)Internet research (see also if there are books in the library) on Existentialism – refer to question #5 but also look at in terms of how Death of a Salesman reflects elements of this philosophy (Summary Rubric)

Lesson #6 (4 classes)Work on performance task (2 (+1?) classes)Present performance tasks and write personal reflection (1 (+1?) class)

Lesson #7 (1 class - Diploma exam time frame...may need to use some of SOLE time)In class Critical response essay – topic TBA(Critical Response Rubric)

Unit Exam

Thought and Understanding (Outcome 2)

Support and Detail (Outcome 2)

Organization (Outcome 3)

Matters of Choice (Outcome 4)

Matters of Correctness (Outcome 4)

Ideas and Impressions – Outcome 2

Presentation – Split between Outcomes 3 and 4

Death of a Salesman Character/Script Assignment

Teacher Name: Mrs. Presakarchuk Student Name:     ________________________________________

CATEGORY 4 3 2 1

Creativity and Communication

(Outcome 4)

The script and presentation of it contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. Communication of scene is extremely clear and effective.

The script and presentation of it contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. Communication of the scene is clear and effective.

The script and presentation of it contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. Communication of the scene is mostly clear and/or effective

There is little evidence of creativity in the script and/or presentation. The author does not seem to have used much imagination. The scene is not communicated clearly and/or effectively.

Essence of Scene

(Outcome 2)

It is extremely clear that the student has a deep understanding the text and context.

The student has demonstrated an understanding the text and context.

The student has demonstrated some understanding the text and context; however there are gaps or misunderstandings present.

It is not clear what the scene was meant to communicate.

Characters

(Outcome 2)

The reality of the characters as presented in the play is strongly maintained. The injecting of “new character” into scene is extremely plausible.

The reality of characters presented in the play is maintained. The injecting of “new character” into scene is plausible.

The reality of characters presented in the play is maintained on some levels and/or the injecting of “new character” into scene is plausible on some levels.

Though the scene may present a mostly accurate version of the events in the play, the reality of the characters is not maintained and/or the injecting of “new character” into scene is not plausible overall.

Script Writing

(Outcome 4)

There is significant awareness of written requirements (use of stage directions, introduction of scene, indication of lines, indication of sound effects etc) demonstrated

There is definite awareness of written requirements (use of stage directions, introduction of scene, indication of lines, indication of sound effects etc) evident.

There is some awareness of written requirements (use of stage directions, introduction of scene, indication of lines, indication of sound effects etc) demonstrated.

There is little evidence (use of stage directions, introduction of scene, indication of lines, indication of sound effects etc) demonstrated.

Reflection This written reflection insightfully assesses

This written reflection clearly assesses the

This written reflection assesses the impact of

This written reflection is a summary of the

(Outcome 4) the impact on deviations from the conventions of the original play

impact of deviations from the conventions of the original play.

deviations from the conventions of the original play; however there are gaps in thought and detail

assignment and/or does not assess the deviations from the conventions of the original play.

Learning Journal Rubric (For Journals)

ASSESSMENTOUTCOMES

Strong(9–10)

Proficient(7–8)

Emerging(5–6) Incomplete

(1–4)LENGTH AND PRESENCE OF REQUIRED ENTRIES(Outcome 3)

All entries present, highly detailed and demonstrate consistently diligent, articulate responses.

Many entries are 1/2 page or longer.

Entries follow one another.

Each entry dated.

All entries present and demonstrate detailed, complete responses.

Most entries are paragraphs with at least 10–12 sentences.

Easy to find entries.

Most entries are in order and have the date.

All entries mainly complete but may tend to be brief.

Most entries are a paragraph.

Entries follow one after another.

Few dates.

Entries incomplete or missing.

Most entries are 2 to 3 sentences.

Blank pages.

No dates.

CLARITY OF COMMUNICATION

(Outcome 1)

Student has done an exceptional job elaborating process, thoughts and ideas.

This writing reflects the voice of the student.

Student has done a thoughtful job elaborating process, thoughts and ideas.

This writing reflects the voice of the student.

Student has met the basic requirements.

Little voice is evident.

Student’s response is brief.

No sense of voice.

REASONING AND COMPLEXITY OF ISSUES ARISINGFROMLEARNING PROCESS(Outcome 1)

Comments and/or questions demonstrate insight and maturity and probe toward greater understanding of the student’s learning journey.

Thought-provoking comments and/or questions are posed about significant issues arising from the student’s learning journey.

Comments are made or questions raised on issues arising from or meaningfully related to the student’s learning journey.

Comments or questions if posed do not meaningfully connect with the experience of the student’s learning journey.

Organization (Outcome 3)Elements of Summary (Outcome 4)Grammar Usage, Mechanics and Spelling (Outcome 4)