Crotts, Chien !

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Introduction: this is my mini-unit lesson plan, demographic breakdown, and rationale. I worked
on this mini-unit with Caleb Crotts. Following the presentation I edited the various parts of this
mini-unit so it was easier to find the calendar and rationale. I am quite proud of this mini-unit, I
think its ambitious but practical. I also think it presents students with the appropriate degree of
difficulty without dumbing down the material. Using the play The Glass Menagerie gives the
teacher an avenue to explore both character development and argumentative writing. It also
exposes students to an incredible work of American fiction. I used what I learned on both minilessons to create this mini-unit. I focused on making the rubric explicit and quantifiable as to
make assessment as fair and simple as possible. I also tried to explicitly define the day by day
goals of the unit and connect these goals to the overall goal of the mini-unit.

Character Analysis and Argumentative Writing: The Glass Menagerie

Name: Caleb Crotts & August Chien
Date: May 4, 2016
Subject: English
Grade: 10th
Demographics and Grade Level
We plan to teach this lesson to a tenth grade honors class with 25 students at Myers Park
in Charlotte, North Carolina. Myers Park High School is not a highly diverse school as almost
60% of its population are Caucasians. The remaining population is 24% African American, 8%
Hispanic, 6% Asian, and 2% other (School Progress Report). However, we believe this lesson
will cater to any class demographic as we ask students to analyze characters with relatable
qualities and struggles. Connections can be drawn regardless of background or ethnicity. There
should also be no issues with socioeconomic status because there is little required homework
outside of class. Students will be provided with ample time to write in class; however, if the
assignment is still incomplete at the end of the day, they will have to finish the remainder of their
writing at home.
School Progress Report: Myers Park High School. Charlotte-Mecklenburg Schools, 2011.
Web. 30 April 2016.
Rationale
Argumentative writing is arguably the most challenging genre for students. The structure
and nuances required are beyond any other form of writing that students are assigned. The reason

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these complexities pose such an issue is that students do not write enough interpretive or
analytic essays to sufficiently master the complex requirements for argumentative
writing (Dornbrack). In response to this claim, we have created a lesson that will first teach
critical analysis of characters within a play and then teach student how to employ pathos in their
argumentative writing. This mini-unit revolves around the play The Glass Menagerie by
Tennessee Williams. The students will be challenged through discussions and writing
assignments that require them to delve into the intricacies and personalities of each character.
Students first analyze character drives and emotions through an in-class activity which runs
concurrently with the class reading of The Glass Menagerie. Through this they will develop the
ability to analyze and describe the driving emotions of a character. Then as the play winds down
the students will be taught how to write argumentatively through pathos i.e swaying the audience
through emotional appeal. Taking what they have learned about character analysis and using
pathos in argumentative writing, students will then be tasked with an argumentative writing
assignment: a letter written in the perspective of either Tom of Amanda (2 opposing characters in
the play). In this letter the student must effectively argue a position or claim, made by either
character in the play, using pathos gleaned from their analysis of the emotional motivations of
that character. This units goal is to expose students to a cherished work of American drama and
help them improve both their ability to analyze literature and write argumentatively using pathos.
Dornbrack, Jacqui1, and Kerry Dixon. "Towards A More Explicit Writing Pedagogy: The
Complexity Of Teaching Argumentative Writing." Reading & Writing 5.2 (2014):1-8.
Assumptions
By the tenth grade, students should have experience analyzing text and dissecting characters. We
are assuming that they have also been required to write extensively and across varying genres
such as narrative and argumentative while using correct grammar. Also we are assuming that our
students know the basic format for an argument paper: claims, evidence, and warrants. Our mini
lesson will expose students to a more creative form of argumentative writing. Generally an
argumentative paper is prefaced with extensive research and written to the teacher, but in our unit
students will be writing from the perspective of a character who is addressing another character.
This creative type of argumentative writing will hopefully challenge students in a new way and
foster in them a greater ability to write argumentatively and in general.
Common Core Standards Addressed:
CCSS.ELA-LITERACY.RL.9-10.10:
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at
the high end of the grades 9-10 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the
theme.

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CCSS.ELA-LITERACY.W.9-10.1Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others'
ideas and expressing their own clearly and persuasively.

English Language Arts: Reading Literature 9-10. Common Core State Standards Initiative,
2016. Web. 1 May 2016.
English Language Arts: Speaking and Listening 9-10. Common Core State Standards
Initiative, 2016. Web. 1 May 2016.
English Language Arts: Writing 9-10. Common Core State Standards Initiative, 2016.
Web. 1 May 2016.

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Mini-Unit Calendar

Monday

Tuesday

Goal: Students
understand
background of The
Glass Menagerie
and are
comfortable with
reading a play.

Goal: Students are

able to analyze
characters, make
inferences about
their personalities
and behaviors
through the reading
and video clip.
They are also able
to succinctly
describe each
characters unique
traits.

Wednesday

Goal: Students
feel comfortable
expressing their
writing and
opinions and are
able to provide
reasons for their
specific
descriptions.
Students should
also have firm
grasp on plays
plot and characters
up unto that point.
Introduce play
Read Scenes 2&3 Break class into
Discuss author, Show clip from
groups
Have students
history, and how
Scene 3
Lead into
to read a play
discuss their
Read Scene 1
discussion about
casting calls
Introduce
Bring class
characters/how
Casting Call
clip portrays
together for
Begin working on further
activity
Casting Call
discussion of
activity
Casting Call
Read Scenes
4,5,6
Homework:
Homework:
Homework:
Think about the
Finish Casting
Finish reading if
characters
Call if needed
class time runs out
described thus far

Thursday

Friday

Goal: Students
understand the
play, the dynamics
of the characters,
and how to
implement pathos
well enough to
begin their
argumentative
letter.

Goal: Students
are able to express
to classmates their
arguments and
provide
constructive
criticism within a
small group.

Read scene 7
Break classroom
Discuss ending
into groups of
Pathos minifour
Allow students
lesson
Introduce
to discuss their
argumentative
letters
Provide
prompt
Begin writing
questions to
spark discussion
Give each group
rubric for basis
of corrections
Homework:
Finish writing
argument letter if
need be

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Day 1
Materials
Introductory Presentation on The Glass Menagerie & Tennessee Williams. *in resources
section
Introductory Presentation on How to Read Plays.*in resources section
Student copy of The Glass Menagerie (school provided hard copy or online pdf version)
Casting Call assignment handout *enough copies for every student
Writing utensil and paper
Activities:
1. 25 min presentation/discussion introducing The Glass Menagerie.
Give an introductory lecture and background information about the play and its author. Be
sure to mention the depression and the familial lifestyle during this time period.
2. 25 min presentation/discussion on How to Read Plays.
If students have read a play before, talk about what they like/dont like. Be sure they
understand plays were designed to be read aloud thats what we will be doing during class.
Follow the order of powerpoint to discuss stage directions and other components of a play
3. 30 min read/discuss scene one
refer to discussion questions listed on the resource page for guidance
4. 10 min introduce in-class casting call activity
Assessment:
No assignments given to asses/grade. *if the students have a lot of questions on a certain aspect
of either presentation feel free to take the time and answer questions, make sure they have a firm
grasp of the material presented.
Goals:
The goal for day one is for the students to have a greater understanding of Tennessee Williams,
the history/context surrounding The Glass Menagerie, and how to read plays. *you are going to
be reading the play in class so it is important that the students are well versed and understand the
various literary features that make plays unique. They need to know how stage directions work,
how speaking parts are denoted, and how play are organized (Acts->Scenes). After reading scene
one and the ensuing discussion/introduction of the in-class casting call activity, students should
grasp the importance of character description and continually engage in character analysis as
they continue reading the work.

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Day 2
Materials:
Student copy of The Glass Menagerie (school provided hard copy or online pdf version)
Casting Call assignment handout *enough copies for every student
Youtube Clip from scene 3*in resource section
Writing utensil and paper
Activities:
1. 50 min read/discuss scene two and three of The Glass Menagerie
Encourage a discussion led and sparked by the students. Ask leading and open ending
questions that students can run with. Allow them to speak first and tell you how they are
interpreting the play as opposed to telling them what is right or wrong.
refer to discussion questions listed on the resource page for guidance
2. 15 min view/discuss Youtube clip
Discuss how the clip shown was different or similar to how the students read this section.
Did it help them to visualize the characters and do they have a better grasp on personalities
for Tom and his mother?
3. 25 min work on the in-class Casting Call activity
Discuss character development in scene one, two, and three and help the students make
inferences about the characters personality traits. Use the prompt and example provided to
answer any questions
Assessment:
Formative assessment of class discussion/in-class activity *Use Casting Call activity as a
participation grade or day book entry for your class that can be taken up.
Goals:
The goal of day two is for students to be able analyze characters/character development in both
the reading and the video clip. They will demonstrate and develop this analytical ability through
the descriptions they create in their casting call activity which mirrors the character descriptions
found in the reading.

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Casting Call Activity:
A casting call consists of a detailed write up of each character describing their
circumstances, personalities, a list of vague physical traits and a short synopsis of the movie. We
will be using this mode of writing to challenge students to deeply analyze the characters in the
play The Glass Menagerie. They will be writing from the perspective of a director seeking actors
to stage a performance. They must be descriptive, concise, and use language that will make a
character come to life for the actor. However, there is freedom in this assignment to be an
unconventional director that seeks actors who do not fit the part in order to elicit new responses
and themes. If a student chooses this path, they must explain further why they wish to cast their
play in this light and how it may add depth.
Example:
Synopsis: Jenny and Bowzers Strange Life is a film about a Jenny and her best friend
Bowzers unconditional love for one another. Jenny and Bowzer have been friends for over a
decade but as they enter their early twenties they realize their friendship is blossoming into
something both of them feel a newfound excitement for. But will they jeopardize their
friendship?
Character BIOS
[JENNY] [GENDER: FEMALE] [AGE: 20-25]Jenny has just broken up with her boyfriend.
He best friend Bowzer quickly becomes her new obsession. Jennys parents do not approve of
the new relationship and try everything in their power to stop them.
[BOWZER] [GENDER: MALE] [AGE: 20-25]Bowzer is a quirky twenty something with low
self esteem and a shy demeanor. His best friend Jenny is one of the only things in life he prizes.
Her new found love interest in him awakens a sense of self confidence he has never felt before.
But can he impress Jennys parents to make them accepting of their relationship?

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Day 3
Materials:
Student copy of The Glass Menagerie (school provided hard copy or online pdf version)
Writing utensil and paper
Casting Call assignment handout *enough copies for every student
Content Outline:
1. 10 min group discussion
Break class into groups of 4 or 5 and have them discuss the character descriptions they wrote
for their casting calls.
2. 20 min discuss the in-class casting call activity
Bring class together and have several people read their descriptions aloud. Discuss salient
similarities and differences between those who read.
3. 60 min read/discuss scene four, five, and six of The Glass Menagerie
refer to discussion questions listed on the resource page for guidance
Assessment:
Formative assessment of class discussion/in-class activity *If you have/employ a participation
grade or a day book in your class you can take up and use the in-class casting call activity as a
participation grade or day book entry.
Goals:
Students feel comfortable expressing their writing and opinions and are able to provide reasons
for their specific descriptions. The link between character description found in the reading and
character analysis made by the students should be evident. Also students should grasp the plays
plot and characters up to that point in the reading

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Day 4
Materials:
Student copy of The Glass Menagerie (school provided hard copy or online pdf version)
Writing utensil and paper
Pathos mini-lesson *in resource section
Argumentative writing prompt/rubric handout *in resource section
Activities:
1. 35 min read/discuss scene seven in The Glass Menagerie
refer to resource section for questions to guide discussion
2. 25 min Pathos mini-lesson
3. 15 min introduce/assign argumentative writing assignment
4. 15 min in-class time to work on argumentative writing assignment
Assessment:
Formative assessment of class discussion/in-class activity *Optional: make the small writing
activity found in Pathos mini-lesson be written in day book and count as participation.
Goals:
Students understand the plays plot. Also they should understand/analysis the character's
emotional state. They also must understand pathos and the connection between pathos, in
argumentative writing, and emotion well enough to begin their argumentative writing
assignment.

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Day 5
Materials:
Student copy of The Glass Menagerie (school provided hard copy or online pdf version)
Writing utensil and paper
Activities:
1. 40 min group discussion on the argumentative writing assignment
Break class into groups of 4 or 5 and have them discuss whose perspective they wrote from
and why. Let them read one anothers paper and critique each other based off the rubric
provided.
2. 30 min wrap up discussion on The Glass Menagerie
3. 20 min in-class reflective writing
How the students liked/didnt like the play, how they enjoyed the writing assignment, what
could have been different, etc.
Assessment:
Formative assessment of class discussion/in-class activity *optional: use day book reflective
entry as participation grade
Summative assessment of the argumentative writing assignment using the rubric *in resource
section.
Goals:
Students are able to express to classmates their arguments and provide constructive criticism
within a small group. The arguments in their letters should employ pathos and convey the
emotions that drive the characters. These drives should be evident to the student thanks to the inclass casting call activity.

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Argumentative Writing Assignment Prompt:
You just finished the play and Tom walked out of the apartment. Do you believe he is
selfish as his mother claims or is he justified in his actions? Is Tom forsaking his familial duty by
leaving or is his mother wrong in imprisoning him with circumstances that are out of his control?
Who do you think is right, Tom or Amanda?
From whoevers perspective you have chosen, write a letter to the other arguing using the
various forms of pathos to argue your position. If you chose Tom, argue why you had to leave the
family. Convey through pathos how and why you decided to leave the family i.e left to follow
dream, needed freedom , etc. If you chose Amanda, argue why Tom should stay. Use pathos to
convey his obligation to fulfill the role of his father and support the family.
Remember to take into consideration the emotions which drive both Tom (desire for
freedom, achieve his goals) and Amanda (fear, seeking security, support). Use the emotions/
drives of the character you chose, which we have discussed in the casting call activity and read in
the play, to effectively defend that character's viewpoint through pathos. Ex: (Tom) I have to
leave, I have a burning desire to be free like a bird needing to fly south in the winter. Also be
sure to properly format your letter (salutation, intro, body, conclusion, complementary close) and
use correct grammar and spelling.
Argumentative Writing Assignment Rubric:

Establishes an
explicit and relevant
claim that is then
supported through
multiple types of
pathos.

Establishes a claim
that is supported.

Establishes a claim
with no given
support.

No claim is
established

Uses (multiple types

of pathos) three or
more times to
support your claim.

Pathos is used
twice to argue
your claim.

Pathos used once

to argue claim.

No pathos at
all is used.

Organization

Organization of your
letter follows letter
format, including a
greeting, body and
closure. It is multiple
paragraph which
follow a clear order
to progress
argument.

Your letter
includes a
greeting, body and
closure but is
incorrectly
formatted and has
a couple
paragraphs.

Your letter is one

paragraph and
incorrectly
formatted.

Your final
product is not
a letter and
lacks
organization.

Content

Claim is clearly
supported by you're
reasoning, and you
use academic
language and pathos
to prove your point.
Writing is free of
simple grammatical
mistakes.

Claim is connected
to reasoning, and
you use language
and pathos that
work to draw
connections.
Writing contains a
few grammatical
mistakes.

An attempt is
made to support
claim with reason,
but the language is
elementary and
little pathos is
implemented.
Writing contains
many grammatical
errors.

No attempt to
support claim
with reason is
made. Writing
is full of
grammatical
mistakes.

Claim

Development

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Mini-Unit Resources/Sources
The Glass Menagerie and Tennessee Williams presentation:
http://cf.edliostatic.com/yQUKD6yjBlJWbqKu3WnBYAug2BHjNo3i.pptx
Author unlisted, used under Fair Use copyright.
How to Read a play Presentation: *start at slide 8-20
http://academic.luzerne.edu/shousenick/104--DRAMA_ReadingDrama.ppt
Author unlisted, used under Fair Use copyright.
The Glass Menagerie Scene 3 clip:
https://www.youtube.com/watch?v=GFeQbEUjHVk
Standard Youtube license, used under Fair Use copyright.
Casting Call activity (in-class handout):
https://www.lightsfilmschool.com/blog/how-to-write-a-casting-call/481/
*only use character bio aspect of this article.
Author unlisted, used under Fair Use copyright.
Pathos in Argumentative Writing Mini-Lesson
https://prezi.com/gmnuc02vr1ak/using-pathos-in-argumentative-writing/
August Chien
Argumentative Writing Assignment Prompt:
Caleb Crotts, August Chien
Argumentative Writing Assignment Rubric:
Caleb Crotts, August Chien
The Glass Menagerie Discussion Questions:
http://teachers.ausd.net/classlink/getfile.ausd?fileid=69890
--Author unlisted, used under Fair Use copyright.