Steve Altstadt LTM 622 Long Range Plan Long Range Plan Context 12th Grade A.P.

English, 50 minute class periods five times per week, 25 students, 10-day unit Unit PlanPersuasive Paper NCTE Standards 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Wisconsin State Standards RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess

Steve Altstadt LTM 622 Long Range Plan the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Objectives Students will Students will Students will argument. Students will

be able to form a persuasive argument. be able to form a strong thesis statement. be able to conduct research and use sources to defend an know how to use MLA citations correctly and effectively.

Unit Questions How does one build a strong argument? How can research be used to support a stance? How do we credit people for their work? Activities Day 1: Open unit Introductory exercise: Thesis statement and forming an argument Your parents have decided to help you buy a car. They will split the payments with you, and you will be responsible for paying the insurance. Do you take them up on the offer? As a class, we weigh pros and cons of each decision. We then work together to form a thesis statement for each answera specific assertion about your topic that is more than a vague simplification. Homework: Form a thesis statement for a controversial issue/question that you care deeply about. Day 2: Pair share discussion in which students share thesis ideas from homework. Students work on narrowing their focus. By the end of class, each student will have met briefly with teacher to get approval for idea. Day 3: Outline: Go over format of persuasive essay in outline form Thesis Reason 1 Reason 2

Steve Altstadt LTM 622 Long Range Plan Reason 3 Conclusion Ask students to begin work on their outline until class ends Homework: Finish outline Day 4: Hand in outline Discussion of finer strategies of persuasive writing You are attempting to convince reader Identify several arguments both for and against your point of view Do not dismiss any valid argument or fact simply because it goes against your assertion, otherwise it will ruin your credibility Exercise: list all counterclaims to your thesis you can think of, then list the holes/problems with each claim Day 5: Research Discussion: Persuasive papers require extensive research and cite credible, professional sources. A persuasive paper without research has no credibility. Activity: Go to library and work with librarians to find sources on your topicmust have at least four sources, and at least two of them must be print sources. Homework: Work on rough draft, due Day 7 Day 6: Choosing and using sources Discussion on Types of Argumentative Support Facts Statistics Testimonial/Quotes Reason Any remaining class time is used to work on rough draft Homework: Work on rough draft, due Day 7 Day 7: Turn in rough draft Exercise on in-text citations (See attached lesson plan) Day 8: Go to computer lab. Entire class period is devoted to working on rough draft. Mini-Lesson: Compound/Complex sentences. Review what makes up

Steve Altstadt LTM 622 Long Range Plan compound, complex, and compound-complex sentences. Write three of these sentences about one of their hobbies. Then work on incorporating these sentences into paper. Homework: Work on rough draft, due Day 7 Day 9: Discussion and exercise on Works Cited (MLA Style) Peer edit of rough draft Homework: Work on final draft, due Day 11 Day 10: Entire class period is devoted to working on final draft. Homework: Complete final draft Day 11: Turn in final draft. Voice questions/concerns, give feedback. Complete self-assessment. Summative Assessment Students will write a persuasive essay on a controversial topic of their choice. It will: Have a sound, engaging thesis statement Discuss three main arguments in detail Utilize sufficient research from at least four sources (two print sources) that backs up their argument Acknowledge and address counterarguments Include conclusion that wraps up the argument and restates the thesis/main point in summative form

Steve Altstadt LTM 622 Long Range Plan LTM Lesson Plan Format (Modified UBD) **Name of Unit: Persuasive Paper **Grade level/discipline(s): 12th Grade A.P. English **Academic Standards (at least two): NCTE Standard 8: Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. **Big Ideas/Essential Questions How do we credit people for their work? Why is this important? Objectives: (Path to Big Ideas) Demonstrate understanding of MLA Formatting. Correctly use in-text MLA citations. Assessments: Pre Assessment Informal class discussion/poll in which students are asked to share what, if anything, they know about MLA formatting and in-text citations. Formative (use with each objective) Complete WebQuest activity using Purdue OWL page on MLA Formatting **Summative (application of big ideas) N/A Materials needed Computer/Lab Draft Outline Notebook Pen/Pencil Engaging Scenario/Hook/Motivation

Steve Altstadt LTM 622 Long Range Plan Intro: It is extremely important to give credit for using information from someone elses published work. Not only is it morally wrong to take credit for someone elses work, but the consequences of doing so are harsh. Students are expelled from colleges every year for plagiarism. Activate Prior Knowledge You have made bibliographies before, and this isnt much different. A bibliography lists your sources, while an in-text citation tells the reader what specific information you used from that sourceand does it within the text of your paper. **Activities (Teaching using best practices) including calendar/timeline (at least two) 1. Informal class discussion/poll in which students are asked to share what, if anything, they know about MLA formatting and in-text citations (5-10 minutes). 2. Go to computer lab. Work on WebQuest activity page (see below) using Purdue OWL as a guide (35-40 minutes). 3. Dismiss class and remind them that their final draft is due in a few days (1 minute). WebQuest Questions: 1. How would you cite a book called Check, Please! that was written in 1997 by Jeff Francis and Martha Williams? 2. How would you cite a printed periodical without a known author? 3. How would you cite a book by Stan and Jan Berenstain? 4. How would you cite the fourth edition of your textbook? 5. How would you cite a passage from the Purdue OWL? 6. How would you cite a source that is cited in one of your sources? 7. How would I cite two books by Angela Smith in the same passage? 8. When is a citation not needed?

Steve Altstadt LTM 622 Long Range Plan Unit PlanSpeaking and Listening Orwells 1984 NCTE Standards Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Wisconsin State Standards RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Steve Altstadt LTM 622 Long Range Plan Objectives Students will be able to comprehend plot of novel. Students will be able to engage in and contribute to chapter discussions. Students will be able to argue points and demonstrate understanding in summative assessment (fishbowl debate). Unit Questions Does 1984 provide a basis for which you can judge todays society? Can and/or should history be rewritten? Is there such a thing as a perfect society? Activities Day 1: Open unit, distribute books, introductory exercise: How would your life be different if you were always being watched? Discuss historical context of book Homework: Read Book 1 Chapter 1 and 2 and answer discussion questions Day 2: Discussion of Chapter 1-2 Establish class rules that are invasive and over-the-top and set extreme consequences for breaking these rules. Then have journal response to the exercise. Homework: Read Book 1 Chapters 2 and 3 and answer discussion questions Day 3: Discussion of Chapter 3 Class discussion: What is the importance of Winstons diary? Exploratory journal exercise: What would be the result of no documentation of history? Homework: Read Book 1 Chapters 4-6 and answer discussion questions Day 4: Discussion of Chapters 4-6 Questions: What is the significance of Winstons job? How is propaganda used? What is the purpose of eliminating words? How does The Party deal with sex? What is their motivation for this?

Steve Altstadt LTM 622 Long Range Plan Homework: Read Book 1 Chapters 7 and 8 and answer discussion questions Day 5: Discussion of Chapters 7 and 8 How has Winston committed thoughtcrimes? Exercise: pair share discussion on lives of the proles and why Winston feels the hope lies with them. Homework: Read Book 2 Chapters 1-3 and answer discussion questions Day 6: Discussion of Chapters 1-3 How does Winstons life change after meeting Julia? Is it better? Compare/contrast Winston and Julia (Class Venn Diagram activity) Homework: Read Book 2 Chapters 4-6 and answer discussion questions Day 7: Discussion of Chapters 4-5 How does Symes disappearance affect Wilson? Compare Winstons views of The Party to Julias Homework: Read Book 2 Chapters 7-8 and answer discussion questions Day 8: Discussion of Chapters 6-8 What is the importance of Winstons recurring dreams of his mother? How does Winston feel about OBrien? How do you feel about him as a reader? How does Orwell use imagery and setting in OBriens house to convey emotion? Homework: Read Book 2 Chapters 9-10 and answer discussion questions Day 9: Discussion of Chapters 9-10 Symbolism discussion What are some examples of symbolism in these chapters? Homework: Read Book 3 Chapters 1-3 and answer discussion questions Day 10 Discussion of Chapters 1-2 What more do we learn about OBrien? How does Winston feel about him now? Why is Winston made to confess to things The Party already knows about?

Steve Altstadt LTM 622 Long Range Plan Homework: Read Chapter 3-4 and answer discussion questions Day 11 Discussion of Chapter 3 What were your emotions as you read chapter 3? By the end of Chapter 4, what has happened to Winston? Homework: Finish Book Day 12 Discussion of final two chapters What happened in Room 101? What was the result? Why do you think Orwell had Winston encounter Julia one last time? Day 13 Introduction of fishbowl debate and work time in class Homework: Prepare for fishbowl debate Day 14 Work time in class for debate Homework: Prepare for debate Day 15 Summative Assessment: Fishbowl Debate Summative Assessment Students will engage in a fishbowl debate in which they discuss the following questions: How does Orwells depiction of the future compare to present day? Was he on the right track with the future described in 1984? The fishbowl debate will measure students comprehension of the novel, as well as their ability to speak and listen.

Steve Altstadt LTM 622 Long Range Plan Unit PlanProblem-based Learning NCTE Standards 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. Wisconsin State Standards RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Objectives Students will Students will Students will argument. Students will be able to recognize and analyze themes in 1984. be able to make text-to-world connections. be able to conduct research and use sources to defend an know how to use MLA citations correctly and effectively.

Unit Questions How does one build a strong argument? How can we see aspects of works of fiction in the real world? How has technology helped/hurt us? Activities Day 1: Open unit After the fishbowl debate, we will have a class discussion on the motif of technology in 1984. Discussion questions: What were some examples of technology impacting society? What message was Orwell trying to convey about technology?

Steve Altstadt LTM 622 Long Range Plan What are some dangers or negative impacts of advancing technology in our society? Homework: Journal Writing Assignment: Come up with one negative result of technology today that you will study further over the course of this unit and describe why it is a problem. Day 2: Distribute instruction sheet for summative project: You have partnered with an independent agency focused on keeping up with technology and studying its impact on society. This agency is also focused on creating awareness of the dangers and pitfalls that come along with advancing technology. Your job is to research potential negatives of technology and focus in on one particular problem that you personally see as potentially harmful. Discuss assignment and address any questions. Students assigned to groups. Group members will meet and each will share ideas from homework. Homework: KWL chart. What do you know about your chosen problem, and what do you still want/need to know? Day 3: Research day. Go to library to search for potential sources. Day 4: Work day. Groups will assign roles to individual members and develop general plan. Teacher will conduct informal conferences with each group to see how things are going and to address any individual questions. Day 5: Work day. Day 6: Work day. Wrap up visual aids, prepare for presentation/gallery walk. Homework: Make sure everything is finished for Gallery Walk Day 7: Gallery Walk. Present/observe projects. Summative Assessment Students will be split into groups of four. Groups will be asked to identify one consequence of technology that they see as a downfall. They will then create a presentation that gives an overview of the problem. Their visual aide/presentation will:

Steve Altstadt LTM 622 Long Range Plan Prove their chosen issue is, in fact, a problem Relate it to problems caused by technology in 1984 Offer potential solutions

Groups will use at least four sources, drawing on a previous unit in which credible sources were studied. Students will be given the following as guiding questions: Defining a problem What information is needed to convince the audience your chosen issue is a problem? How will you attain this information? How will you present this information? Determining a solution Can this problem be resolved/countered? If so, how? If not, why not?

Steve Altstadt LTM 622 Long Range Plan Unit PlanCreative Writing Writing Short Stories NCTE Standards 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Wisconsin State Standards W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.

Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Objectives Students will effectively use description and imagery in their writing. Students will create dynamic characters. Students will write an engaging short story. Unit Questions What makes a great short story? How can characters drive a story? Activities Day 1:

Steve Altstadt LTM 622 Long Range Plan Open unit, introductory exercise: Six-sentence paragraph. Write a sixsentence paragraph on a topic of your choice without repeating the same word one time within the entire paragraph. Mini-Lesson: Read the poem Jabberwocky by Lewis Carroll. Replace all nonsense words with real wordsrequires knowing parts of speech, and encourages creative language. Follow-up discussion on the value of word choice and description. Day 2: Plot development lesson. Review Freytags Pyramid. Split into three groups. Each group has a different short story. Groups will collectively analyze plot and development of story and then report findings to class in an informal presentation. Day 3: Adjectives and adverbs lesson. Introduce importance of finding the right descriptive adjective/adverb, particularly in creative writing. Activity: Choose five adjectives/adverbs, then come up five more descriptive synonyms for each. Then meet with a partner to share and provide feedback. Homework: read excerpt from Fiction is folks. Day 4: Discuss Fiction is Folks and the importance of characters in short stories. Group activity: Character circles. Students spend three minutes writing a character description, then pass it on for someone else to add to the description. This is done 4 times. Day 5: Students are split into groups of 4-5 and create a plot around the characters created in Day 3s character circles. Groups informally present plots to the class. Day 6: Lecture and exercise on character dialogue. Students given a bland piece of sample fiction with choppy dialogue and uninteresting talking verbs (a lot of he said and she said). Students are asked to rewrite the dialogue with only necessary talking verbs, and to make them more descriptive. Day 7: Lecture and exercise on narration

Steve Altstadt LTM 622 Long Range Plan Distribute four excerpts of short stories. Students answer the following questions for each: Who is the narrator? Does the narrator seem to be biased/hiding anything? How can you tell? What makes this narrator unique? Homework: Read The Legend of Sleepy Hollow and make note of descriptive words/phrases, use of dialogue, and narration strategy Day 8: Discussion of The Legend of Sleepy Hollow. Lit circles centered around description, dialogue, and narration Day 9: Prewriting strategies lecture (Brainstorm, Outline, Idea Mapping, Freewriting) Begin Prewriting for short story Day 10: Class time to work on short story Day 11: Class time to work on short story Mini-lesson: Adverbs/Adjectives are more effective when used in moderation. Choosing more descriptive nouns/verbs is more descriptive. Find examples of adjectives/adverbs in your story, cross them out, and see if it flows better. Consider removing adjectives/adverbs and switching to more descriptive nouns/verbs. Day 12: Peer editing using editing guide (see below). Day 13: Class time to work on short story/one-on-one conference with teacher Homework: Finish short storydue in two days Editing Guide 1. Check every adjective and verb. Make sure you know what the writer means. 2. Check for passive voice. 3. Look at the dialogue. Are there unnecessary instances of he said or I said that slow down the flow?

Steve Altstadt LTM 622 Long Range Plan 4. Check for comma splices and proper uses of semicolons. 5. Check for spelling and mechanical errors. It is safer to look up a word if you are unsure. 6. Make a point of looking for imagery and description. Locate places where it is prevalent, along with places where more would help the reader.

Steve Altstadt LTM 622 Long Range Plan Summative Assessment Its finally time to write your own short story. The type of story is completely up to youjust make sure that it demonstrates the skills weve covered in this unit: description/imagery, character development, narration, and dialogue. Your story should at least be four pages long. Have fun with this assignment, and be creative! Your story will be graded on a Diederich rating scale. Quality and development of story Character development and dialogue __________ Style, flavor, individuality Wording, imagery and description Organization, relevance, movement __________ Grammar, sentence structure Punctuation Spelling Manuscript form, legibility __________ 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 __________ x 1 = 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 __________ x 3 = 1 2 3 4 5 1 2 3 4 5 __________ x 5 =

Steve Altstadt LTM 622 Long Range Plan Unit PlanModification The American Dream NCTE Standards 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. Wisconsin State Standards RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. Objectives Students will be able to comprehend plot of novel. Students will be able to engage in and contribute to chapter discussions. Students will be able to explain their own interpretation of the American dream through presentation/visual aid Unit Questions What is the American Dream? How does a view of the American dream change depending on perspective? Have women and minorities reached the American dream? What does it mean to be an American? Activities

Steve Altstadt LTM 622 Long Range Plan To make the unit more rounded and the American Dream more femalecentered, I am making the following changes/additions to the activities within the unit: Keep: -Born in the U.S.A. introductory activity (It serves as a good hook to the unit) -Interview with parents and grandparents -Abigail Adams letter to John to remember the ladies -Elizabeth Stantons Declaration of Womens Rights -The activity that asks students to brainstorm a list of Americans to whom the American dream is difficult or impossible to attain, along with the activities that feature minority views, such as the I Have a Dream speech or the poems by Langston Hughes -The Great Gatsby (a book widely known as The Great American Novel is an appropriate way to wrap up a unit on the American Dream) -Stupid America by Albelardo Delgado (a good example of a view from a Chicano perspective) Eliminate -My Hometown by Bruce Springsteen (There are already enough uses of songs in this unit, and there are even more instances of the American dream from a white males perspective) Add -The Secret Life of Bees by Sue Monk Kidd Story that deals with both racism and sexism in the South in the 1960s. Main characters are a young white girl and a black maid who cares for her after her mothers death. -Essay excerpts from A Room of Ones Own by Virginia Woolf. Teacher can select a few essays from one of the most influential feminist writers ever. Essay form allows for less time, since unit is already fairly long. General Thoughts I struggled a bit with modifying this unit. My problem was that while I could come up with things to add to make it more female-oriented, I had a hard time choosing things to eliminate. I felt many of his activities were great in theory, and I didnt want to mess with what seemed like a good thing by removing too many of them. The problem with that, though, is after I added in some other activities and literature, the unit went from quite long to even longer. I feel like at this point, it would be easier to turn this into a semester-long class

Steve Altstadt LTM 622 Long Range Plan rather than a normal-sized unit. Summative Assessment Students will be given choice in their summative assessment. Directions: Design a visual aid that represents your interpretation of the American dream. It can be in just about any for you wisha collage, a newspaper, a web site, a poster, a Powerpoint, a model, a mobile, or anything else you can think of! Students will then be required to give a 5-10 minute presentation explaining their visual aid and their interpretation of the true American dream.

Steve Altstadt LTM 622 Long Range Plan Unit PlanDrama Through a Critical Lens Death of a Salesman NCTE Standards 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Wisconsin State Standards RL.11-12.3. Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL.11-12.5. Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. Objectives Students will be able to accurately summarize the Marxist Literary Theory. Students will be able to engage in and contribute to class discussions on Death of a Salesman. Students will draw inferences on characters using textual evidence. Students will be able to identify, discuss and analyze literary tools used in Death of a Salesman. Students will be able to analyze Death of a Salesman through a Marxist lens. Unit Questions How can looking through a literary lens change the way we look at a literary work?

Steve Altstadt LTM 622 Long Range Plan How can dreams of family members impact family relationships? How does social standing/material wealth affect peoples lives? Activities Day 1: Open unit, distribute books, introductory exercise: What does the most recent conflict with your parents reveal about your underlying wants vs. theirs? Discuss historical context of play and world during Arthur Millers time Homework: Read first half of Act 1, answer discussion questions Day 2: Discussion of first half of Act 1first in small groups, then as a class Homework: Finish Act 1 and answer discussion questions Day 3: Discussion of second half of Act 1first in pair share format, then as a class Day 4: Inferences about characters: work in small groups to draw character descriptions based on the text and inferences youve made. Each group is assigned one character and will present their character description to the class. Homework: Read first half of Act II Day 5: Discussion of first half of Act II Foreshadowing discussion: How could the play end? On what are you basing your prediction? Homework: Finish reading the play Day 6: Discussion of end of Act II Homework: Level 2 WritingJournaling activity: What is your personal response to Death of a Salesman? 1-2 pages Day 7: Discussion student responses Discussion of literary tools: Symbolism, themes/motifs, imagery. Discuss how Miller uses these tools to convey messages about power and control. Analyze through socioeconomic lens.

Steve Altstadt LTM 622 Long Range Plan Day 8: Introduction of Marxist Literary Theory WebQuest Convene for WebQuest debriefing. Day 9: Class discussion on how literature can be viewed through Marxist lens. Introduce homework assignment and address questions. Homework: Each student is assigned a scene to search and identify examples within the text of Marxs theory that socioeconomic standing is the main source of our personal experience. Day 10: Informal class presentations of scene-by-scene examples of Marxist content, including reactionary class discussion Day 11: Introduction of Summative Assessment Allow for questions/discussion of summative assessment Homework: If you havent already, decide which from of the assessment you will choose, along with your group members (if any) Day 12: Class time to work on summative assessment Day 13: Class time to work on summative assessment Homework: Finish rough draft of paper (if youve chosen writing assessment) Day 14: Presentations by those who chose acting assessment Homework: Final draft of paper due in one week (if youve chosen writing assessment) Summative Assessment Students will be given a choice of three summative assessments. They will only complete one. 1. In a group, act out a scene/segment of a play (5-10 minutes) that is particularly centered around money/social status/The American Dream. Be prepared to explain to the audience why you chose that scene, what inferences can be made about

Steve Altstadt LTM 622 Long Range Plan characters in that scene, and what societal/Marxist claims Miller might be making with this particular scene. 2. Write a paper in which you examine how Willy Lomans dreams affected two particular relationships within the play. It could be Willy and Biff, Willy and Linda, Willy and Charley, the Loman brothers, Linda and one of the sons, etc. Use textual evidence, and be sure to explain how the particular relationship was impacted by Willys desire for himself or his sons to be successful, rich, and well-liked. Remembering that the socioeconomic lens focuses on power as well, examine who holds the power in the Loman family and how it impacted the particular relationship you choose. 3. Write a paper in which you compare/contrast a relationship in the play with a relationship you have with a member of your family. Consider the Marxist lens and who holds power in each relationship you examine. Then, discuss the impact that this power has on the relationship.