1. Hook, Housekeeping & Homework MONDAY
Have out your novel (fictional text) to read 
Quietly read for approx. 10 minutes
Remember…
no electronics out/on during reading time.
You are receiving credit for being on time,
ready to read with your choice, independent reading novel,
and actively reading during the given time.
If you do not have your book with you, read something else.
If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! Then, start a new book! If you are absent, come in and make-up your reading time ASAP!
Homework: Read you choice novel!
DOAS Read Act 2, (to chophouse scene, 27 pages)
no later than tomorrow

2. Past, Present, Future MONDAY
Drama: Death of a Salesman
Pre-reading activities
Read ALL of Act 1
Discuss and chart notes on viewing the play through 5 lenses for Summative #2 (essay)
View Death of a Salesman – Begin Act 2
View & Read Death of a Salesman
Take notes through lenses for Summative #2 (essay)

3. Drama Through a Critical Lens
Standards
2. Reading for All Purposes
1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies
Objective: to analyze the drama Death of a Salesman through the 5 critical lenses we’ve studied: archetypal, historical/biographical, feminist, Marxist, and psychoanalytical.
Relevance:
By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate.
By learning to examine situations from different perspectives, we open ourselves to recognizing, understanding, explaining, and judging the ways in which we, as well as others, conduct ourselves, in order to more productively function in an every changing world.
Inquiry Questions:
What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ?
What is critical theory? What do we ask ourselves when viewing a text through different lenses?
How does one’s perspective influence the reading of a text? How does reading from a particular perspective influence what is seen as important within a text and how characters, events, and theme are understood?
How is literature a voice of social commentary?

4. Activity: Develop & Apply We - You Do
Purpose: to examine ideas we have noted from the play through the 5 critical lenses and chart how specific examples stand out in effecting character, plot events and/or theme (central, universal, enduring message)
Tasks: Create a chart (see the models, next slides)
Look at your initial notes. Look for patterns. What do you notice that seems to go together? These could be a pattern within one lens, or across lenses (based on a pattern in character, plot or theme).
Consider the strongest, most intriguing ideas you have noted. Chart at least 1.
Discuss your ideas with a larger group. Add to your chart 3-5 different ideas from the play form your group.
Share the best ideas with the class.
Outcome: What lenses are already appealing to you to use in your essay? By the end of the week, you will write about this play through 3 of the 5 lenses.

5. Instruction: Obtain I Do Model “The Story of an Hour”
Idea from Short Story
Specific Illustration
with page number
Connection to a
Specific Lens
How this effects character, plot events, conflict or theme
Mrs. Louise Mallard admits that she may not have really loved her husband and is surprisingly happy when she reflects on the death of her husband
“And yet she had loved him--sometimes. Often she had not. What did it matter! What could love, the unsolved mystery, count for in the face of this possession of self-assertion which she suddenly recognized as the strongest impulse of her being!” (2)
Psychological Lens = Based on Freudian Theory;
the ego = reality, filters desire with rules and comes up with an action to achieve a desire in a socially acceptable way; the id = instinctual, uninhibited root of what each person wants; the superego = opposite, learned behavior based on society's norms and guilt.
People often repress their true feelings because of what society or family aspects. With her husband’s death, she can now live her life as she wants without the judgement of others.
Love is not necessarily a part of every marriage.
Mrs. Mallard feels trapped in her marriage.
“There would be no one to live for during those coming years; she would live for herself… no powerful will bending hers” (2
Feminist Lens = looks at the marital & behavioral expectations imposed on women
As a married woman in the 1800s, she did not feel like she could express herself or do the things that she wanted to do; The expectation was that she should curb her thoughts and desires for the desires of her husband.
Wives may feel dominated or oppressed in a relationship.

6. Instruction: Obtain I Do Model DOAS
Idea from Play
Specific Illustration (with Act and Page)
Connection to a
Specific Lens
How this effects character, plot events, conflict or theme
(American dream, desire, success, expectations, parent/child roles & family relationships)
Willy makes contradictory statements about himself and others
Act 1, page 16 Willy tells Linda, “Biff is a lazy bum!” because he can’t keep a job or make money at the age of 34. Four lines later, however, he says Biff is “not lazy.” He doesn’t understand how someone with “personal attractiveness” and a “hard worker” can be lost (
Psychological Lens = examines wants/desires and conflicts of characters that can cause internal conflicts, including psychological disorders.
Defense Mechanisms: repression, denial and regression
This relates to parent expectations and parent/child relationships. Willy has an internal struggle and external struggle with his love for his son, Biff, and his disappointment in him; he feels responsible and guilty for the lack of his son’s success so it comes out in contradictions; he displaces his feelings of failure as a parent.
Willy wants to see himself and his boys as successful (rich, attractive, well-liked)
Marxist Lens = ?
Psychological Lens = ?
The American Dream” is the ability for anyone to be successful even if her/she came from nothing. It is natural for parents to want more for their child than they have achieved. This pressure is causing a conflict between Willy and Biff because what Biff dreams of is not success in Willy’s eyes.
Willy often cuts Linda off when she speaks, even when she is agreeing with him or trying to help him.
Feminist Lens = ?

7. Hook, Housekeeping & Homework TUESDAY
Have out your novel (fictional text) to read 
Quietly read for approx. 10 minutes
Remember…
no electronics out/on during reading time.
You are receiving credit for being on time,
ready to read with your choice, independent reading novel,
and actively reading during the given time.
If you do not have your book with you, read something else.
If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! Then, start a new book! If you are absent, come in and make-up your reading time ASAP!
Homework: Read you choice novel!
DOAS Read all of Act 2 no later than Thursday

8. Past, Present, Future TUESDAY
Drama: Death of a Salesman
Read ALL of Act 1
Discuss and chart notes on viewing the play through 5 lenses for Summative #2 (essay)
View Death of a Salesman – Begin Act 2
View & Read Death of a Salesman
Take notes through lenses for Summative #2 (essay); we’ll start writing at the end of the week!

9. Drama Through a Critical Lens
Standards
2. Reading for All Purposes
1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies
Objective: to analyze the drama Death of a Salesman through the 5 critical lenses we’ve studied: archetypal, historical/biographical, feminist, Marxist, and psychoanalytical.
Relevance:
By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate.
By learning to examine situations from different perspectives, we open ourselves to recognizing, understanding, explaining, and judging the ways in which we, as well as others, conduct ourselves, in order to more productively function in an every changing world.
Inquiry Questions:
What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ?
What is critical theory? What do we ask ourselves when viewing a text through different lenses?
How does one’s perspective influence the reading of a text? How does reading from a particular perspective influence what is seen as important within a text and how characters, events, and theme are understood?
How is literature a voice of social commentary?

10. Activity: Develop & Apply We - You Do
Purpose: to identify setting, characters, and rising action in the play
AND noting ideas related to the critical lenses
Tasks:
Read & View Read Act 2, 71-98
to chophouse scene, 27 pages; beginning Act 2, 58:00? – 1:30:00?? =32 min.
Pause periodically and discuss setting, characters, and rising action in the play
Outcome: Finish Act 2!
Are you taking notes?!
You write your summative essay at the end of this week!

11. Hook, Housekeeping & Homework WEDNESDAY
Have out your novel (fictional text) to read 
Quietly read for approx. 5 minutes
Remember…
no electronics out/on during reading time.
You are receiving credit for being on time,
ready to read with your choice, independent reading novel,
and actively reading during the given time.
If you do not have your book with you, read something else.
If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! Then, start a new book! If you are absent, come in and make-up your reading time ASAP!
Homework: Read you choice novel!
DOAS Read all of Act 2 no later than tomorrow!

12. Past, Present, Future WEDNESDAY
Drama: Death of a Salesman
Read ALL of Act 1
Discuss and chart notes on viewing the play through 5 lenses for Summative #2 (essay)
View Death of a Salesman – FINISH Act 2!
View & Read Death of a Salesman
Take notes through lenses for Summative #2 (essay) – Due Thursday, November 16th
3rd Summative (short test = Friday, November 17th)

13. Drama Through a Critical Lens
Standards
2. Reading for All Purposes
1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies
Objective: to analyze the drama Death of a Salesman through the 5 critical lenses we’ve studied: archetypal, historical/biographical, feminist, Marxist, and psychoanalytical.
Relevance:
By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate.
By learning to examine situations from different perspectives, we open ourselves to recognizing, understanding, explaining, and judging the ways in which we, as well as others, conduct ourselves, in order to more productively function in an every changing world.
Inquiry Questions:
What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ?
What is critical theory? What do we ask ourselves when viewing a text through different lenses?
How does one’s perspective influence the reading of a text? How does reading from a particular perspective influence what is seen as important within a text and how characters, events, and theme are understood?
How is literature a voice of social commentary?

14. Activity: Develop & Apply We - You Do
Purpose: to identify setting, characters, and rising action in the play
AND noting ideas related to the critical lenses
Tasks:
Read & View Read Act 2
Pages (end of chophouse/begin carrots, 27 pages total) - Part of Act 2, 1:26:00-1:47:00=21 min)
Pause periodically and discuss setting, characters, and rising action in the play
Outcome: Finish Act 2!
Are you taking notes?!
You write your summative essay at the end of this week!

15. Hook, Housekeeping & Homework THURSDAY
Have out your novel (fictional text) to read 
Quietly read for approx. 10 minutes
Remember…
no electronics out/on during reading time.
You are receiving credit for being on time,
ready to read with your choice, independent reading novel,
and actively reading during the given time.
If you do not have your book with you, read something else.
If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! Then, start a new book! If you are absent, come in and make-up your reading time ASAP!
Homework: Read you choice novel!
DOAS: Finish reading the play for tomorrow; finish charting notes on viewing the play through 5 lenses for Summative #2 (essay); write a statement of theme for the play!
you will receive the prompt, scoring guide, and outline tomorrow!

16. Past, Present, Future THURSDAY
Drama: Death of a Salesman
Act 2
Discuss and chart notes on viewing the play through 5 lenses for Summative #2 (essay)
View Death of a Salesman – FINISH Act 2!
Discuss and chart notes on viewing the play through 5 lenses for Summative #2 (essay)
Writing a Statement of Theme
Hist/Bio Information
Prompt, scoring guide, and outline – Essay is due Thursday, November 16th
3rd Summative (short test = Friday, November 17th)

17. Drama Through a Critical Lens
Standards
2. Reading for All Purposes
1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies
Objective: to analyze the drama Death of a Salesman through the 5 critical lenses we’ve studied: archetypal, historical/biographical, feminist, Marxist, and psychoanalytical.
Relevance:
By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate.
By learning to examine situations from different perspectives, we open ourselves to recognizing, understanding, explaining, and judging the ways in which we, as well as others, conduct ourselves, in order to more productively function in an every changing world.
Inquiry Questions:
What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ?
What is critical theory? What do we ask ourselves when viewing a text through different lenses?
How does one’s perspective influence the reading of a text? How does reading from a particular perspective influence what is seen as important within a text and how characters, events, and theme are understood?
How is literature a voice of social commentary?

18. Activity: Develop & Apply We - You Do
Purpose: to identify setting, characters, and rising action in the play
AND noting ideas related to the critical lenses
Tasks:
Finish Act 2 & Requiem (16 pages)
Review (1:47:00-2:08:00=21 minutes)
Pause periodically and discuss setting, characters, and rising action in the play
Outcome: Finish Reading Act 2 and Requiem if you have not! Are you taking notes?!
Historical/Biographical Lens = handout of sources and expectations; are you planning of researching the author or time period?
Statement of Theme = worksheet– SEE NEXT
You start writing your summative essay tomorrow! It is due next Thursday!

19. Historical/Biographical Lens
SEE HANDOUT IF YOU WANT TO USE THIS LENS! Purpose: to identify information about the author and time period that may influence your understanding of the play Death of a Salesman Tasks: Use the resources to learn about Arthur Miller and the time period of Death of a Salesman *IF YOU USE MY SOURCES LIST BELOW, YOU DO NOT HAVE TO DO AN MLA WORKS CITED PAGE.* YOU DO, HOWEVER, HAVE TO CITE THE SOURCES WITHIN YOUR TEXT. FOR EXAMPLE: During an interview with Charlie Rose, as posted on a YouTube in 2008, he tells Rose that he “blah, blah, blah.” According to Miller’s biography from the web-site Bio.com, Miller was said to “blah, blah, blah. *If you chose to use other sources, you must create and attach an MLA works sited page with correctly cited sources!* If you do neither of the above, the paragraph will NOT be read and will count against your overall grade. MAKE SURE TO DOCUMET YOUR SOURCES. HERES A LINK TO HELP YOU:

20. Activity: Develop & Apply
Purpose: to examine the central messages revealed in the play in order to consider what critical lenses to use for analysis
Tasks: Individually, complete the theme sheet. (see next)
Think about the pre-reading activities we did
What is the American Dream? How is it characteristic of American ideals and philosophy? What are the differences between the materialistic and the idealistic values associated with the American Dream?
What is your definition of salesman? How is a salesman different from someone in another occupation? What attitudes do you think a salesman should have to be successful? What attitudes would hinder him?
What effect do the expectations of parents have on the behavior of their children? In what ways might parental expectations be beneficial? In what ways might they be detrimental?
Or consider the words – truth, perception, self-esteem, identity, mental health, success, love, phony/fake, family – or others…
Outcome: Share and compare
What is revealed in this play about what it means to be a human being in this world?

21. Examples of theme statements include…
Humankind has battled temptation sense the beginning of time, but the forces of good triumph over the forces of evil.
We must acknowledge internal darkness before defeating evil forces.
People are not always who they say they are.
These are theme statements because they show the meaning of the work being analyzed as well as the writer's unique interpretation of that work.

22. How to write one…

23. Hook, Housekeeping & Homework FRIDAY
Have out your novel (fictional text) to read 
Quietly read for approx. 10 minutes
Remember…
no electronics out/on during reading time
you are receiving credit for being on time,
ready to read with your choice, independent reading novel,
and actively reading during the given time.
If you do not have your book with you, must read something else.
If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room and start a new book.
If you are absent, come in and make-up your reading time ASAP!
Homework:
Work on outlining your summative essay on Death of a Salesman. At least, complete the first outline sheet for Monday:
What 3 lenses will you use?
What illustrations from the play are you considering?
How do your ideas relate to/support a theme in this play? State the theme.
What is your closed thesis statement (lenses AND theme idea) based on the task purpose? Write it.

24. Past, Present, Future FRIDAY
Finish reading/viewing the drama Death of a Salesman
Chart notes on viewing the play through 5 lenses for Summative #2 (essay)
Write a Statement of Theme
Hist/Bio Information
Drama: Death of a Salesman
Prompt, scoring guide, and outline – Essay is due Thursday, November 16th
Peer Model
Outline & Writing Time
Outline & Writing/Lab Time
Printed Copy and turnitin.com copy dude Thursday, November 16th!
3rd Summative (short test = Friday, November 17th)

25. Instruction: Obtain
Purpose: To identify the assignment purpose and tasks
Tasks:
Read and annotate scoring guide + the purpose, tasks, & additional information
Look through the initial outline sheet
Questions?
Outcome: Start formulating your essay…
See next… models for outlining.
We will re-examine the model of the completed essay on “Young Goodman
Brown” on Monday

26. Important to Keep in Mind…
Due Date: ________________________________________________
Turn in a copy to TurnItIn.com
Turn in a hard copy to me!
Summative assessments must be completed to earn credit for the course. Summative assessments are due on the due date for full credit. Summative skills build on one-another; therefore, you must complete one summative before the next. If a summative is turned in later than the specified due date, 10% of the total possible score will be deducted for each day it is late, up to 5 days.
If you know you are going to be gone (e.g. on a field trip, out of town, have an appointment, etc.), on the day this assignment is due, you must turn it in prior to leaving. If you are absent during the time the assignment is given and the time it is due, you still must turn the paper in on time. Please talk to me ahead of time if you know you have situations looming or things coming up.
Academic Honesty
Refer to your Student Handbook for details. In general, academic dishonesty includes copying or allowing copying, using unauthorized aides or tools, giving or receiving knowledge of an assessment, plagiarizing, allowing another to do your work, falsifying data, borrowing words or ideas without appropriate citations.
A student receives a “zero” or “no credit” for any assignment attempted or completed through cheating. I may require the student to complete the assignment or the student may be referred for other disciplinary action.
This is not a research paper. Your essay about Death of a Salesman must be an original analysis (your own ideas in your own words). If you do include any other person’s analysis, words, or ideas, they must be properly quoted and documented following MLA works cited guidelines, and any borrowed ideas should be a small percentage (-5%)* of the analysis related to the historical/biographical lens and no others. If you do not properly cite outside these sources (or if you turn in a paper that is primarily other source’s ideas), it is considered plagiarism (or a research paper), and the paper will receive a zero. *If you plan to use the historical/biographical lens, this % may go up. You must use reputable and/or approved cites. Please see me.

27. Activity: Develop & Apply
Purposes: to start outlining you essay
Tasks: Complete the first outline sheet… (see next)
What 3 lenses will you use?
What illustrations from the play are you considering?
How do your ideas relate to/support a theme in this play? State the theme.
What is your closed thesis statement (lenses AND theme idea) based on the task purpose? Write it.
Outcome: Final copies due the Thursday, November 16th!

28. Instruction: Obtain I Do
Select the three lenses you will focus on in your essay
Archetypes Feminist Marxist
Then, select one essential question from each lens. These will be the body paragraphs of your essay.
What reoccurring patterns are seen in the story?
How are the male and female roles defined in the story? What is the relationship between men and women?
What social classes do the characters represent? How do characters from different classes interact or conflict?
Write a statement of theme (universal message, enduring understanding) that is revealed through this play and you think you can show through these lenses. What do we learn about what it means to be a human being in this world by reading this play through these lenses? What does this play show us about the world in which we live?
People are not always who they say they are.
Humankind has battled temptation sense the beginning of time, but the forces of good triumph over the forces of evil.

29. Instruction: Obtain I Do
Archetypes
Feminist
Marxist
“but a little way into the forest.” (1)
“a lone woman is troubled with such dreams and thoughts that she’s afeard of herself sometimes,” (1)
‘“The deacons of many a church have drunk the communion wine with me; the selectmen of divers towns make me their chairman; and a majority of the Great and General Court are firm supporters of my interest. The governor and I, too.’” (3)
But the only thing about him that could be fixed upon as remarkable was his staff, which bore the likeness of a great black snake, so curiously wrought that it might almost be seen to twist and wriggle itself like a living serpent.
“look to heaven” (4).
“the men of dissolute lives and women of spotted fame,” as well as “their pale-faced enemies… the Indian priests” (6).
“And Faith, as the wife was aptly named, thrust her own pretty head into the street, letting the wind play with the pink ribbons of her cap while she called to Goodman Brown.” (14)
"Ah, your worship knows the recipe," cried the old lady, cackling aloud. "So, as I was saying, being all ready for the meeting, and no horse to ride on, I made up my mind to foot it; for they tell me there is a nice young man to be taken into communion to-night. But now your good worship will lend me your arm, and we shall be there in a twinkling."
(3)
And yet, though the elder person was as simply clad as the younger, and as simple in manner too, he had an indescribable air of one who knew the world, … (2)
“What if a wretched old woman do choose to go to the devil when I thought she was going to heaven: is that any reason why I should quit my dear Faith and go after her?" (3)

30. Instruction: Obtain I Do
Write your Thesis
Applying the three critical lenses, archetypal, feminist, and Marxist, to Nathaniel Hawthorne’s short story “Young Goodman Brown" reveals a common theme of humankind’s age old struggle with temptation and that people are not always who they say they are.
Analyzing Mary Shelley’s novel Frankenstein through the archetypal, psychological, and feminist lenses helps one better understand that the quest for knowledge, while ambitious, can reveal our deepest flaws, including vanity and prejudice.

32. DOAS – Pages & Time Read pages 37 – 69 (finish Act 1, 32 pages)
Review & View (30:00-58:00=28 min.)
Read Act 2, (to chophouse scene, 27 pages)
Review & View (Beginning Act 2, 58:00? – 1:26:25 =28 min.)
Read Act 2, (to end of chophouse/begin carrots)
Review & View (Part of Act 2, 1:26:00-1:47:00=21 min)
Finish Act 2 & Requiem (16 pages)
Review (1:47:00-2:08:00=21 minutes)

33. Coming Soon… Thursday Chart ideas for Act 2; receive hist/bio info
Read & View: Finish Act 2 & Requiem (16 pages)
Review (1:47:00-2:08:00=21 minutes)
Friday
Chart ideas for Act 2 & Requiem; Prompt, Scoring Rubric, & Outline
Monday
Prompt, Scoring Rubric, & Outline review
Model(s)
Lab 257
Tuesday
Outline & Model(s)
Wednesday
Intro Final Project - Model of Summative for Novel
Proofread & turn in by Thursday at midnight
Late essay and/or start summative novel project