Class: ENC 1102 DUAL ENROLLMENT

Period: 1-6
Essential Question(s): What is the setting in a story and how do we use it to predict a theme?
Unit Standards:

Date: WEEK FIVE (2/2-2/6)

LAFS.1112.RL.1.1: 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.
LAFS.1112.RL.1.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
LAFS.1112.RL.1.3: Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama.
LAFS.1112.W.2.5: 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.
LAFS.1112.RL.4.10: By the end of grade 11, read and comprehend literature, including stories, dramas and poems, in the grade 11-CCR text complexity band proficiently, with scaffolding as needed at the high end
of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grade 11-CCR text complexity band independently and proficiently.
Students will be able to:

Compose two-page literary analysis of a selected short story.

Collaboratively plan a design for their group poster project.

Activity

Mon. 2/2

Tues. 2/3

Wed. 2/4

Thurs. 2/5

Fri. 2/6

Get Started
(openers)

BELL RINGER (10 Minutes)

BELL RINGER (10 Minutes)

BELL RINGER (10 Minutes)

BELL RINGER (10 Minutes)

BELL RINGER (10 Minutes)

Writing Workshop (Entire

Class)

Writing Workshop (Entire Class)

Students will turn in Paper One

(5 Minutes)

PowerPoint Lesson on setting.

Students will take notes while I
explain the slides. (15 Minutes)

Continue reading Death of a

Salesman (30 Minutes)

Begin reading Death of a

Salesman (20 Minutes)

Introduce group project. Display

directions on the overhead.
Students will get into their assigned
groups, and learn about their
assigned roles. I will discuss the
brief outline of the project. (10 Min.)

Engage, Explore,
and Explain

Practice whole
class, groups,
alone

Students will work on

completing their essays.
(Entire Class)

Students will work on completing

their essays. (Entire Class)

We will review the Paper Two

assignment sheet as a class.
(20 Minutes)

Evaluate Understanding

I will walk around and answer

any and all questions. (Entire
Class)

I will walk around and answer any

and all questions. (Entire Class)

I will walk around and check for

understanding. (Rest of the
Class Period)

Students will discuss the

significance of setting in the
beginning of the play. (7
Minutes)

I will walk around and check for

understanding.

Closing Activities
and Homework

Reminder: Paper One is due

Wednesday 2/4. (3 Minutes)

Reminder: Paper One is due

tomorrow, Wednesday 2/4. (3
Minutes)

Make sure all papers are turned

in. (2 Minutes)

Return books. (3 Minutes)

Return all materials used for the

project. Place posters in a pile at the
front of the room. (5 Minutes)

Accommodations

Students who need extra time or multiple days to complete assignments will be accommodated with an appropriate time extension. Students needing preferential seating will be
placed up front and away from distracting stimuli. Students who with attention disabilities will be cued to stay on task and will be encouraged to use self-advocacy skills.

References: Miller, A. (1949). Death of a salesman. In E.V. Roberts & R. Zweig (Eds.), Literature: An introduction to reading and writing. (1182-1244). Boston, MA: Pearson Education.
Appendix A: Paper Two Assignment Sheet (Unit Post-Test), Grading Rubric, PowerPoint on Setting, Group Project Directions

Class:
ENC 1102: Dual Enrollment
Period: 1-6
Teacher: DR. THAYER/ MS. POPKIN
Date: WEEK SIX (2/9-2/13)
Essential Question(s): How do we identify symbolism within a text and how do we use symbolism to find theme?
Unit Standards:

LAFS.1112.RL.1.1: 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.
LAFS.1112.RL.1.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
LAFS.1112.RL.1.3: Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama.
LAFS.1112.W.4.10: Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.
LAFS.1112.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Students will be able to:

Define characteristics of each main character from Death of a Salesman

Define what a symbol is in literature and the reasons why authors use them.

Rewrite a scene from the script of Death of a Salesman as a modern adaptation.

Prepare a performance for their rewritten scene.

Activity

Mon.

Tues.

Wed.

Thurs.

Fri.

Get Started
(openers)

BELL RINGER (10 Minutes)

BELL RINGER (10 Minutes)

BELL RINGER (10 Minutes)

BELL RINGER (10 Minutes)

BELL RINGER (10 Minutes)

Recap Death of a Salesman

from last week. Review which
characters have been
presented in the story so far.
Display directions for activity
on the board. (5 Minutes)

PowerPoint lesson on symbolism.

Students will take notes while I
explain the slides. (15 Minutes)

Recap symbolism and the

storyline of Death of a
Salesman so far. (5 Minutes)

Continue reading Death of a

Salesman aloud as a class.
Explain reenactment activity
and display directions on the
board. (15 Minutes)

Continue reading Death of a

Salesman aloud as a class. (10
Minutes)

Practice whole
class, groups,
alone

Students will work together in

small groups to decide which
real-life celebrity each
character from D.O.S would
represent based on
characterization. (25 Minutes)

Continue reading Death of a

Salesman aloud as a class. (25
Minutes)

Continue reading Death of a

Salesman aloud as a class. (35
Minutes)

I will show students the scenes

they can choose from. We will
review the scenes as a class
and then they will rewrite them
in their groups. (20 Minutes)

Students will get back into their

groups from yesterday to put the
finishing touches on the
reenactment of their chosen scene.
(20 Minutes)

Evaluate Understanding

I will walk around the room to

check for understanding.
(Entire Class Period)

Stop periodically to discuss the text.

I will ask students to discuss any
possible symbolism seen so far.

Stop periodically to discuss the

text. I will evaluate students
understanding through
discussion.

I will walk around the room to

check for understanding,
answering any and all
questions.

Students will perform their

reenactment for the rest of the
class. I will evaluate performances
to check for understanding of the
scenes. (10 Minutes)

Closing Activities
and Homework

Students will share their

celebrity selections and
explain their reasoning. Turn in
papers for a grade. (15
Minutes)

Return books. (5 Minutes)

Return books. (5 Minutes)

Return books. (5 Minutes)

Finish performances, turn in written

portion of the assignment, and
return books. (5 Minutes)

Accommodations

Students who need extra time or multiple days to complete assignments will be accommodated with an appropriate time extension. Students needing preferential seating will be
placed up front and away from distracting stimuli. Students who with attention disabilities will be cued to stay on task and will be encouraged to use self-advocacy skills.

Engage, Explore,
and Explain

Citations: Miller, A. (1949). Death of a salesman. In E.V. Roberts & R. Zweig (Eds.), Literature: An introduction to reading and writing. (1182-1244). Boston, MA: Pearson Education.
Appendix B: Character Celebrity Activity Directions Sheet, PowerPoint on Symbolism, Reenactment Activity Directions Sheet.

Class: ENC 1102 DUAL ENROLLMENT

Essential Question(s): What is a theme in Death of a Salesman?
Unit Standards:

Period: 1-6

Date: WEEK SEVEN (2/16-2/20)

LAFS.1112.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.1112.RL.1.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
LAFS.1112.RL.3.7: Analyze multiple interpretations of a story, drama or poem, evaluating how each version interprets the source text.
LAFS.1112. SL.1.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others ideas and expressing their own clearly
and persuasively.
LAFS.1112.SL.2.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are
addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Students will be able to:

Design an organized and detailed group poster board.

Interpret the theme of Death of a Salesman
Compare and contrast the film adaptation of Death of a Salesman to the actual play itself.

Activity

Tues.

Wed.

Thurs.

Fri.

BELL RINGER (10 Minutes)

BELL RINGER (10 Minutes)

Juniors will report to the media

center for FSA practice testing.
The rest of the school will be on
st rd
a block schedule. 1 -3 period.

Juniors will report to the media

center for FSA practice testing.
The rest of the school will be
th
th
on a block schedule. 4 -6
period.

BELL RINGER (10 Minutes)

Recap the storyline of Death of a

Salesman so far. Continue reading
D.O.S aloud. (20 Minutes)

Finish reading Death of a

Salesman. Discuss the ending
of the play. (20 Minutes)

Show movie clips from the film

version of Death of a
Salesman. Students will follow
along in their books. (85
Minutes)

Show movie clips from the film

version of Death of a
Salesman. Students will follow
along in their books. (85
Minutes)

Students will get back into groups

and put finishing touches on group
assignment. (25 Minutes)

Practice whole
class, groups,
alone

Students will separate themselves

into groups and continue working
on the group project. They will
begin piecing their project
together. (20 Minutes)

Students will separate

themselves into groups and
continue working on the group
project. They will finish their
group posters. (20 Minutes)

Discuss how different

adaptations have different
affects on the storyline and our
interpretations of the overall
meaning. (Throughout Movie)

Discuss how different

adaptations have different
affects on the storyline and our
interpretations of the overall
meaning. (Throughout Movie)

Each group will present their group

poster. They will explain their theme
and explain the story element they
were responsible for. (15 Minutes)

Evaluate Understanding

I will walk around the room and

check for understanding,
answering any and all questions.

I will walk around the room and

check for understanding,
answering any and all
questions.

I will check for understanding

during class discussion.

I will check for understanding

during class discussion.

I will check for understanding during

group presentations.

Closing Activities
and Homework

Return books and all crafting

materials from the group project.
(5 Minutes)

Return books and all crafting

materials from the group project.
(5 Minutes)

Return books. (5 Minutes)

I will pass out the outline handout

for Paper Two. Ask students to
return it completed on 2/23 for a
grade. Pass out Midterm study
guide. (5 Minutes)

Get Started
(openers)

Engage, Explore,
and Explain

Accommodations

Mon.

Return books. (5 Minutes)

Students who need extra time or multiple days to complete assignments will be accommodated with an appropriate time extension. Students needing preferential seating will be
placed up front and away from distracting stimuli. Students who with attention disabilities will be cued to stay on task and will be encouraged to use self-advocacy skills.

Citations: Miller, A. (1949). Death of a salesman. In E.V. Roberts & R. Zweig (Eds.), Literature: An introduction to reading and writing. (1182-1244). Boston, MA: Pearson Education.
Schlndorff, V. (1986). Death of a salesman. [Video File]. Retrieved from http://www.hulu.com/watch/355302
Appendix C: Midterm Study Guide, Paper Two Outline, Presentation Grading Rubric

Class:
ENC 1102: Dual Enrollment
Period: 1-6
Teacher: DR. THAYER/ MS. POPKIN
Date: WEEK EIGHT (2/23-2/27)
Essential Question(s): What is a theme that can be identified in Death of a Salesman?
Unit Standards:

LAFS.1112.RL.1.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
LAFS.1112.RL.1.3: Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama.
LAFS.1112.W.1.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
LAFS.1112.W.2.5: 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.
LAFS.1112.W.2.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
LAFS.1112.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.1112.L.1.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
LAFS.1112.L.1.2: Demonstrate command of the conventions of Standard English capitalization, punctuations, and spelling when writing.
Students will be able to:

Create an outline for Paper Two.

Define thesis statement, topic sentences, and textual evidence in sample texts.

Compose an introduction and two body paragraphs for Paper Two.

Activity

Mon.

Tues.

Wed.

Thurs.

Fri.

Get Started
(openers)

BELL RINGER I will walk

around and check students
outlines. (10 Minutes)

I will hand out the exam at the bell. I

will explain the directions and give
students a chance to ask for
clarification. (5 Minutes

BELL RINGER (10 Minutes)

BELL RINGER I will walk

around the room and check
students introduction and body
paragraphs. (10 Minutes)

BELL RINGER I will walk

around the room and check their
second body paragraph. (10
Minutes)

Students will finish up

presenting their group projects.
We will discuss the different
themes they traced throughout
Death of a Salesman (15
Minutes)

Students will work silently and

individually on the midterm exam.
(50 Minutes)

I will review common areas of

improvement seen in Paper One
that students will need to work
on in Paper Two. (3 Minutes)

I will give students directions for

the highlighting writing workshop.
(5 Minutes)

Students will collect a laptop

computer to continue working on
their paper. (5 Minutes)

Practice whole
class, groups,
alone

We will review the study guide

as a class and then students
will work on the study guide.
(25 Minutes)

Students will have the entire class

period to finish the exam. If they
finish early they are to turn it in and
silently read.

Students will work quietly, using

their outline to begin the
introduction paragraph and first
body paragraph for Paper Two.
(40 Minutes)

Students will work in groups to

highlight the thesis statement,
textual evidence, and analysis in
two different model texts. (35
Minutes)

Students will work quietly on their

rough drafts through Office365.
(35 Minutes)

Evaluate Understanding

I will walk around the room

answering any and all
questions students have about
the midterm.

I will monitor the room to make sure

students are on task.

I will walk around the room

answering any and all
questions.

I will walk around the room,

helping students and answering
any questions. I will collect the
highlighting activity at the end.

I will walk around the room and

provide one-on-one help and
feedback to students who need it.

Closing Activities
and Homework

Remind students to study for

the midterm tomorrow. (5
Minutes)

Students will staple their study

guide to their exam and I will collect
both for a grade. Study guide will be
extra credit. (As the bell rings)

I will remind students that their

introduction paragraph and first
body paragraph are due at the
beginning of class tomorrow. (2
Minutes)

Remind students that their

second body paragraph is due
tomorrow. Put away laptops. (5
Minutes)

Remind students they will need a

full rough draft by Monday for the
peer review. Put away laptops. (5
Minutes)

Engage, Explore,
and Explain

Accommodations

Students who need extra time or multiple days to complete assignments/tests will be accommodated with an appropriate time extension. Students needing preferential seating will
be placed up front and away from distracting stimuli. Students who with attention disabilities will be cued to stay on task and will be encouraged to use self-advocacy skills.

Citations: Miller, A. (1949). Death of a salesman. In E.V. Roberts & R. Zweig (Eds.), Literature: An introduction to reading and writing. (1182-1244). Boston, MA: Pearson Education.
Appendix D: Midterm Test, Highlighting Activity Directions Sheet, Highlighting Workshop Model Text Handout

Class:
ENC 1102 DUAL ENROLLMENT
Teacher: DR. THAYER/ MS. POPKIN

Period: 1-6
Date: WEEK 9 (3/2-3/6)

Essential Question(s): How can we trace a theme throughout Death of a Salesman using setting and symbolism?
Unit Standards:

LAFS.1112.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including where the text leaves matters uncertain.
LAFS.1112.RL.1.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact on one another to produce a complex account;
provide and objective summary of the text.
LAFS.1112.RL.1.3: Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama.
LAFS.1112.W.2.5: 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.
LAFS. 1112.W.2.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Students will be able to:

Evaluate each others essays.

Revise their personal work after the peer review process.

Prepare final draft of Paper Two on the computer to turn in.

Activity

Mon. 3/2

Tues. 3/3

Wed. 3/4

Thurs. 3/5

Fri. 3/6

Get Started
(openers)

BELL RINGER I will walk

around and check that
students have their second
body paragraph for their rough
draft (10 Minutes)

BELL RINGER (10 Minutes)

BELL RINGER (10 Minutes)

BELL RINGER. I will hand

back peer reviewed draft. (10
Minutes)

BELL RINGER (10 Minutes)

Writing workshop (40 Minutes).

Students will turn in Paper Two (5

Minutes).

Engage, Explore,
and Explain

Writing workshop (40 Minutes).

Writing workshop (40 Minutes).

I will hand out the peer review

rubrics and explain to students
that they are to get with a
partner and review each others
essays based on the rubric (5
Minutes).

Practice whole
class, groups,
alone

Students will work on

completing their essays (whole
class period).

Students will work on completing

their essays (whole class period).

Students will peer review each

others essays, making
comments throughout their
partners paper (35 Minutes).

Students will work on making

the corrections from peer
review and finishing up the
final draft of Paper Two (whole
class period).

We will review Paper Three

assignment sheet as a class (20
Minutes.

Evaluate Understanding

I will walk around answering

any and all questions.

I will walk around answering any

and all questions.

I will walk around answering any

and all questions. I will review
peer reviewed drafts to estimate
where students are in the writing
process.

I will walk around the room and

answer any and all questions.

I will walk around the room and

check for understanding (Rest of the
class period).

Closing Activities
and Homework

Reminder: Peer Review is

Wednesday and Paper Two is
due Friday 3/6 (5 Minutes)

I will remind students that full rough

draft is due for Peer Review
tomorrow (5 Minutes).

Students will put away laptops

and I will remind them that their
final writing day is tomorrow.
Collect peer reviewed drafts.(5
Minutes).

Reminder: Paper Two is due at

the beginning of class
tomorrow (5 Minutes).

Make sure all papers are turned in

(2 Minutes).

Accommodations

Students who need extra time or multiple days to complete assignments/tests will be accommodated with an appropriate time extension. Students needing preferential seating will
be placed up front and away from distracting stimuli. Students who with attention disabilities will be cued to stay on task and will be encouraged to use self-advocacy skills.

Citations: None
Appendix E: None