tcssnickseibert

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I learn the best when I have enough time to read over the material a couple of times. I like learning about things that I can use in practical settings, stuff that is going to make me a better teacher. Learning about things that aren't going to help me out and are just taught "because" really annoys me. Outside of school I really enjoy watching sports specifically baseball, basketball, and football. I also like hanging out with my friends, and relaxing.

Before Bloomsburg, I lived in… Allentown, Pennsylvania

At Bloomsburg, I want to major in… Secondary Education Communications

Right now, I’m most interested in…Sports

My favorite musical artist is….I don’t have one single favorite, I like a bunch of artists.

My favorite movie is….I don’t have a favorite movie either I like to many.

One thing I like to do in my spare time is…Play Xbox

When it comes to technology, I’m most comfortable with…(put X next to all that apply)

Microsoft Word X Microsoft Powerpoint X Email X Cellphone X Text messaging X Taking cellphone pictures X Taking cellphone video X Taking cellphone audio Video editing Blogging or Social Networking (e.g., Facebook) X Making websites

My favorite teachers were the ones who…you could tell they loved what they did.

But I didn’t like classes in which…there is no interaction

In this class, I’m most nervous about…tests

In this class, I’m most excited about…there’s not much I get excited about in class….when it’s cancelled I guess?

If there’s one thing you should know about me as a student, it’s…I work hard and want to do well.

If there’s one thing you should know about me in general, it’s…I’m laid back, and try to enjoy life.


 * Rationale for Individual Unit Plan**

For my Unit Plan I am going to be teaching Death of a Salesman written by Arthur Miller. I've always enjoyed this play even though it is a little tragic and depressing, I think there are a lot of good lessons that come out in this play. Since I plan on teaching an English class in the higher grades I think they will be able to handle some of the material in this play that might be a little somber for younger grades. The main theme of this lesson is the family dynamic and how families and people in general handle problems differently. Another theme, will be living up to expectations, and setting and accomplishing personal goals. As a young adult in high school ready to enter the world of college, a lot of responsibility falls on the shoulders of the kids, and I think by looking at different ways to solve problems will help they better ready themselves for college or the job market.

-What are the important things in life? Job? Money? Family? -How can a person deal with pressers in their life along with their responsibilities?
 * Guiding Questions**



Assessment for Unit Plan

There will be two major ways I will be assessing my students understanding of Death of a Salesman

First there will be a comprehensive test at the end of the unit to determine whether or not the students have read, and if they have understood the major themes we've discussed in class and in peer groups. The test will be a short answer essay test, comprised of 4-6 questions. By using short answer questions I can determine if the students actually understand the information and also can test their writing level. They will be required to pull examples from the text to support their answers, along with any other information gained from class discussion or class work. This will meet standards for 1.3.11 and also 1.5.11

Along with this comprehensive test I will assign my students into "camps" at the start of the unit. Each camp will be given a major character in the story to focus on as we read the piece (Willy, Biff, Linda, Happy). Throughout the unit students will write in a journal as that character, describing what is going on in the story and how they think that character feels about where they are in the story. They will discuss within their camps what they think is going to happen to that character coming up in the story and how they would deal with some of the issues that their character is dealing with. When it comes times for discussing the reading with the class as a whole the different camps will be able to get a different point of view of the story, which may change their out look on the story. At the end of the unit the students will take those journal entries and what they have learned from group and classroom discussions, and write a "final" journal entry from that character. In this final 2-3 page journal entry I will ask the kids to react to their character, if they related to them in any way or if they didn't why and why not. What the driving force was behind their character acting the way they did. If they were living their characters lives what would they change? Would they change anything at all? They will be required to have 10 journal entries this is including the final journal entry. This will meet standards for 1.4.11 and 1.6.11



1. Students will complete short quiz on pages 11-40 Act 1 to check for reading 2. Talk about journal entries 3. Share character opinions with other students **Lesson Objectives:** 1. Students will discuss their characters with students from other character groups, to gain a better understanding of characters other than their own. 2. Allow students enough time to complete and check over their quiz 3. Students will present their concerns about the journal entries and any other questions they may have. **Standards:** 1.1.11.Demonstrate comprehension/understanding of a wide variety of appropriate literary works from different cultures and literary movements including classic and contemporary literature. 1.6.11.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions. 1.6.11.D. Contribute to discussions. 1.6.11.E. Participate in small and large group discussions and presentations. **Materials:** - //Death of a Salesman book// - Quizes - Journals **Lesson Time:** 40-50 minutes **Outline:**
 * Lesson Plan 1 **
 * Conceptual Goals: **

I. Introduction (10 minutes) A. Inform students about quiz on Act 1 and check journal entries for completion 1. Distribute quizzes and tell students they’ll have 5 minutes to complete the assignment 2. Have students have their journal entries open while you hand out quiz to check for completeness B. After every student is done collect the test and ask the class aloud for the answers to the questions.

II. Journal entry “speed dating” (35 minutes) A. Explain the rules of “speed date” to the class. 1. Explain to them that they will have 2 minutes to meet with a member of another character group to discuss what they have written about so far in their journal entries. 2. Tell them that after those 2 minutes are up they are to move onto the next group in that character group and so on until they have talked to everyone in that specific character group. 3. After everyone in each character groups talk to each other one of the character groups will switch and the speed dating will start over again until everyone has talked to everyone else in the class about their journal entries.

III. Conclusion (5 minutes) A. Assign homework. 1. Read pages 11-40 from Act 1 2. Respond in journal. B. Ask students if they have any comments or questions from the “speed dating” 1. Ask for any questions regarding the homework or upcoming journal entries. **Assessment:** Make sure every student participates in the speed dating. Also while students are working in their character groups make sure students are all on task and contributing equally to the “date” **Homework:** Students will read pages 11-40 in the novel. They will also respond to those chapters in a journal entry which addresses the question: How does your character’s view success?

1. Students will understand how to read a play 2. Continue trace of characters. 3. Talk about family dynamic **Lesson Objectives:** 1. Students will read parts of Act 1 in their groups to get a feel for how plays are written differently than novels and other literary works. 2. Allow students time to discuss how they feel their characters are developing so far 3. Students will participate in large and small group discussion about family values and problem solving skills **Standards:** 1.1.11. Demonstrate comprehension/understanding of a wide variety of appropriate literary works from different cultures and literary movements including classic and contemporary literature. 1.6.11.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions. 1.2.11.A Evaluate and critique text organization and content to determine the author’s purpose and effectiveness according to the author’s theses, accuracy, thoroughness, logic, and reasoning. **Materials:** - //Death of a Salesman// book - Understanding family structures and dynamics handout **Lesson Time:** 40-50 minutes **Outline:**
 * Lesson Plan 2**
 * Conceptual Goals: **

I. Introduction (5 minutes) A. Tell students they are to sit in their character groups 1. Tell them to have their journals out and opened to be checked for completion 2. Then inform them that they will be reading aloud in their groups.

II. Read alouds (15 minutes) A. Explain that each person in is to assume a role of a character and read aloud in their groups pages 30-45. 1. Tell them that while they read make sure that they pay attention to the characters in the play other than the one they are focusing on in their character groups. 2. Tell them after they are done reading aloud, to discuss what happened in the passage and what role their specific character had in that passage. 3. Tell them also to talk about the family dynamic of the family and if its good or bad.

III. Family dynamics discussion (20 minutes) A. Hand out the family dynamics handout while in their character groups and allow them time to read over the different types of families. 1. Tell them to try to identify what type they think the family in the story is 2. Tell them to discuss amongst their groups the answers they chose. B. Bring the discussion to the class as a whole 1. Ask students about their family dynamics and any similarities they see with their families and the families in the play.

IV. Conclusion (5 minutes) A. Assign homework 1. Read pages 41-71 2. Respond in Journals **Assessment:** Make sure every student participates in the discussion. Also any student that is neglecting doing their journal entries ask them to stay after class and ask them why they have done so. **Homework:** Students will read pages 41-71 and respond in their journal entries.

1. Students will make a poster representing their characters so far in their groups 2. Talk about how the American Dream plays a part in the play **Lesson Objectives:** 1. Students will discuss their characters further by making a poster in their group using pictures to represent them 2. Have students practice their oral presentation skills by presenting poster to class 3. Allow students enough time to discuss their thoughts on the American dream with the class **Standards:** 1.6.11.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions. 1.6.11.E. Participate in small and large group discussions and presentations. 1.2.11.B: Distinguish among facts and opinions, evidence, and inference across a variety of texts by using complete and accurate information, coherent arguments and points of view. **Materials:** - //Death of a Salesman book// - Posters/Markers/Magazines/Scissors **Lesson Time:** 40-50 minutes **Outline:**
 * Lesson Plan 3 **
 * Conceptual Goals: **

I. Introduction (5 minutes) A. Tell students to sit in their character groups 1. Tell them to have their journals out to check for completion 2. Explain that they will be working on a poster for todays class in their groups

II. Poster construction (20 minutes) A. Explain that students are to make a poster representing their character up to this point of their readings so far using pictures and drawings to represent them. 1. Tell them they are to work together as a team in making the poster but they must elect two people to present their poster to the class orally, explaining why they selected the things they did. 2. Students that are observing the oral presentations are to write down feedback for both the poster and the presenters. This feedback will be given back to the presenters after they present 3. Tell them that the pictures that they choose to represent their character are to represent what they feel their characters idea of success is.

III. Class discussion (15 minutes) A. Open up class discussion about how the idea of the American dream is a big part of this play and how it can be different for people. 1. Ask students for examples of what their characters idea of the American dream is. 2. Ask students what their idea of the American dream is and if they think it may change as they get older.

IV. Conclusion (5 minutes) A. Assign homework. 1. Read pages 71-105 from Act 2 2. Respond in journal.

**Assessment:** Make sure every student participates in the construction of the poster and the discussion. Also make sure they are aware that they will be taking a test at the end of the unit as well an overall journal summary. **Homework:** Students will read pages 71-105 in the play. They will also respond to those chapters in a journal entry which addresses the question: What is your characters idea of The American Dream.

1. Students will complete quote worksheet 2. Students will complete poster on symbols in play 3. Talk about major symbols in the play **Lesson Objectives:** 1. Students will fill out and complete the quote work sheet to better understand some major quotes in the play 2. Students will complete poster on major symbols of the play, in order to test for their ability to pick out symbols in the play 3. Students will present their ideas about symbols and quotes in group discussion **Standards:** 1.1.11.Demonstrate comprehension/understanding of a wide variety of appropriate literary works from different cultures and literary movements including classic and contemporary literature. 1.6.11.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions. 1.6.11.D. Contribute to discussions. 1.6.11.E. Participate in small and large group discussions and presentations. **Materials:** - //Death of a Salesman book// - Posters/Markers/Magazines/Scissors **Lesson Time:** 40-50 minutes **Outline:**
 * Lesson Plan 4 **
 * Conceptual Goals: **

I. Introduction (5 minutes) A. Inform students that they will receive a quote sheet and they are to fill it out using contextual evidence to support their answer 1. Distribute quote work sheet and tell them they have 10 minutes to finish as much as possible. 2. Tell students they will work on a symbol poster after quote sheet.

II. Quote worksheet (10 minutes) A. Explain that it is up to the students to work together in their groups or individually 1. Explain that students must give a summary of what the quote is talking about, and use textual evidence to support their claim. 2. Also they must write why the quote is important and why it is important to their character if applicable.

III. Symbols poster (15 minutes) A. Explain that each character group will make a poster talking about the major symbols in the play 1. Tell students that much like lesson 3 they will have to complete a poster using pictures and drawings to represent the major symbols in the play up to this point. 2.Whom ever did not present the poster for their character will now be responsible to present the symbol poster. 3. Students that are observing the oral presentations are to write down feedback for both the poster and the presenters. This feedback will be given back to the presenters after they present

IV. Closure (10 minutes) A. Ask class if they have any questions or concerns regarding the presentations of symbols in class B. Assign homework 1.Read from 105 to the end of the Play 2. Respond in journals 3. Rough draft of final journal entry

**Assessment:** Make sure every student participates in the construction of the poster. Also make sure that they completed their quote work sheet and journal entries. **Homework:** Students will read pages 105 to the end of the play. They will also respond to those pages in a journal entry which addresses the question: What are some major symbols that involve your character?

1. Review game for upcoming test and final journal entry 2. Check for journal entry completion 3. Clarify any questions students have on material **Lesson Objectives:** 1. Students will get clarification on terms and concepts that are confusing for them before the test 2. Allow students to talk to character group members about their journal entries and their opinions on their character 3. Students will be able to observe other students rough drafts for the final journal entry and compare and contrast **Standards:** 1.1.11.Demonstrate comprehension/understanding of a wide variety of appropriate literary works from different cultures and literary movements including classic and contemporary literature. 1.6.11.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions. 1.9.11.A**:** Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium. 1.6.11.E. Participate in small and large group discussions and presentations. **Materials:** - //Death of a Salesman book// - Review game power point - Computer - White boards and dry erase markers **Lesson Time:** 40-50 minutes **Outline:**
 * Lesson Plan 5 **
 * Conceptual Goals: **

I. Introduction (5 minutes) A. Inform students about days agenda 1. Remind them about upcoming test, and tell them there will be a review game today 2. Also go around and check for completed journal entries, and final journal entry rough drafts. B. Tell them that they will be reviewing other members final journal entry rough drafts in a short writers work shop.

II. Writing workshop (20 minutes) A. Explain that each student will pass their final journal entry to the left in their character groups. That group member will read the rough draft and the two students will compare and contrast their essays 1. Each pair of students will work with each other for 5 minutes until all people in the group have met with one another at least once. 2. Once everyone has reviewed the journal entries, tell them they are too begin to review for the review game until every other group is done.

III. Review game (20 minutes) A. Tell students that their character groups will be in teams for the review game. 1. Each group will get one dry erase board and one dry erase maker, and their group will designate who they want to write their answer. 2. One group will pick a question from the power point and that question will be posed to the entire class, each team will have 30 seconds to write down an answer and every team that gets it correct will receive a specific amount of points 3. Explain that any team that gets 400 points will receive 4 points of extra credit on their test, any team that earns 300 points will receive 3 points of extra credit on their test and so on and so forth all the way down to 100 points. 4. Play the review game until class time runs out

IV. Closure (5 minutes) 1. Answer any extra questions students may have. 2. Assign final journal entry 3. Tell them to study for upcoming test

**Homework:** Students will respond in their journals. And study for the final test.
 * Assessment: ** Make sure every student participates in the writing workshop. Also make sure during the review game that everyone is contributing in answering the questions.

Here's my intro, my unit plan, and my reflection on my unit plan!

Intro has Guided Questions, Rationale, and Overview included: