Making Curriculum Pop Lesson Plan

By Kelsey Barmann

Lesson Information
Lesson title Understanding Yesterdays and Todays American Family and Their Dream
Lesson description To understand and relate to Arthur Millers play Death of a Salesman, stud
(include concepts and explore the American family and the theme of the American dream throug
skills and where this texts. Students will make textual connections between the supporting and p
lesson fits within the Connections will be supported with evidence, correct use of quotations, and
curriculum) explanations. The essential questions of What is the American dream? a
does the American family look like? asks students to understand the world
and the world of Death of a Salesman. Students will hone thesis statemen
skills and narrative through understanding characters point of views. The l
within improving writing and reading analysis skill in an eleventh grade Am
literature class. The supporting and primary works fit within a contemporar
literature phase.
Lesson length 5 days, 55 minutes each day
Grade level and course 11th grade American literature
Source of lesson plan Pam Goble and Ryan R. Gobles Making Curriculum Pop Developing Literacie
and how I modified it Content Areas. I modified the use of the LEOs and was inspired by text align
informed my use of essential questions and chosen texts.

New York Times Teaching Death of a Salesman With The New York Times
Doyne and Holly Epstein Ojalvo. I used this source because it provided origi
stories about the plays first production, economic info affecting the Americ
linked concepts of the play to factual news stories.

Lesson plan summary

Prior knowledge Prior reading of Death of a Salesman, which happens before this
needed for lesson plan in class, is incredibly important to the entirety of the
success lesson plan. Students have read the play together and reviewed
dramatic devices while readings. Students will have their own list of
dramatic devices to look back on during this set of a lesson plan to
improve their understanding of the play. Knowledge of the
contemporary period and other American Literature periods is
necessary for understanding the context of Death of a Salesman.
How will you Students can read the play at home when they can during the week,
address students if they did not read it prior to this lesson. Students without prior
who do not have knowledge of quoting will helped by teacher and allowed use of
this prior internet help such as OWL Purdue. A presentation and an outline of
knowledge? American Literature periods and their characteristics would help all
students understand the context of Death of a Salesman.
Materials for Buzzfeed Yellows First-Generation Americans Talk About The
instruction American Dream https://youtu.be/D69Il5tTAIU
(include rationale Students will watch other people talk about their definition of
for why the the American dream to see differentiation in ideals of life in
 materials are the U.S.
appropriate) Don McLeans song American Pie
https://youtu.be/7yHTpGog0IY
This song will be used an example during the first class of the
lesson plan as a song about America. The students will pull out
ideals within the song and then do that same process with a
song of their choice.
News article about economic change of the middle class
http://www.nytimes.com/2012/01/05/us/harder-for-americans-
to-rise-from-lower-rungs.html
This article will inform students of the differences in the middle
class of today compared to the past. The article discusses the
American dream and gives information about opportunity in
the U.S. for that dream. These will be printed out and handed
to each student.
Let America Be America Again by Langston Hughes
https://www.poets.org/poetsorg/poem/let-america-be-america-
again
Students will use poem to draw connections about the
economic status of the people to the American dream.
Modern Family (episode 1 of season 1); show on hulu or
http://www.dailymotion.com/video/x3kb8x1
Fresh off the Boat (episode 1 of season 1; show on hulu or
http://abc.go.com/shows/fresh-off-the-boat/episode-
guide/season-01/101-series-premiere-pilot
Both of these TV shows will be used to understand how
families are represented in todays society. Both of the families
focused on in these TV shows strive for the American dream,
yet attempt to achieve it in different ways.
1999 Broadway Revival of Death of a Salesman" on DVD
Students will watch the last act of this stage production to
understand how the play may be different just read versus
being watched.
Projector or TV that can be connected to Teachers laptop
This will be used to play videos, the featured song, and the
recording of the play.
Printed out handouts for each student
These will include all LEOs and custom made handouts so
students can write in a private and academic way.
Pre-test and post Pre-test: Teacher will begin with an in class reading of Arthur Millers
test data Death of a Salesman (not featured in this lesson plan) and
collection discussion of the theme of the American dream to understand
requirement competency in finding themes.
Post-test: The plot related questioned answered at the beginning will
serve as the formal assessment to understand if students
understood the plays plot and devices. The Blog assignment at the
end of the lesson plan will show how student can manipulate a text to
understand it only from a single characters point of view.
 Materials for Materials needed are a moderator (the teacher) for discussion, the
informal anticipatory set, and a copy of the play Death of a Salesman for
assessment each student.
Materials for Materials needed are created questions about plot and play devices
formal copy for each student, a copy of Death of a Salesman for each
assessment student, access to internet through electronic device, and the
blogger LEO from Making Curriculum Pop.

Accommodations Accommodations available can be extra time to answer questions

and modifications and finish writing assignments.
Possible modifications include decreasing amount of questions to
answer each day and amount of writing involve within each writing
assignment.

Lesson plan details

Oklahoma
Academic
Standard Learning Objective Formal and
number and in terms of what Lesson Activities and Informal
text students will do Materials Assessments
11.1.R.1 During the first day - Buzzfeed Yellows Informal
Students will of the lesson plan, First-Generation assessment:
actively listen students will share Americans Talk -vocal participation
and speak their definition of the About The American at least once
clearly using American dream Dream showing some
appropriate created in the - Screen to play video competency in
discussion rules anticipatory set with - Paper to do self-made
with control of the class at least anticipatory set definition
verbal and once, listen to the -use of nonverbal
nonverbal cues. definitions of others, cues
and encourage -respectful
classmate listening to
participation with
nonverbal cues
throughout the
majority of the
discussion.
11.1.W.2 In small groups of - Custom made Formal
Students will three to five, handout with space Assessment:
work effectively students will to put three ideals of -completion of
and respectfully comprise to pick a the American handout from all
within diverse song about America dream and a group members
groups, and work together comparison to -three ideals listed
demonstrate and fill out given Death of a represented in an
willingness to handout with three Salesman appropriate song
make ideals and - Pencil
necessary comparison to - May use classroom
compromises to Death of a computer to look up
accomplish a Salesman by the a song if necessary
goal, share end of the class
responsibility period with little
for grammatical errors.
collaborative
work, and value
individual
contributions
made by each
group member.
11.3. R.7 As students watch - Project or screen to Formal
Students will episodes of Modern view TV episodes Assessment:
make Family and Fresh - The Connecter -completion of
connections off the Boat, LEO from Gobler and connector leo
(e.g., thematic students will make Goblers Making -three uses of
links, literary connections to the Curriculum Pop textual evidence
analysis, primary text, Death (page 147) guided by the LEO
authors style) of a Salesman, and - Pencil or pen format
between and will individually write
across multiple down the
texts and connections with
provide textual quote evidence on
evidence to the Connector LEO
support their in a complete
inferences. fashion by the next
class period.
11.5. W.3 Individually, students - Individually printed Formal
Students will will use knowledge copies of Langston assessment:
demonstrate of middle class Hughes poem Let -proper length of
command of economics and the America Be America at least two
Standard Langston Hughes Again paragraphs
American poem provided, to - Paper -at least three
English, argue whether or not - Computer and textual examples
grammar, the speaker of the printer to turn in - one or less
mechanics, and poem represents typed version writing mistakes
usage through individuals striving
writing, for the American
presentations, dream in 2 to 3
and/or other paragraphs with at
modes of least 3 textual
communication examples/ quotes
to convey and 1 or less writing
specific mistakes.
meanings and
interests.
11.7.W.1 To illuminate - The blogger LEO Formal
Students will meaning from the from Gobler and Assessment:
design and Blogger LEO, Goblers Making -completed
develop individually students Curriculum Pop narrative from the
multimodal will reformulate their (page 141) point of view of
content for a blog excerpt for their - Computers or any character from
variety of website to create a electronic device Arthur Millers
purposes. more in depth point with computer Death of a
of view for their access Salesman
selected character -at least three
and will finish their textual examples
assignment by next -completed
class period with Blogger LEO
minimal mechanical -minimal (less than
errors and at least 3) writing errors
three textual
examples.

Essential Question(s) and/or Anticipatory Set

What essential Essential questions:
question(s) guide(s) this What is the American dream?
lesson plan and/or unit? What does the American family look like?
What anticipatory set
are you presenting to Anticipatory set:
engage the students? Merriam Webster and Dictionary.com definitions of the American dream wil
on the board. Students will be asked, What components make the Americ
Students will journal for five minutes and list out concepts they believe are
standards of the American family and their hopes.
Minute by Minute (Tick Tock)
Day 1:
Understanding the American Dream through song and Death of a Salesman
Time Additional
(minutes) The teacher will The students will. information
5 minutes Set up anticipatory Do the anticipatory set
set on the board and hold on to it for the
prior to students next activity.
arrival to class.
Teacher will inform
students of
anticipatory set
when they arrive
and keep them on
task.
5 minutes The teacher will read The student will listen to
the definitions from the definitions and share a
the dictionaries. The short statement about
teacher will then they wrote about earlier.
lead a short
discussion asking
students to
summarize if they
want what they
wrote about in their
anticipatory set.
5 minutes The teacher will play The students will watch The open
Buzzfeed Yellows the short video and then, conversation created
First-Generation the students will comment within the lesson
Americans Talk on the differences they allows students to
About The American saw in the video and personalize a term
Dream on an reflect upon what these with their and their
available screen. differences may need. classmates
The teacher will ask experiences.
students if these
people had different
opinions about the
American dream
than the students
did.
15 minutes The teacher will play Students will listen to the
the song American song and list the ideals as
Pie and have the class works together.
students analyze its
ideals on a custom
made handout. The
teacher will replay
the song as needed
for the student and
use all of the time
provided to walk
around and help
students. The
teacher will review
ideals, so everyone
understands what is
going on.
25 minutes Teacher will pass out Students will get in small
similar custom made groups, pick a song, and
handout and put fill out handout to full
students in small completion.
groups of 3-5
students. Teacher
will instruct students
that they will pick
out their own song
about America and
find three ideals like
in the example.
Teacher will then
have students find a
connection of the
song to Death of a
Salesman and put it
in the designated
place on the
 handout.
Day 2:
American Poetry and the image of the American Family
Time Additional
(minutes) The teacher will The students will. information
8 minutes Hand out five plot Answer the provided All questions
related questions questions without using the answered this
about Death of a text. week will be
Salesman for the gathered for a
students to answer. single grade.
Students could
revise answers if
necessary.
7 minutes The teacher will Receive the New York
distribute the New Times Harder for
York Times Harder Americans to Rise From
for Americans to Rise Lower Rungs, move to
From Lower Rungs. their assigned groups, and
Then, the teacher will listen to instructions.
place students in
small groups of 3 to
5. The teacher will
then ask the students
to read in their groups
the given article. The
students will then
create an
argumentative
statement about the
article and then
support that
statement with three
supporting quotes.
25 minutes The teacher will walk Students will read article in
around and ensure groups, create statement,
progress of and find quote evidence
assignment. Teacher with page numbers to
will answer questions support statement. One
fairly. student will record the
statement and evidence on
paper and turn in for the
whole group.
15 minutes The teacher will read Students will begin to Students may
out loud Langston answer or complete prompt have until the end
Hughes Let America individually. Students may of day 5 of the
Be America Again turn in assignment lesson plan to
and then ask students handwritten or typed. finish assignment.
to individually answer Students will ask questions
a prompt. The if necessary.
teacher will pass out
 the prompt on paper
and read aloud. The
prompt is, In one to
two paragraphs, use
your knowledge of
the economics of the
American family to
understand Langston
Hughes poem.
Decide if the poem
represents people
striving for the
American dream.
Explain your answer
with textual evidence
from the poem, the
article, and Death of
a Salesman.
Teacher will be
available for
questions.
Day 3:
American Sitcoms and American Families
Additional
Time (minutes) The teacher will The students will. information
8 minutes Hand out five plot Answer the provided All questions
related questions questions without using the answered during
about Death of a text. this lesson plan
Salesman for the will be gathered
students to answer. for a single grade.
Students could
revise answers if
necessary.
20 minutes The teacher will pass When students receive the LEO will be
out the Connector Connector LEO and fill answered as
LEO from Gobler and out the first question while question one will
Goblers Making watching the episode. be designated to
Curriculum Pop. Students will view the Modern Family,
(Page 147) The selected episode of question two will
teacher will instruct Modern Family. Students be for Fresh off
that each problem of will watch without the Boat, and the
the LEO will be distraction or distracting last question is for
designated to the others. Death of a
texts used in class to Salesman.
compare to another.
The teacher will play
selected episode of
Modern Family.
Teacher will ask
students to think
 about the family
featured in the show
and relate it to the
family in Death of a
Salesman.
20 minutes Teacher will play the Students will watch the
Fresh off the Boat selected episode of Fresh
episode and remind off the Boat and fill out the
the students to second question of the LEO.
answer the second
question. Teacher will
walk around to
ensure progress on
the LEO.
7 minutes Teacher will ask Students will share any
students if they have relevant connections made.
any connections from Student will fill out last
the shows that they question during the rest of
would like to share. the class and finish at
Teacher will have home if necessary.
students fill out last
question and turn in
at the end of the
class or the next day.
Day 4:
Understanding the Characters of Death of a Salesman
Additional
Time (minutes) The teacher will The students will. information
8 minutes Hand out five plot Answer the provided All questions
related questions questions without using the answered during
about Death of a text. this lesson plan
Salesman for the will be gathered
students to answer. for a single grade.
Students could
revise answers if
necessary.
10 minutes Prior to watching the Student will fill out the This LEO will force
recorded staging, the Casting Director LEO by students to make
teacher will distribute imaging what the plays choices about what
the Casting characters must look like the characters look
Director LEO from without knowing how like and choose
Making Curriculum others perceive the without the
Pop. (page 145) The characters. influence of
teacher will review someone else.
the instructions, ask
students to do LEO in
pencil, and do the
LEO alongside the
students.
7 minutes Teacher will lead Students will participate in
 discussion about the the discussion respectfully.
results of their LEO. The student will participate
Then, the teacher will at least once.
25 minutes Teacher will show the Students will watch the last
last act of the 1999 act of the play, while
Broadway Revival making a timeline of events
staging of Death of throughout the viewing of
a Salesman. Teacher the staging.
will ask students to
make a timeline of
the events being
watched using the
Timeliner LEO from
Goblers Making
Curriculum Pop.
(page 185)
5 minutes Teacher will have Students will finish LEO or Student will finish
students use timeline begin paragraph. paragraph at home
to write a paragraph in turn in the next
answering why the day as homework.
chain of the events
lead to Willy Lomans
funeral.

Day 5:
Final Assessment and Blog
Additional
Time (minutes) The teacher will The students will. information
10 minutes Distribute a set of Answer the set of questions This set of
short answer without using their texts questions will
questions asking and use the entirety of the contribute to the
about plot and time provided. grade of the other
devices of the play. questions
answered
throughout the
week. All of the
questions
answered in the
lesson plan will
come together as a
single test grade.
25 minutes The teacher will The students will do the Students will need
distribute and review Blogger LEO individually to mention three to
instructions of the to completion. five events that
Blogger LEO from happened in the
Making Curriculum play and with the
Pop (page 141). LEO, have the
character
comment on these
events individually.
20 minutes The teacher will have Student will transform their The teacher will
students publish Blogger LEO on their borrow a mobile
their writings from website. Student will computer lab from
the blogger LEO on consider pictures, recording the school or take
an online website of text, font, structure, etc. the students to the
they have created. Students will stay on task school computer
Teacher will inform and ask for help when lab. Arrangements
students that what necessary. for this will be
they wrote can be made prior to
transformed by class.
pictures, structure, Students can finish
and format. assignment outside
Throughout time of school or next
creating blog, class period.
Teacher will
continually check up
on students to
monitor progress,
appropriate
computer use, and
offer help.

Data and reflection

Data Results What did it tell you?
Pre-test
Informal assessments
Formal assessments
Post-test

Reflection
How I will change the
lesson