Hook, Housekeeping & Homework MONDAY

Hook, Housekeeping & Homework MONDAY Are you presenting your novel today? If so, get ready! Bring up anything (slide show, sound, etc.) you need to now on the computer and minimize it at the bottom of the screen. While you wait… Grab “The Tragic Genre..” packet up front. Start reading and annotating. Written responses (last page) are due tomorrow. Also, have out your work for Antigone from last week.

Past, Present, FutureMONDAY • In-class timed writing on Independent Novel • Independent Novel PRESENTATIONS • Oedipus Rex – Quiz + Characterization – I DO STEAL • Antigone – Characterization - We Do STEAL + Prep for Monday assignment • Independent Novel Presentation(s) • Antigone– Characterization • Creative Characterization assignment (due by end of class) • RETURN THE PLAY TO THE LIBRARY • “The Tragic Genre..” packet -reading and annotating w/ written responses (last page) due tomorrow. • Final Play! Check out Death of a Salesman (check in The Oedipus Cycle) • Preview & Background, Watch & Read through the Lens of Characterization • Independent Novel Presentation(s)

Drama: The Classic Tragic Figure Standard 2: Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objectives: You will be able toexamine characterization. • Analyze and explain the purpose and effect of characters’ roles: traits, perspectives, dilemmas and decisions, and how these impact and support theme Inquiry/Essential Questions: • How are characters developed? What can we learn about a character through what he/she says, does, reacts/interacts with others, is associated with and/or appears? • Why do the characters make the decisions they do? Do the characters in this play act out a sense of pride? Justice? Authority? Personal needs? What happens as a result?Why is their need to act the way they do so important to them? • Thematic Topics: What do these plays and their characters “say” about…? Fate vs. Free will - Pride/Hubris – Justice – Wisdom – Morality – Integrity – Dilemma – Tolerance

Activity: QuizInstruction: Obtain Purpose: to practice a close reading ritual through the lens of characterization and its impact on the meaning of the work as whole Tasks: Based on your previous work on the STEAL chart, what patterns do see with your character? What new understanding do you have about the meaning of the work as a whole? Using your notes on characterization, complete one of the 4 options listed on the Creative Characterization sheet of Antigone If you want to do the Bio Poem, I have a model posted. Outcome:Creative Characterization of Antigone due by the end of class Monday Everyone turns in individual charts; the group turns in one copy of the “key” and posts your product

Review & Release Outcome: Creative Characterization of Antigone due by the end of class Monday Everyone turns in individual charts; the group turns in one copy of the “key” and posts your product HOMEWORK: “TheTragic Genre..” packet up front. Start reading and annotating. Written responses (last page) are due tomorrow.

BEFORE CLASS STARTS… • CONSIDER GOING TO THE To CHECK IN BUT DON’T BE LATE!

Hook, Housekeeping & Homework TUESDAY Are you presenting your novel today? If so, get ready! Feel free to bring up anything you need to now on the computer and minimize it at the bottom of the screen. TURN IN “The Tragic Genre..” packet Written responses (last page). Read/View (first ½ Act One) the play Death of a Salesman by Arthur Miller. Take notes on your character, too. You will have a comprehension test and an assignment on characterization before break!

Past, Present, Future TUESDAY • Independent Novel Presentation(s) • Antigone – Characterization • Creative Characterization assignment (due by end of class) • RETURN THE PLAY TO THE LIBRARY • “The Tragic Genre..” packet -reading and annotating w/ written responses (last page) due tomorrow. • Independent Novel Presentation(s) • Final Play! Check out Death of a Salesman (check in The Oedipus Cycle) • Preview & Background, Watch & Read through the Lens of Characterization • Independent Novel Presentation(s) • Death of a Salesman • Read/view for character assignment

NOW LET’S… • GO TO THE

Activity: Obtain Purpose: to familiarize ourselves with the text of the drama Tasks: Preview the text • Look at the front cover. What do you notice? What inferences can you make about any images provided? About the title? About the quality of the text? • Look at the back cover. What information is provided? What do you notice or what stands out to you? Why? • Flip through the first few pages of the book. What information is provided? When was the book first published? Is there a dedication page, reviews, introduction or preface, or other information? • Flip through the book. Are there chapters, sections, or parts? If so, are these title or numbered? How large is the font? How much print is on a page? • How long is the play? On what page does the it start? On what pages it end? • Flip through the last few pages of the book. Is there any additional information (e.g. a glossary, information about the author, historical or other footnotes, reading guides, etc.) at the end? • Flip to a random page and read a section. What do you notice about writing style, characters, setting, vocabulary, etc.? Outcome: Predict= Based on the what you’ve seen/read, what do you think this play is about? What might be the plot?

Instruction: Obtain • America has long been known as a land of opportunity. Out of that thinking comes the "American Dream," the idea that anyone can ultimately achieve success, even if he or she began with nothing. In Arthur Miller's Death of a Salesman, we follow Willy Loman as he reviews a life of desperate pursuit of a dream of success. In this classic drama, the playwright suggests to his audience both what is truthful and what is illusory in the American Dream and, hence, in the lives of millions of Americans. Unusual in its presentation of a common man as a tragic figure, the play received the Pulitzer Prize as well as the New York Drama Critics' Circle Award when it was produced and published in 1949. http://www.teachervision.fen.com/curriculum-planning/teaching-methods/3499.html Tragedy - Tragic dramas use darker themes such as disaster, pain and death. Protagonists often have a tragic flaw—a characteristic that leads them to their downfall.

What others say… “In Search of the American Dream: Articles by Eleanor Roosevelt and others take up the question of what constitutes the American ideal”JONAS CLARK JUNE 2007 ISSUE • In 1931, when writer James Truslow Adamscoined the term “the American Dream,” it had more to do with idealism than material prosperity. The American Dream, he wrote in The American Epic (a book glowingly reviewed in the Atlantic’s December 1931 issue), was “that dream of a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement.” “The Transformation of the ‘American Dream’,” Economic View, By ROBERT J. SHILLER AUG. 4, 2017 • He says some in government have “suggested [the American Dream] involves owning a beautiful home and a roaring business, but it wasn’t always so. Instead, in the 1930s, it meant freedom, mutual respect and equality of opportunity. It had more to do with morality.”

Instruction: Obtain What does the word structure mean? • the arrangement of and relations between the parts or elements of something complex. Typical narrative structure = • Nonlinear narratives, disjointed narrative or disrupted narrative is a narrative technique, where events are portrayed, out of chronological order or in other ways where the narrative does not follow the direct causality pattern. There are many flashbacks woven into the play. What is a flashback? • a device in the narrative of a motion picture, novel, etc., by which an event or scene taking place before the present time in the narrative is inserted into the chronological structure of the work Pay attention to… • Italics (appearance changes, including clothing) • Flute music • A women’s laughter • The appearance of Ben • Disjointed comments of Willy’s

Act 1: Note the Setting & Other Description A melody is heard, played upon a flute. It is small and fine, telling of grass and trees and the horizon. The curtain rises. Before us is the Salesman’s house. We are aware of towering, angular shapes behind it, surrounding it on all sides. Only the blue lightof the sky falls upon the house and forestage; the surrounding area shows an angry glow of orange. As more light appears, we see a solid vault of apartment houses around the small, fragile-seeming home. An air of the dream clings to the place, a dream rising out of reality. The kitchen at center seems actual enough, for there is a kitchen table with three chairs, and a refrigerator. But no other fixtures are seen. At the back of the kitchen there is a draped entrance, which leads to the living room. To the right of the kitchen, on a level raised two feet, is a bedroom furnished only with a brass bedstead and a straight chair. On a shelf over the bed a silver athletic trophy stands. A window opens onto the apartment house at the side. Behind the kitchen, on a level raised six and a half feet, is the boys’ bedroom, at present barely visible. Two beds are dimly seen, and at the back of the room a dormer window. (This bedroom is above the unseen living room.) At the left a stairway curves up to it from the kitchen. The entire setting is wholly or, in some places, partially transparent. The roof-line of the house is one-dimensional; under and over it we see the apartment buildings. Before the house lies an apron, curving beyond the forestage into the orchestra. This forward area serves as the back yard as well as the locale of all Willy’s imaginings and of his city scenes. Whenever the action is in the present the actors observe the imaginary wall-lines, entering the house only through its door at the left. But in the scenes of the past these boundaries are broken, and characters enter or leave a room by stepping »through« a wall onto the forestage.

Stage Setting

Act 1: Characterization From the right, Willy Loman, the Salesman, enters, carrying two large sample cases. The flute plays on. He hears but is not aware of it. He is past sixty years of age, dressed quietly. Even as he crosses the stage to the doorway of the house, his exhaustion is apparent. He unlocks the door, comes into the kitchen, and thankfully lets his burden down, feeling the soreness of his palms. A word-sigh escapes his lips — it might be »Oh, boy, oh, boy.« He closes the door, then carries his cases out into the living room, through the draped kitchen doorway. Linda, his wife, has stirred in her bed at the right. She gets out and puts on a robe, listening. Most often jovial, she has developed an iron repression of her exceptions to Willy’s behavior — she more than loves him, she admires him, as though his mercurial nature, his temper, his massive dreams and little cruelties, served her only as sharp reminders of the turbulent longings within him, longings which she shares but lacks the temperament to utter and follow to their end.

Act 1 Note italics LINDA: hearing Willy outside the bedroom, calls with some trepidation: Willy! WILLY: It's all right. I came back. LINDA: Why? What happened? Slight pause. Did something happen Willy? WILLY: No, nothing happened. LINDA: You didn't smash the car, did you? WILLY with casual irritation: I said nothing happened. Didn't you hear me? LINDA: Don't you feel well? WILLY: I'm tired to death. The flute has faded away. He sits on the bed beside her, a little numb.I couldn't make it. I just couldn't make it, Linda.

Activity: Develop & ApplyWe - You Do Purpose: to the purpose and effect of characterization within the play Death of a Salesman Tasks: • View/Read aloud from the drama Death of a Salesman • Pause as needed to discuss setting, characters, conflict, action in the play Death of a Salesman 1985 https://www.youtube.com/watch?v=RMqiCtq5VLs Outcome: Read/View the play Death of a Salesman by Arthur Miller. Take notes on your character, too. You will have a comprehension quiz and an assignment on characterization before your return after break.

Review & Release • “The Tragic Genre..” - Did you turn this in? Please do so no later than Thursday! DOAS Reading • Act One by Thursday • Act One (first ½, pages 11 – 40) by Wednesday • Act One (second ½, pages 41-69) by Thursday • Act Two and Requiem by Monday • Act Two (first ½ pages pages 71-104) by Friday • Act Two (second ½ pages 105 to END, REQUIEM) by Monday Coming Soon… DOAS Group Work • Minimal time Tuesday (on day of test); Full class periods Thursday & Friday • You will need to work and possibly meet outside of class; think about how you can add and create ideas outside of class and bring them to class • Presentations, 8-10 minutes, are on final exam day. Please plan ahead. Make sure you are here (or see me the week before to make other arrangements). Your group’s “Key” is also due this day!

Hook, Housekeeping & Homework WEDNESDAY Are you presenting your novel today? If so, get ready! Bring up anything (slide show, sound, etc.) you need to now on the computer and minimize it at the bottom of the screen. • TURN IN “The Tragic Genre..” packet Written responses (last page), due by tomorrow! • Read/View (second ½ Act One) the play Death of a Salesman by Arthur Miller.

Instruction: Obtain Allusions • https://slideplayer.com/slide/7329673/ • Adonis, like Narcissus, was a beautiful youth in Greek mythology. He was loved by both Aphrodite, goddess of love and beauty, and Persephone, goddess of the underworld.

Hook, Housekeeping & Homework THURSDAY Are you presenting your novel today? If so, get ready! Feel free to bring up anything you need to now on the computer and minimize it at the bottom of the screen. TURN IN “The Tragic Genre..” packet Written responses (last page). Read/View (first ½ Act TWO) the play Death of a Salesman by Arthur Miller. Take notes on your character, too. You will have a comprehension test and an assignment on characterization before break!

Past, Present, Future THURSDAY • Independent Novel Presentation(s) • Antigone – Creative Characterization+ RETURN THE PLAY TO THE LIBRARY • “The Tragic Genre..” packet -reading w/ written responses • Check out Death of a Salesman + Preview & Background, Watch & Read • Independent Novel Presentation(s) • Death of a Salesman • Read/view for through the Lens of Characterization for final project • Independent Novel Presentation(s) • Death of a Salesman • Read/view for character assignment

Review/Connect After reading “The Tragic Genre…” notes and Miller’s essay on tragedy, “consider the following: • What are two ways in which Miller’s elements of tragedy and the tragic figure are similar to the classical, Aristotelian ideas? • What are two ways they are fundamentally different? Elements of Modern Tragedy - drawn from literary terms dictionaries Status- Concerns the plight of a character fitting the classical model in temperament save for the fact that he is not necessarily of high status. Society- may serve as the oppressor for our tragic man. Without the means to fight his battles, protect himself or his family, or to seek moral/intellectual guidance, he may have been poorly served by an uncaring and unkind society. Audience- The audience may feel empathy for the tragic man because his story is believable and common. Unlike classical tragedy, where the tragic hero is collectively and publicly mourned, the modern tragic hero may pass into death without recognition and ceremony.

Drama: Modern Tragic Hero Colorado Academic Standards 2. Reading for All Purposes: 1. Oral Communication and Listening Objectives: You will be able to examine characterization. • identify and explain characters, including character foils, and the effects of direct and indirect characterization • identify and explain the purpose of symbols and motifs • identify and explain key quotes • examine how literature reveals and reflects the society and culture from which it came; create relevant statements of theme Inquiry/Essential Questions: • How are these characters developed? How do the decisions and actions of characters reveal their personalities? Why do the characters make the decisions they do? How do decisions, actions, and consequences vary depending on the different perspectives of the characters involved? Are they static/dynamic, round/flat, etc? • Thematic Topics: What do these plays say about…? The American dream – Family – Relationships – Identity - Illusions vs. RealityHow is the author's use of characterization essential to a theme of the play? • How does literature reflect life? How does this drama reflect society? What belief systems are revealed in this literature? • How does Arthur Miller use the Modernist themes of disillusionment, disintegration of social norms (like the family unit), anxiety and isolation of the individual psyche, and the benefits and consequences of the “American Dream” to comment on American life of the time period? Relevance • Interpretation of text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. • Studying the literature of past societies, enables us to not only see into different cultures, their politics, religion, economy, etc., but also provides us an opportunity examine, to compare/contrast and question, our own society and culture.

Activity: Develop Purpose: to practice a close reading ritual through the lens of characterization and its impact on the meaning of the work as whole Tasks: As you read and view take notes on your assigned character (see next). Outcome: Based on your work on the STEAL, what patterns do see with your character? What type of character is he/she? What can you say about the purpose and effect of you character? What new understanding do you have about the meaning of the work as a whole?

Characterization Assignments • Who will it be…? • Willy • Linda • Biff • Happy • Ben • Charlie • Bernard

Activity: Develop & ApplyWe - You Do Purpose: to the purpose and effect of characterization within the play Death of a Salesman Tasks: • View/Read aloud from the drama Death of a Salesman • Pause as needed to discuss setting, characters, conflict, action in the play Death of a Salesman 1985 https://www.youtube.com/watch?v=RMqiCtq5VLs Outcome: Read/View the play Death of a Salesman by Arthur Miller. Take notes on your character, too. You will have a comprehension quiz (next Tuesday) and an assignment on characterization before your break(presentation – final exam)

Review & Release • “The Tragic Genre..” - Did you turn this in? DOAS Reading • Act Two and Requiem by Monday • Act Two (first ½ pages pages 71-104) by Friday • Act Two (second ½ pages 105 to END, REQUIEM) by Monday Coming Soon… DOAS Group Work • Minimal time Tuesday (on day of test); Full class periods Thursday & Friday • You will need to work and possibly meet outside of class; think about how you can add and create ideas outside of class and bring them to class • Presentations, 8-10 minutes, are on final exam day. Please plan ahead. Make sure you are here (or see me the week before to make other arrangements). Your group’s “Key” is also due this day!

Hook, Housekeeping & Homework THURSDAY Are you presenting your novel today? If so, get ready! Feel free to bring up anything you need to now on the computer and minimize it at the bottom of the screen. Read/View (all of Act TWO) the play Death of a Salesman by Arthur Miller. Take notes on your character, too. You will have a comprehension test and an assignment on characterization before break!

Activity: Develop & ApplyWe - You Do Purpose: to the purpose and effect of characterization within the play Death of a Salesman Tasks: • View/Read aloud from the drama Death of a Salesman • Pause as needed to discuss setting, characters, conflict, action in the play Death of a Salesman 1985 https://www.youtube.com/watch?v=RMqiCtq5VLs Outcome: Read/View the play Death of a Salesman by Arthur Miller. Take notes on your character, too. You will have a comprehension quiz (next Tuesday) and an assignment on characterization before your break(presentation – final exam)

Hook, Housekeeping & Homework MONDAY