2. Successful Students Superior StandardsSupportive School Climate Death of a Salesman Close Reading of Willy Lohman’s monologue from Act II

3. Successful Students Superior StandardsSupportive School Climate Willy Loman

4. Successful Students Superior StandardsSupportive School Climate Juicy Sentence Willy (talking about Dave Singleman): When he died— and by the way he died the death of a salesman, in his green velvet slippers in the smoker of the New York, New Haven and Hartford, going into Boston—when he died, hundreds of salesmen and buyers were at his funeral. Read the sentence to the left. 1.Break the long sentence into smaller simple sentences for each idea. 2.Why are each of the details included in this sentence? 3.How does each part of the sentence function within the whole? 4.What questions do you have about the whole play based on this sentence?

5. Successful Students Superior StandardsSupportive School Climate

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8. Successful Students Superior StandardsSupportive School Climate Now read the entire monologue on your own. Annotate as you read with ** – Main idea or central to the author’s purpose  – Author’s craft or use of style elements ! – I love this part! Great writing or idea ? – Raises a questions, possible discussion point for class ?? – Something is unclear or confusing to me. I need to ask about this in class

9. Successful Students Superior StandardsSupportive School Climate Text Dependent Questions Questions of Key Ideas and Details Why did Willy Loman become a salesman? Cite evidence from the text. What do we learn about Willy’s character in this scene? Show what words lead you to make that conclusion. Questions of Craft and Style How does the use of multiple conjunctions (known as polysyndeton) affect your understanding of Willy’s character? What do you think the author’s purpose was using “and” 20 times in this short passage?

10. Successful Students Superior StandardsSupportive School Climate Breaking it up You will now be performing ONE line from the monologue. In groups of 2-3, read your line several times. Select one or two key words that seem to convey the meaning or purpose of that line of dialogue. Chart the word(s) and explain next to each why you selected it based upon what you know from reading the entire monologue. Then, rehearse and perform your line with your partners in a way that will show at least 2 different purposes or emotions in mind (angry/explanatory, questioning/afraid, etc.) Be ready to share one interpretation with the class as a whole.

11. Successful Students Superior StandardsSupportive School Climate Final Assessment Students compare three recorded productions of Death of a Salesman to the written text, evaluating how each version interprets the source text and debating which aspects of the enacted interpretations of the play capture a particular character, scene, or theme.

12. Successful Students Superior StandardsSupportive School Climate 3 interpretations of Willy Loman Links given to YouTube performances— files too large to include http://youtu.be/tOG0kiPJMtE http://youtu.be/TX pGQCvtrUo http://youtu.be/GTkR-YUITFE