ELA / 7th Grade / Unit 14: Death of a Salesman (2020)
Students read Arthur Miller's classic play Death of a Salesman, which offers a scathing critique of the American Dream and of the competitive, materialistic American culture of the 1940s.
ELA
Unit 14
7th Grade
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Students will read their first play of seventh grade, Death of a Salesman, a tragedy about the differences between the Loman Family’s dreams and the reality of their lives. Willy Loman stars as the protagonist—an ordinary white middle-class man who tries to hide his averageness behind his hallucinations as he pretends to be a “success.” The play is a critique of the American Dream and of the materialistic American culture of the 1940s. This unit is a continuation of the seventh-grade analysis of what it means to succeed in the United States.
Students will practice skills and habits including vocabulary/idiom building, annotating text, collaborative conversation, and evidence-based writing. As students read, discuss, and write about the texts, they will also examine how an author makes deliberate decisions to control the tension between the characters, the shifts between past and present times, and the ultimate downfall of the protagonist.
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Book: Death of a Salesman by Arthur Miller (Penguin Books, 1976)
Website: Arthur Miller Biography (PBS)
Book: Arabian Nights (Classic Starts) (Sterling Publishing Co., Inc., 2008) (Chapter 9)
Video: “Moses Parts the Sea - The Ten Commandments” by Movieclips (YouTube)
Video: “Ferris Bueller's Day Off - Opening Monologue”
This assessment accompanies Unit 14 and should be given on the suggested assessment day or after completing the unit.
Download Content Assessment
Suggestions for how to prepare to teach this unit
The central thematic questions addressed in the unit or across units
Specific skills to focus on when giving feedback on writing assignments
In this third unit of the year, students will focus on organizing their work when comparing two texts. They will continue to dissect the prompt to ensure they fully understand the task at hand. Then, they will concentrate on the writing process of brainstorming, outlining, and drafting for on-demand prompts (test-taking style prompts). Students will not be given graphic organizers but will be instructed on creating their own outlines from a blank piece of paper. They will ultimately be assessed on whether they addressed the prompt itself, made a structured and accurate claim, provided strong reasons backed by relevant evidence, and grouped information into meaningful paragraphs.
Focus Correction Area #1 - Overall
Focus Correction Area #2 - Elaboration
Focus Correction Area #3 - Organization
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
dialogue, apron, stage directions, act, scene, cast of characters, playwright, thespian, tragic hero, tragic flaw, foreshadowing, monologue, allusion
im, in, il = not sub = under re = again mor = death
trepidation (2), iron repression (2), vital (4) (ROOT ALERT “vit-“ life; vitamin, vitality, vital signs), crestfallen (5), reminisce (6), caliber (49–50), spite (88), ominous(ly) (97), in vain (111) self-deception, coping mechanism
Tone words: ornery, irritable (review from When I Was Puerto Rican), delusional
“To make mountains out of molehills” (p.7); “Open sesame” (p. 19 Ali Baba); “The world is an oyster” (p. 28); “To take blood from a stone” (p. 61); “To blow full of hot air” (p. 105); “You’re a dime a dozen” (p. 105)
In order to ensure that all students are able to access the texts and tasks in this unit, it is incredibly important to intellectually prepare to teach the unit prior to launching the unit. Use the intellectual preparation protocol and the Unit Launch to determine which support students will need. To learn more, visit the Supporting all Students teacher tool.
Fishtank ELA units related to the content in this unit.
Explain Arthur Miller’s motive for writing Death of a Salesman, based on his biography.
RI.7.2
Analyze the purpose of the stage directions.
RL.7.5 RL.7.6
Explain Miller’s repeated symbolism of nature in Act I.
RL.7.4
Analyze how Miller uses juxtaposition of the stockings to symbolize his inability to provide for his family.
RL.7.4 RL.7.5
Analyze how Linda’s dialogue contributes to the playwright’s critique of American culture (of capitalism).
RL.7.5
Analyze how Biff and Happy’s dialogue contributes to the mood.
Explain how Arthur Miller’s belief about American culture (capitalism) seeps into this scene between worker and boss.
RL.7.2 RL.7.4
Explain how the author uses monologue to develop the theme of popularity and reputation.
RL.7.2 RL.7.5
Explain how Miller juxtaposes Charley and Willy in order to reveal Willy’s tendency for self-destruction and false pride.
RL.7.3
Analyze how self-deception functions as a coping mechanism for Willy Loman.
Explain Willy’s motivation to commit suicide.
Analyze how Willy’s self-deception leads to his suicide.
Discussion
Debate whether or not Willy’s suicide resolved any of his problems.
SL.7.1
Explain how Willy Loman can be defined as a tragic hero.
W.7.2
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The content standards covered in this unit
RI.7.1 — Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2 — Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RL.7.1 — Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2 — Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.7.3 — Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
RL.7.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.5 — Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
RL.7.6 — Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
SL.7.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
W.7.2 — Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
W.7.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Unit 6
Claiming Our Place: LGBTQ+ Experiences in the United States
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