english_9_lm_draft

admirable characteristics; however, these traits were also the causes of her
inability to balance her relationship with her children. What American values do
you think the author wanted to convey, keep, or modify? How do American
values differ from what you have as Filipinos? Justify your answer.
5. How will you relate Willy’s dialogue “Can you imagine that magnificence with
twenty thousand dollars in his pocket?” to the American dream?
6. How is Willy’s dream similar or contradictory to what the author tries to
imply?
7. Why does Miller let us know in the title that Willy’s death is coming? Why
doesn’t he make it a surprise? Is Willy’s death in a car more or less
appropriate than a suicide using the rubber hose on the water heater would
be? Why? What harm does Willy’s death do? What good?
8. Discuss the symbolism of the two heavy sample cases and the stockings.
How does Miller use the characters’ names as symbols? What do they mean?
What is the significance of Loman? Why Willy instead of Bill? What other
symbols does Miller use and to what purpose?
Task 9. Message Twisting
After understanding the text and the literary craftsmanship, you are
now aware of the message and the author’s purpose in writing the text. This
time, form another small group, then in poetry style, write down the lesson which
the play tried to convey to the readers. Practice reading it in chorus, then
present it in front of the class. You may reproduce the copy of your original
poem for the use of each member of the group. Use the rubric indicated below
to serve as your guide.
Choral Reading
Pronunciation &
Punctuation
Poor
1 pts
Poor
Fair
2 pts
Student pronounced most
DRAFT
could not hear them.
April 10, 2014
Volume & Clarity
Phrasing, Timing
words and used most
punctuation incorrectly.
Poor
Student's voice was never
clear, and the audience
Poor
Student was not
understood by the
audience because the
student sped through their
lines.
Fair
Student pronounced some
words and used some
punctuation correctly.
Fair
Student's voice was rarely
clear, and most of the
audience could not hear
them.
Fair
Student needs to improve
on timing and phrasing.
Part/role was hard to
understand because the
student spoke too
quickly.
Good
3 pts
Good
Student pronounced most
words and used most
punctuation correctly.
Good
Student spoke in a mostly
clear voice, and could be
heard by the majority of
the audience.
Good
Student used good timing
and phrasing. Part/role
was spoken in a voice that
was usually steady.
Student spoke slightly too
fast.
Excellent
5 pts
Excellent
Student pronounced all
words and used all
punctuation correctly.
Excellent
Student spoke very
clearly, and was heard by
all of audience.
Excellent
Student used excellent
timing and phrasing.
Part/role was spoken in a
steady voice. Student did
not speak too quickly.