Day One
Teacher lecture will be drawn from the above narrative with opportunities to stop for Q&A and discussion. One suggestion is to have "habeas corpus" written on the board when the students come in and see what their reactions are. Some may know what it means and offer explanations and some will not know. Whether any of the students will wonder why it's on the board in English class will be interesting to discover. Following the discussion/definition of habeas corpus, the teacher will proceed with the lecture encompassing the highlights from the Civil War, WWI and WWII, the Cold War, and 9/11.
Day Two
Background information from the textbook about colonial times and Puritan customs will be read and discussed. Students will receive Handout #1with definitions, study questions and the Well-Made Play Chart (see Appendix B).
Day Three
Students will volunteer to read aloud the roles in Act I and will begin reading, stopping often to check for understanding and for Q&A. Homework will be to continue filling in the Well-Made Play Chart.
Day Four
Students will finish reading aloud Act I and then will view that portion of the 1996 Nicholas Hytner film accompanied by a Video Viewing Response Form #1 (see Appendix C). Homework will be the Comprehension Check items (see Appendix D). Students will continue to fill in their Well-Made Play Charts.
Day Five
At the end of the first week, one class will be devoted to reviewing everything read, viewed, written and discussed concerning Act I.
Day Six
Students will volunteer to read aloud the roles in Act II. They will read the entire act, stopping to check for understanding and Q&A. Students will watch the second part of the film accompanied by Video Viewing Response Form #2 (see Appendix C). Homework will be the Comprehension Check in the text (see Appendix D). Students will continue to fill in their Well-Made Play Charts.
Day Seven
Students will volunteer to read aloud the roles in Act III and will begin reading, stopping to check for understanding and Q&A. Students will receive Handout #2 detailing their writing assignment (see Appendix E). Students will continue to fill in their Well-Made Play Charts.
Day Eight
Students will finish reading aloud the third act and watch the next part of the film with Video Viewing Response Form #3 (see Appendix C). Homework will be the Comprehension Check in the text (see Appendix D).
Day Nine
At the end of the reading Acts II and III a class will be devoted to reviewing everything read, viewed, written and discussed concerning these two acts.
Day Ten
Students will volunteer to read aloud the roles in Act IV and reading will begin, stopping often to check for understanding and Q&A. Homework will be the Comprehension Check in the text (see Appendix D).
Day Eleven
Students will finish reading aloud the play and watch the end of the film with Video Viewing Response Form #4 (see Appendix C).
Days Twelve, Thirteen, and Fourteen
The writing assignment will be due on Day Twelve. Students will be scheduled to present their work and open their ideas to discussion.
Day Fifteen
The unit will end with either a test or a paper for which the students will be allowed to use the text, their notes, and the Video Viewing Response Forms and comparing the film to the text (see Appendix F).
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