Scene comparison analysis harlem and a raisin in the sun ...

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Scene comparison analysis harlem and a raisin in the sun worksheet answers

8th Grade Unit 1B: Community Power/A Raisin in the Sun Pre-Lesson 1 Activity Class Activity Teacher Notes Pre-Reading Building common knowledge/Background knowledge Vocabulary word maps for the following words: Deferred Fester Sore Crust & sugar over Sags Share Vocabulary word maps so that all students have an

understanding of all the words in the poem. Have a large poster of the poem "Harlem" by Langston Hughes printed and visible in the room. Use a word map (see unit resources) Pre-Reading Building common knowledge/Background knowledge Similes and Metaphors: Review what each one is and ask student to write their own. In this poem students

will read an extended simile--it may be helpful to write an extended simile with the class before reading the poem. Teacher may want to chart and post responses to the questions: What is a simile? What is a metaphor? Pre-Reading Activate background knowledge Quickwrite: What are your dreams? Does anything stand in the way of your dreams?

What will happen if you achieve your dreams? What will happen if you don't? Choral Reading Have students read the poem "Harlem" chorally. Boys read from one script and girls from another. Students should read it more than once to really feel the poem. This is a good opportunity to teach fluency. See unit resources for scripts Large group

discussion 1. What is a dream deferred? 2. What does the speaker suggest happens to us if our dreams are deferred? 3. What implications does the message of this poem have for your own dreams? (This could also be answered in a quickwrite.) Reflection We are going to begin reading a play by Lorraine Hansbury called "A Raisin in the Sun." The

title for her play comes from the line in the poem we just read by Langston Hughes. What do you predict this play will be about based on this fact? This should be written in the students' writer's notebooks or on an exit slip. Lesson 1: Content: Stations Activity Class Activities Teacher Notes Pre-Writing o Journal ? What do you know about the

1940s/1950s? Teacher may want to chart student ideas Stations Gallery Walk Activity - Divide the class into seven groups and have them sit at one of the stations tables (you should have the seven station folders: Housing in Chicago 1940s/50s, Chicago Maps and Neighborhoods 1940s/50s, African American Communities in Chicago 1940s/50s,

Langston Hughes, Lorraine Hansberry, Race Relations in the 1940s/40s, 1940s/50s Culture). - Have the groups go through their station folder to review, reflect and respond about their topic as much as possible (5-10min). - The groups then put information that they feel is important on their poster. - Change stations until each group has had a

chance to work with each station. Have large paper and markers on hand for each station so the groups can create posters (have posters already titled) Station folders can either stay at tables and students move, or students can stay at tables and folders can be moved Poster Discussion Go through the posters as a class and discuss the information

that has been found. NOTE: If information that the teacher deems is vital is missing from a poster this is the time to introduce it to make sure it gets on the poster Reflect (Homework) Quickwrite: What do you now know about the 1940s/50s? Lesson 2: Content: Play Map & Books in Hand/Book Intro Activity Class Activities Teacher Notes

Homework Revisit Collect homework and have students discuss what they now know about the `40s/'50s Map Introduction - Distribute copies of the play map to the students - Introduce the different groups of people and places involved in the play. Students will have their own copy, and teacher should have a copy on overhead Map Discussion

Teacher guides students through each of the different portions of the map, explaining the relationships throughout. Students will highlight/color the four different areas on the map (the apartment, the college, Clybourne Park, Walter's friends) Each table should have four diffent colored markers/pencils/etc. Completed map will be glued/taped into RW

notebooks Books in Hand - Pass out RIS books. - Have class preview book (see possible preview directions). Some things to point out/discuss: ? The title of the play (and where it got its title) ? How is the play categorized and why this is important to note. - Discuss differences between a play and a novel. Some things to consider: ?

Acts/scenes (instead of chapters) ? Stage directions ? Parts and how dialogue is set-up differently than in a novel Many students may be unaware of how a play is different from a novel, and so you may want to use the "Mini-Scavenger Hunt" as an entrance point for talking about those differences. Poem Read As a class, read the Langston Hughes

poem, "A Dream Deferred" Poem is located in the beginning of the book (Vintage edition) Homework Write a one page response to the question: What is the difference between a play and a novel? Lesson 3: Content: Line Tossing Activity Class Activities Teacher Notes Groups Teacher divides the class into two groups, and explains that everyone will

be reading lines from the book. First group gathers in the middle of the room (circle) and teacher distributes an index card to each student. Before beginning of activity, teacher makes sure that students can pronounce each of the words on their card. Also, make sure meanings of words are discussed. Give students time to study their cards. NOTE:

This lesson is very good with a low energy class, but requires some modifications for a high energy class (for example: students could do this activity at their table/desk group) Before class teacher must write attached lines on separate index cards Line Tossing Game To Play Game: Students read their line out loud, and then toss object to another

student, who reads their line, etc...until all lines are read and they come naturally and quickly. Teacher must have small object that can be tossed by students Line Tossing Review Students from group one sit down and try to write down as many lines as they can remember. Line Tossing Game 2 Repeat with group two using different set of lines.

Conclusion Conclude Line Tossing by having students discuss: - What the lines mean about what is happening in the play... - Why some lines are italicized... - What some of the lines seem to say about the relationships between people... - What are some possible problems presented... Homework Have students copy down their line in

preparation for their homework, which is to discuss the possible meaning of their line, anything else they notice about it (italics, slang, etc.), speculate who might be saying the line and note any confusing vocabulary words. Lesson 4: Content: Stage Directions/Begin Reading Activity Class Activities Teacher Notes Stage Directions Teacher reads the

Act I Scene 1 stage directions pg 23- 24 to the class. - Class is actively listening to the details being read. - Teacher will draw rough apartment map on a large piece of paper, stopping to add details as presented in the text. Students will be drawing their own apartment map in their notebooks ? this will help students visualize the text. Teacher's map

should be posted in class Word Wall Have two students read Walter and Ruth's parts, on pages 25-26, with the teacher interjecting the stage directions where appropriate. After you finish reading have the students go back and write down words that they came across that they did not know/understand. Us these to create a word wall. Most of the

more difficult words will be found in the stage directions, and so there will be few context clues to help decode Stage Directions "Charades" - Have class go back to page 25 and explain that they are going to practice acting out stage directions, without talking. - Teacher will read stage directions and students will act out as he/she reads (they

should have their books in from of them) - Do this for page 25. May want to act out Ruth's actions on page 24 (RUTH enters from...) to model Beginning Acting Assign parts to students, and continue reading through page 31 (where Travis exits). Those students that are not reading should continue to act out stage directions at their seat.

Modification: Can choose specific students to act out the stage directions for each character (either at their seat, or in front of class) Homework - Word Wall Words This activity involves both partner work and an individual writing assignment. Each table will be given a word plus its definition. You will also be given a piece of colored paper and a

marker. You and your partner must read the word and the definition and make sure you understand it. Then, write the word and the definition in your own words on the colored paper. These will be displayed on the back wall. Finally, your individual writing task is to use the word correctly in a paragraph that is at least four sentences long. You can

alter the form of the word if needed to make sense in the paragraph. See example word sheet NOTE: This activity (and its revisit) should continue to be done through out the rest of the play (at least once a week) Lesson 5: Content: Power Discussion - Walter Activity Class Activities Teacher Notes Homework Revisit Collect Word Wall homework

and read samples to continue review of vocabulary Scene Reading Read pages 31-39 ? students take turns reading (or can be assigned prior) 31-39 (Walter exits/Momma enters) Journal Write Present these questions: - What is Walter's view of power so far? - Who has power and how is it used? Think about our previous discussions about French

and Raven's types of power. How do the above questions fit in with those types of power? Provide evidence from the book to support your ideas. Class Discussion Questions: - What is Walter's view of power? - Who has power and how is it used? Have a full class discussion of the issue of power as reflected in Walter's lines on the top of page 34

("This morning...how rich white people live.") Refer to the standard about agreed upon rules of discussion and use accountable talk. Lesson 6: Content: Video Comparison Activity Class Activities Teacher Notes Scene Reading Read pages 39-53 ? students take turns reading (or can be assigned prior). 39-53 (End of Act I, Scene 1) Video Comparison

Get two or three versions of the movie. The version with Sidney Poiter is good to use because it is a black and white version. The most recent one with P. Diddy is also good. The version with Danny Glover is not as good as some of the actor's choice of accents makes the viewing difficult. All three versions are available on . Show just Act

I Scene 1, ask comparison questions such as how and why the staging is different in each version. Refer to the standard about agreed upon rules of discussion and use accountable talk. Homework - Journal Have the students write a journal about the comparisons between/among the videos. This can be in the form of a question response journal, a

Venn diagram, etc (teacher's choice). Lesson 7: Content: Act I Scene 1 Review and Quiz Activity Class Activities Teacher Notes Distribute Review Sheet Give students 10-15 minutes to take notes on the points on the review sheet (see handout). Discuss with Table Groups Give students five minutes to discuss their review sheets and to be ready to

report to the full class. Assign groups specific points to present to the full class. Make sure students are referring to specific pages in the text to support their answers. Circulate among tables to assess when students are done and to make sure a reporter has been identified. Group Presentations Each table grouping will present their information to

the full class. Teachers will need to provide leadership and correct misunderstandings about the play. Have extra copies of the Play Map available for students who do not have this sheet. Quote Identification End the review session with a quick quiz on quotes. Teacher recites a quote and students raise hands as quickly as possible to identify the

speaker. Jolly Ranchers work well for a reward. Teachers will need to pre-select quotes and have candies on hand. Give Quiz This is an open-book and open notebook quiz. The intention is to make sure that students have a solid understanding of the characters, setting, and plot of the play. (See attached copy of the quiz.). Lesson 8: Content: Finding

Evidence of Theme Activity Class Activities Teacher Notes Scene Reading Read pages 54-66 ? students take turns reading (or can be assigned prior) Introduce character chairs: Have each reader sit in a specific chair (in the front of the class) that is designated for their character. 54-66 (Act I Scene 2?where Asagai exits) May want to have prop/sign

for each character Brainstorm Ideas Prior Knowledge: Ask the class to define "Theme" After the class is clear on what a theme is, ask the class to brainstorm the themes that have been introduced in the book so far. Chart the students' responses. Can make a chart if necessary to map out what theme means Chart Ideas Working with the charted

students' responses, group the responses into three or four major theme categories (will probably include: racism, family relationships, socioeconomics and religion). Depending on class, may need to scaffold heavily ? may need to give themes, students may be able to come up with themes on own Find Evidence Break the class into small groups, give

the students Post-it notes and have them go back to the text and mark evidence of these major theme categories, assigning a different category to each group. Have Post-it notes for each group ready Class Discussion Bring the groups together and have a whole class discussion about the evidence of the themes. Refer to the standard about agreed

upon rules of discussion and use accountable talk. Homework Write a paragraph about the theme that your group identified from the text and summarize the evidence from the text that supports that theme. Lesson 9: Content: Writing an Essay on Theme Activity Class Activities Teacher Notes Homework Review - Check in homework. - Read

selected samples out loud. Don't collect homework Scene reading Read pages 66-75 ? students take turns reading (or can be assigned prior) Have students use character chairs and stage directions while reading. 66-75 (End of Scene 2) Teacher Model Essay on Theme Introduce theme essay assignment by going over a teacher model essay. See

attached example On overhead or LCD Class Activity - Have students find a partner that wrote about the same theme. - Partners share homework with each other (those that did not do the homework will be completing it on their own at this time) Individual Work - Students create a T-Chart of evidence of theme ? At least 3 examples ? one

side is evidence ? direct quote ? one side is explanation of how it connects to theme Example for Racism theme: Quote Explanation "'Casue it sounds respect- able to 'em. Something white people get, too. They know 'bout the flu. Other- wise, they think you been cut up or something when you tell 'em you sick." Pg. 43 This shows racism clearly,

because it shows that Mama doesn't feel like she can tell the truth to Ruth's white boss because they would assume negative things baed on sterotypes. Remind the students that they can use evidence from the first 75 pages T-Charts will have to be on separate paper if notebooks stay in class. Group Share Have a brief share of T-Charts Homework

Draft essay based on theme that contains at least two evidences from T-Chart. Lesson 10: Content: Introduce Memorization Passage Activity Class Activities Teacher Notes Memorization Pick The students get to choose one of two passages to memorize. Walter's "Talking `bout life..." to ""just taking and taking" pg 141-142 or Mama's "There is

always..." to "wherever he is." pg 145 See handouts Passage Read Read these passages out loud several times with the students. Ask them to select the passage they want before the end of the hour. Let them know that they will be reciting it in front of the class in about two weeks. Make sure students know that this is homework every night until the

recitation Scene Reading Read pages 76-86 ? students take turns reading (or can be assigned prior) Continue having students use character chairs and/or stage directions while reading. 76-86 (Act II Scene 1, to where Beneatha and George exit) Lesson 11: Content: Acting Companies Activity Class Activities Teacher Notes Setting Up Acting

Companies Explain to the class that they will be assigned acting companies today so that they can have a consistent group to: - help each other paraphrase and comprehend scenes - plan and perform scenes - discuss issues in the play Assign the students to their groups and have the groups select the following things: - a name for their group

- a meeting place in a specific location in the class (so that each group knows where to go) - a rotation order for directors ? each time the group meets, one member acts as the director, who is responsible for:

- picking up the company folder

- taking notes on company activities and

filing them in the folder

- writing down any

unanswered questions

the company might have

- keeping the company on task Give each group a folder and send them off for their first meeting. Have each group write the name of their group, and the names of each member on their folder, and show them where to store their folder when not in use. Encourage students to come up with

acting company names that are appropriate to the time and place of the drama. Teacher will have to make up groups prior to class - should be groups of about NOTE: Depending on class, some modification may be necessary (i.e. instead of etting groups pick where to meet, you may need to assign where they meet). Use Make sure the students

follow directions while in Need to have a place (cabinet/bin/etc.) for acting company folders Scene Reading Read pages 86-95 ? students take turns reading (or can be assigned prior) 85-95 (End of Act II Scene 1) Acting Companies at Work Have the acting companies discuss their thoughts about the play so far, going around in a circle to make sure

everyone shares something. Teacher will walk around groups listening and observing Homework Give Memorization Practice 1 handout Lesson 12: Content: Act II Scene 2 Activity Class Activities Teacher Notes Homework Revisit Practice Memorization passages as a class. Options include: - Chorale reading - Read-offs by table - Volunteer

readers - Etc. Scene Reading Read pages 96-109 ? students take turns reading (or can be assigned prior) 96-109 (Act II Scene 2) Acting Companies - Act II Scene 2 Assign each acting company a section of Act II Scene 2. Explain that the scene that they will be working with was modified in the original productions, and that most of the scene was

taken out. Direct them to keep that information in mind, and to think why a director would choose to take out a large part of this scene. - Give them time to practice their section of Act II Scene 2 - Have the acting companies present their portion of the scene Remind the groups of the norms established for acting companies Discussion After the

performances, explain that the part of the scene from page 98, where Mrs. Johnson comes in, to page 104 after she leaves, was taken out of the original production, and so for a long time, that was how the play was published. In their acting companies, have the students make a T-Chart showing the pros and cons of taking this section of the play out.

Have acting companies share their findings with the class. Can have handouts of modified version for each student to look at Make one big T-Chart for class Homework Journal Write: Having now performed, and discussed Act II Scene 2, why do you think the original director of this play choose to leave out the portion with Mrs. Johnson? If you were

going to direct this play, would you leave the portion with Mrs. Johnson in, or would you leave it out? Why (give specific reasons)? Also, give Memorization Practice 2 handout Might want to make extra credit Lesson 13: Content: Video Comparison II Activity Class Activities Teacher Notes Homework Revisit Practice Memorization passages as a class.

Options include: - Chorale reading - Read-offs by table - Volunteer readers - Etc. Scene Reading Read pages 110-120 ? students take turns reading (or can be assigned prior) 110-120 (Act II, Scene 3 bottom of page) Video Comparison Continue with the two or three versions of the movie that you used for the previous video comparison lesson

Show Act II Scene 2. Discuss specifically how the movie presentations of Act II Scene 2 differ from each other, and what impact does that have on you as a viewer. Discuss what effect money has on the characters in Scene 3. Specifically, address how the introduction of money has changed the perception of power in the play. Make sure they show

evidence. Refer to the standard about agreed upon rules of discussion and use accountable talk. Discussion can/may be just how the movies differ from the script Homework Have the students write a prediction journal based on the following question: - What do you think Walter will do with the money Mama trusts him with? Give Memorization

Practice 3 handout Lesson 14: Content: Up and Acting ? Tone/Mood Activity Class Activities Teacher Notes Scene Reading Read pages 121-130 121-130 (End of Scene 3) Class Activity The mood/tone changes drastically over the course of Scene 3. In Acting Companies, students should track the mood/tone changes of Act II Scene 3. Have students

create a timeline/chart where they include the following information: - What is the mood/tone - Record the page numbers where mood/tone changes occur - Give evidence (direct quote) that reflects the mood/tone - Include explanation in the groups own words Example: Mood/Tone ? happy, upbeat, light Page 111 ? RUTH (Laughing happily)

BENEATHA (Laughing herself)

RUTH (Looking up at her and smiling) The stage directions show that both Beneatha and Ruth are laughing and having fun with each other. This shows that the tone is upbeat and light. Make sure you have large paper to give to each of the groups to create their chart Brief Class Discussion

Have groups briefly discuss what they came up with for mood/tone changes You can make the class discussion a larger piece by posting and going over each of the groups mood/tone charts Homework Write a summary of Act II Scene 3, emphasizing tone changes within the scene. Give Memorization Practice 4 handout and remind the class that their

memorization recital is tomorrow. Lesson 15: Content: Memorization Recital Activity Class Activities Teacher Notes Scene Reading Read pages 131-140 ? students take turns reading (or can be assigned prior) 131-140 (Act III to where Walter enters) Recital There are a number of options for reciting the passage for evaluation: - Have the students

recite their passage in front of the class individually (reluctant students may be given the option to read chorally with one or two other students) - Have the students come individually to the teacher's desk to recite. - Have the students write their passage on a blank piece of paper Method of recital will rely on classroom management issues This

method is suggested if there are a number of ELL students in class Recital Work While the students are taking turns reciting, have them work on the vocabulary worksheet "Vocabulary in Context." Have enough copies of "Vocabulary in Context" available for class Lesson 16: Content: Act III - Finish Activity Class Activities Teacher Notes Scene

Reading Read pages 141-151 ? students take turns reading (or can be assigned prior) 141-151 (Act III to end) Acting Companies - Act III Assign each acting company a portion of the remaining section of Act III. - Give them time to practice their section of Act III - Have the acting companies present their portion of the scene Remind the groups of

the norms established for acting companies Reflection Journal Have the students go back and reread Langston Hughes' poem at the beginning of the play, then have them write on the following question: - Reflect on the title of this play. Why did Lorraine Hansberry give it this title? Discuss students' thoughts on poem and title. Poem is at the front

of the book directly before the introduction Homework Respond to the following question: - Who has more power, Walter or Mama? Give specific reasons for your argument. Come prepared to have a discussion about this topic tomorrow. Lesson 17: Content: Final Assessment - Performance of Scene: Introduction Activity Class Activities Teacher

Notes Homework Discussion Discuss the topic of who has more power at the end of the play, Mama or Walter. Introduction to Performance Tell your students that they will be performing a selected scene from RIS as part of their final assessment (along with a scene analysis essay). Explain these basic requirements: - Each acting company will

perform a different scene - Students may not adapt or change their assigned scene - Everyone needs to be on stage at least some of the time, and everyone must say at least one line. Sharing roles, and playing two roles is O.K. - Actors need to have movements appropriate tothe stage directions - Actors can memorize their lines, but it is not

required. Each actor should be familiar enough with their lines though to be able to look at the audience frequently - Casts need to have basic costumes and props - Class time will be available for practicing, but groups may want to meet outside of class as well Can suggest scripts be written on note cards Have class box of costumes/props

available to all Scene Choices Post the different scene choices (LCD/overhead projector/etc.), and hand out a sheet of scenes to each group. Have each group mark their first, second and third choice preferences on their sheet, and then have them turn them in. Tally the choices and figure out which acting company will get each scene - May have to

give class an activity to do while you tally Performance Preparation - Give each acting company their assigned scene, and the Acting Companies ? Performance Preparation handout - Have acting companies go over handout Need to have photo copies of each scene, for each student, if they do not have copies of the book that they take home with

them Homework Journal: Write as detailed a summary as you can about your scene. Discuss who is in the scene, what is going on and what the mood or tone is in this scene. Lesson 18: Content: Final Assessment - Written Analysis of a Scene: Introduction & Prewriting Activity Class Activities Teacher Notes Introduction to Essay Instruct the class

that they will begin writing their final scene analysis essay for A Raisin in the Sun today. They will be writing their essay on the page assignments they received yesterday, and should have already read the pages at least twice. The students will need to refer to their assigned pages repeatedly as they write their essay. Writing Process Go over the

following parts of the writing process with the students: - Prewriting - Drafting - Revising/editing - Final Copy See Prewriting Handout for more detailed descriptions of each Prewriting Questions Start prewriting by going over the six basic prewriting questions: - Who is in the scene? - What are they doing/what is going on? - What is the

setting of the scene? - What is the mood of the scene? - Power? - How related to overall issues in the play? Have students answer these questions, individually, for their scene, in their Writer's Notebook (or on other paper if taking home) Should use their homework journal as a starting point See Prewriting handout for examples of answers

Prewriting Posters Have each student pair up with another student from their acting company and have them fill out a chart with the information they came up with for their scene. Have the pairs go over their posters with the other members of their acting company, and post posters on wall. Will need to have large paper and markers available Can

just have one poster per acting company if participate well in larger group settings Lesson 19: Content: Final Assessment - Written Analysis of the Scene: Drafting Activity Class Activities Teacher Notes Introduction of Formal Essay Assignment Give formal essay assignment, and go over scoring rubric. See handouts Will want to weigh rubric points

accordingly (i.e. introduction/review of the scene and use of evidence could be more heavily weighted) Teacher Model Work on your own essay model, showing how you go through the drafting process. Have model essay prewritten before class Drafting Have students work on drafting their own essay using their prewriting notes and posters. Make

copies of selected student samples to go over with class Acting Companies Begin rehearsing scene. Homework Complete draft if not finished. Practice parts for performance. Lesson 20: Content: Final Assessment - Written Analysis of the Scene: Revising/Editing Activity Class Activities Teacher Notes Teacher Model Work on your own essay

model, showing how you go through the revising/editing process. Revising/Editing Have students work on revising/editing their own essay. Use any revision tools that you may have Acting Companies - Continue practicing scene. - Decide on costumes and props. - Have stage directions/actions figured out. Homework Complete revision/editing

if not finished. Bring in props/costumes for acting companies. Practice parts for performance. Need to have place to store props/costumes Lesson 21: Content: Final Assessment - Written Analysis of the Scene: Final Copy Activity Class Activities Teacher Notes Teacher Model Work on your own essay model, showing how you write a final draft.

Final Copy Have students write their final draft. May want to schedule computer lab ahead of time Acting Companies - Finalize performance. - Create performance poster which have the following information:

* Name of acting company

* Assigned scene and page numbers

* Who is playing which character

* What prop/costume represents which character

* Brief summary of scene Need to post when giving their performance Homework Bring in final props/costumes. Practice parts for performance. Lesson 22: Content: Final Assessment - Performance of Scene Activity Class Activities Teacher Notes Final Performance of

Scenes Acting companies perform their scenes in the order presented in the play, starting with the first scene from Act I. Use the performance rubric to evaluate the final performances both individual actors and full acting company *Lesson and concepts adapted from Shakespeare Set Free A Raisin in the Sun Pre-Lesson 1 - Downloadable .doc A

Raisin in the Sun Weekly Planner - Downloadable .doc 8th Grade ELA Units: -- Introduction to Power -- Community Power --Political Power -- Word (Persuasive) Power 8th Grade ELA Curriculum: -- course description -- syllabus -- units & lessons -- standards

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