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Unit Plan Project
A Raisin in the Sun
By: Lorraine Hansberry
By: Val Nafso
Unit Overview
This unit will focus on the play, A Raisin in the Sun by Lorrain Hansberry. It will be taught in a tenth grade honors English classroom. It will be taught for 3 weeks with a culminating assignment at the end that incorporates major themes and ideas of the characters. This unit will have a big idea at the heart of it…the idea of the “American Dream” and how it is seen from different perspectives (age, gender, and race). We will explore the themes of the play through reading and writing; speaking and listening; inferring, predicting, and questioning; and reflecting and discussing. The final assessment will allow students to practice these skills as they focus on one of the characters in the Younger family.
Common Core Standards Addressed in Unit
Reading
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Writing
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task
Language
L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Unit Rationale
This unit was designed for 10th grade honors English students during the first trimester. The students had just finished reading The Great Gatsby, which focused on the idea of the “American Dream.” The “American Dream” focuses on desiring a better life…something more…and doing everything in one’s power to obtain it. Our journey to achieving our dreams is an arduous one because we come across challenges and limitations that may defer, or even terminate, our dreams. These limitations may include age, gender, education, race, religion, or socio-economic status. Any one of these limitations, as well as others that are not listed, can hinder people from achieving their dreams. A Raisin in the Sun is play that focuses the idea of the “American Dream” and its limitations, which not only fits in with the 10th grade “American Dream” curriculum, but also teaches them about the concept of “a better life.” Learning about this concept can help them to either explore their opportunities to make a better life of their own or appreciate the one they have.
This is a three-week unit that focuses on dreams and limitations of the characters in Lorraine Hansberry’s play, A Raisin in the Sun. During these three weeks, students will read, write, reflect, discuss, predict, and infer. At the beginning of the unit, students were assigned one character and were told to record the dreams and limitations of that character on a character chart as we read. This is to help them connect to a character in the play as well as to help them understand that character’s dreams and limitations. Doing this will help them gain an understanding of who their character is, what his/her dreams and limitations are, the life he/she lives, and how his/her dreams affect the rest of the Younger family. It will also prepare them for their final assessment project that focuses on their assigned character.
This play will help 10th graders explore social issues through the events that take place. Through exploring its themes of the “American Dream,” diversity/acceptance, gender roles, and class struggles, students will gain a rich understanding of the social issues that shaped American history and brought us to where we are today. It will allow students to see the “American Dream” from different perspectives that make up the Younger family. Students will view the world from these characters’ eyes, which will allow them to see how society can affect a person’s dreams and how the importance of those dreams can affect individual choices. This is relevant to tenth graders because as they are becoming adults, it is vital to be able to see how their choices can affect their own lives as well as the lives of those around them.
In teaching this play, I will be able to help the tenth graders enhance their speaking and listening skills (through reading the play out loud and class discussions on important themes), their reading skills (questioning characters’ motives, inferring characters’ thoughts, and predicting next scenes), and their reflecting and writing skills (through journals, relevant articles, and discussions). As a final test of these skills, students will choose to write a paper, create a Facebook profile, or craft a collage, which would all focus on their assigned character. Through this final assessment, students have to infer what their characters would say, reflect on their character’s dreams and limitations, analyze their character’s motives, read and write about their character, and present their projects while their classmates listen.
In creating this unit, I tried to allow for as much independence as possible. This includes freedom to choose their own final assessment, to be able to predict the next scene without limitations, to write about their own dreams, and to bring up any topic of discussion that relates to the play.At 15 and 16-years-old, these students should be encouraged to develop their own ideas about the world and to also have a voice. Since these students are at the age where they are beginning to get their driver’s license, they are learning more about freedom and independence. With that freedom and independence comes responsibilities. I hope that this unit allows them to explore some freedom and helps them to understand how to explore their opportunities, set goals for themselves, and learn the importance of their decisions.
Unit Calendar
Tuesday, November 1st
• Gateway Lesson (Class Debate on Major Themes) – An Introduction to A Raisin in the Sun
Wednesday, November 2nd
• “I Had a Dream” and “A Dream Deferred” – Write Reflection and Discuss
• Homework: Dream Prompt
Thursday, November 3rd
• A Raisin in the Sun Background Notes
• Younger House Description Lesson
Friday November 4th
• Quiz on A Raisin in the Sun Background Notes
• Explain and Assign Character Charts
o Tell students their assigned characters
• Read Act I, Scene I Out Loud in Class
o Have students fill out charts as we read
• Homework: Finish Act I, Scene I (continue character chart)
Monday, November 7th
• Go Over Character Charts…Possible Things to Fill-in from Act I, Scene I
• Read Act I, Scene II Out Loud in Class
o Fill-out Character Charts While Reading
• Article from 2005…Race Discrimination Stays on Deeds and in Covenants (about blacks moving into white neighborhoods) – Read and Discuss
Tuesday, November 8th
• No School for Students – PD Day
Wednesday, November 9th
• Quiz on Act I
• Watch Act I in the Movie, A Raisin in the Sun
Thursday, November 10th
• No Lesson – Media Center for Educational Development Plan
Friday, November 11th
• Read Act II, Scene I in Class
• Discuss Important Themes and Dreams/Limitations of Characters Thus Far
• Homework: Read Act II, Scene II (continue character charts)
Monday, November 14th
• Group Activity: Scenarios Predicting Act II, Scene III
• Homework: Read Act II, Scene III (continue character charts)
Tuesday, November 15th
• Quick Recap of Act II, Scene III
• Perspective and Voice Lesson (lesson for technology)
• Blog Assignment – Take Class Down to Media Center to Create Blog (blog post: as your character, write your reaction when you heard about the money being gone…from the perspective of your character and in the voice of your character)
• Homework: Finish Blog if Not Finished and Study for Act II Quiz
Wednesday, November 16th
• Act II Quiz
• Discussion Using Anticipation Guide (predict what will happen in Act III)
• Begin Act III In Class…Read Out Loud
• Homework: Finish Act III (finish the book)
Thursday, November 17th
• Revisit old themes (worksheet from Gateway lesson on first day of the unit) – Re-Do the Worksheet Using A Raisin in the Sun for evidence
• Discuss New Views
Friday, November 18th
• Watch the Rest of the Film, A Raisin in the Sun
• Assign Final Assessment Project (have them read over and ask questions before class ends)
• Homework: Work on Project and Bring Any Supplies for In-Class Work on Monday
Monday, November 21st
• In-Class Time to Work on Project
• Walk Around and Answer Any Questions About Project
• Look Over Any Finished Projects
• Homework: Finish Project and Character Charts and Bring In Tomorrow
Tuesday, November 22nd
• Projects and Character Charts Due
• Take Volunteers to Present Projects (3 points extra credit)
• BE Goal Action Plans to Move Towards Goal During Break
• Homework: HAVE A GREAT THANKSGIVING BREAK
Unit Goals/Objectives
Goals
1. To reflect on and discuss the themes of the “American Dream,” gender roles, diversity/acceptance, and class struggles.
2. To raise awareness about American history and how it shaped today’s culture
3. To be aware of the limitations that one may encounter while trying to achieve their dreams (age, gender, education, race, socio-economic status, etc.)
4. To learn about the concept of “a better life” and how it relates to them…to learn how they can explore their opportunities to make a better life of their own or appreciate the one they have
5. To enhance their reading and writing skills, speaking and listening skills, and their reflecting and discussing skills
6. To follow dreams and limitations of characters in the play and use them to make real-world connections
7. To learn how their choices and dreams affect those around them
8. To learn about freedom and responsibilities
Objectives
1. Students will be able to discuss and debate major themes relating to the play, using the play as evidence
2. Students will be able to write about and discuss important events relating to the play or in the play
3. Students will be able to take detailed notes about their character’s dreams and limitations and use them to help with their final assessment
4. Students will be able to read out loud fluidly or listen attentively while others are reading
5. Students will be able to engage in discussions by listening to their classmates speak, waiting patiently for their turn to speak, and responding to classmates in an educated and respectful manner
6. Students will be able to provide evidence from the play for their claims during writing and discussing
7. Students will be able to practice predicting and inferring skills through a group activity that allows them to predict the next scene and infer what their characters might say in certain scenarios
8. Students will be able to take on the perspective and voice of their character through journaling and blogging as their character
9. Students will be able to use their speaking and listening skills, their reading and writing skills, and their inferring skills to complete their final assessment
Focal Student Paper
*Note: Students names were changed for anonymity*
North Farmington High School has a wide range of students. There are students from different backgrounds, different socio-economic statuses, different interests, and different achievement levels. Most students are from middle to upper class families. Most North Farmington Students are goal-oriented, work hard, and care a great deal about their grades. Also, most North Farmington parents are highly involved in their children’s education. The community holds many events, which parents and students both attend. Parents show support and involvement in their children’s extracurricular activities, such as sports, debates, theater productions, etc. The staff and administration at North Farmington also give a tremendous amount of support to their students and their parents. My fourth hour honors English class is a microcosm of the population at North Farmington High School. The tenth graders who occupy my classroom from 12:07 to 1:17 have a myriad of unique characteristics and learning styles. The three students I have chosen as my focal students for this unit are Andy, Rita, and Kristina. I chose these students because they are a diverse group of learners who would hopefully benefit from my goals and focus.
Andy
Andy is a 15-year-old African American student who falls near the lower end of the grading scale. In a class of mostly high-achieving honors students, he easily becomes discouraged, and therefore, disengages from the lesson. His disengagement reflects his grade because it is one of the lowest in the class.
Although Andy’s disengagement reflects his grade in class, his grade in class does not reflect his intelligence. Andy is actually a very intelligent young man; however, he is only comfortable speaking about things that interest him, such as science, basketball, and cars. I know this because I once did a lesson on predicting, where students had the opportunity to verbally share a story with the class. I stopped them at certain points of their story and had the rest of the class predict what is going to happen next using clues from the student’s story. This was the first and only time I saw Andy completely engaged during class. He shared a story about basketball and spoke very eloquently and knowledgably about the subject. He sat upright in his chair and used hand motions and inflections in his voice to emphasize his main points.
Andy’s interests, however, are not incorporated into very lesson, so he is usually either slouched in his chair, has his head down, or wears his hat over his eyes. He does not speak up in class much, nor does he put his full effort into assignments. He does them and turns them in on time; however, the assignments manifest minimal effort.
Andy is well-liked by his peers and is involved in after-school activities such as basketball and cross country. He likes to hang out with his friends and play video games. He also likes interesting quotes that make him think. My goal for Andy is to help him be more engaged in class. This means raising his hand, participating, speaking loudly and clearly, staying awake, and responding to the lesson. I plan to do this by gauging his interests during my lessons. I can do this by making an effort to connect the lessons topics and issues that are relevant to students’ lives. I can also do this by finding out what his interests are and try to explain the concept in relation to his interests.
Rita
My second focal student is Rita, a 17-year-old Middle Eastern student who is highly intelligent and highly engaged. Her grades are a good reflection of the knowledge and engagement that she displays in class, considering she has one of the highest grades in the class.
Rita moved to the United States from Iraq when she was seven years old. At first, she struggled with the English language immensely. She was held back for a year in elementary school, which put her behind the rest of her classmates who went on to fourth grade. She was enrolled in ESL programs throughout elementary and middle school, which helped her in some ways; however, she said that the most effective way she learned English was by interacting with students and teachers outside of the ESL program. Her parents not only supported her education, but they also supported her involvement in extra-curricular activities. Her family really values education and taught her to look at education as a privilege. Rita’s parents encourage her and her four siblings to do well in school and to always put their education first.
Rita’s home life as well as the love for learning that was instilled in her makes it easy for her to perform well in my class. She enjoys reading, writing, and speaking, mainly because she is proud of her knowledge of the English language. She came a long way and wants to display her knowledge. She seizes every opportunity to write and she is the first to contribute to class discussions. She seems to be very comfortable with English now, which is shown by her excellent performance in honors English. My goal for Rita is to challenge her more with writing. She is great at analyzing and making sense out of texts, so I want to challenge her to be a more reflective writer. I want her to reflect and record her thoughts. This may be a challenge for her, considering she was taught that formal writing is always written in third person. I will most likely start her out by writing a reflection on something she wrote. Then I will move on to personal writing, where she must use first person. Hopefully, this adds to her writing skills and teaches her that writing can be analytical and reflective.
Kristina
Kristina My third and final focal student is Kristina. Kristina is a 15-year-old Caucasian student who is extremely cultured. By cultured, I mean that she has a strong interest in art, opera, and classical music. These interests were instilled in her at a very young age. Her parents took her to operas, put her in choir camp, and taught her about art. Her parents value education and put pressure on Kristina to always perform at her best. I know that Kristina feels this pressure because she continually worries about doing well. She once came to me hyperventilating and almost in tears because her mom came to the school in anger to discuss a missing homework grade. Her mom checks Kristina’s grade often and emails any time there is a missing assignment.
Kristina has a wonderful drive to do well. She loves to learn and is highly engaged in class. She contributes to discussion, she gives 100% during classroom activities, and she follows all of the classroom rules. She sits in the front and likes to engage in conversations with me before and after class. She is interested in knowing about college. Her grades, however, do not reflect her level of engagement.
Even though Kristina is highly engaged, her grade is one of the lowest in the class. She frequently forgets homework assignments and turns them in the next day apologizing profusely for her lateness. She always asks if there is anything she can do to bring up her grade. I told her that she just needs to turn her homework in on time because they would be a decent grade if I did not have to take points off for it being late. I asked why she was not able to turn most homework assignments in on time and she said that she is very busy after school and usually does not get home until late, where she then has to rush to do homework for five classes. My goal for Kristina is to help her get organized and to learn how to prioritize. I will do this by encouraging her to write down all of her assignments in her planner and highlighting/starring which ones must be done first. When I give out assignments, I will make sure she takes out her planner and writes it down. Hopefully, this will help her to remember what needs to be done that night and what she can save for another night. This should make her more self-sufficient and will, therefore, help her to stay on top of her priorities without my guidance in the long run.
Andy, Rita, and Kristina are all students who have different interests, different achievement levels, and come from different backgrounds. These three students have unique learning styles and I hope to accomplish the goals that I have for them throughout this unit. Hopefully they benefit from this focus during the lesson and continue to excel throughout their educational careers.
Annotated Lesson Plans
Reflective process that addresses overview, objectives, purpose, instructional sequence, and assessment
Lesson Plan: Tuesday, November 1, 2011
Unit: “A Raisin in the Sun”
Overview
Students will begin reading the play, “A Raisin in the Sun”; therefore, this lesson will allow students to reflect on and explore the major themes in the play by engaging in a forced corners activity as well as by actively participating in a class discussion that involves listening to classmates, responding respectfully, and providing evidence for claims.
Objectives
- Students will be able to write a thesis/claim and provide 2-3 examples of evidence to support that claim.
- Students will be able to display courteous behavior during class discussion by responding respectfully, waiting patiently for a turn to speak, listening to their classmates’ perspectives with an open mind, and not talking over one another.
Purpose
To encourage independent thinking, to help students develop their ideas and organize their thoughts so that they can communicate them to the class through discussion, and finally, to raise awareness for certain issues within the play, “A Raisin in the Sun.”
Instructional Sequence
1. Introduction
a. BE Goal Follow-Up (share my update and have volunteers share some of their updates)
2. Segway into Today’s Lesson
a. Today we will explore the themes and issues that are brought up in the play, “A Raisin in the Sun,” which you will begin to read tonight.
b. Pass out worksheet and have them fill out whether they agree/disagree with each statement and to write why using strong and sufficient evidence.
c. When done, go through each statement and have students move to the designated corner of the room (left side – agree; right side – disagree). Call on one or two students per side to state their claim and tell why they believe that.
d. To mix it up: for the third statement, have each group talk and try to anticipate what the OTHER group might say to defend their side and to come up with a counter argument for that claim. Choose one representative from each side to present these arguments/counter-arguments.
e. Let them know that they can move at any time if they are convinced from someone’s point
3. Wrap-Up 15 minutes
a. Debrief: how did it feel to be forced to pick agree or disagree (no middle)? For those who moved sides, who convinced you to move? Why were they so convincing? How did you feel about these statements?
Assessment
- Seeing how they participate in and respond to discussion
- Collecting the worksheets and seeing how they grasp certain issues in the play as well as how they construct evidence for claims
Name: _______________________
Taking Sides
Instructions: Read the statements below. For each statement, write whether you agree or disagree and tell why. You must also come up with 2-3 pieces of evidence to support your claim. Evidence can be in the form of facts, examples, experiences, expert opinions, etc.
Statement 1: People should do whatever it takes to accomplish their dreams.
Agree or Disagree: _____________________________________________________________
Why: _________________________________________________________________________
Evidence (facts, examples, experiences, expert opinions, etc.):
1. ________________________________________________________________________________________________________________________________________________________
2. ________________________________________________________________________________________________________________________________________________________
Statement 2: Life is fair.
Agree or Disagree: _____________________________________________________________
Why: _________________________________________________________________________
Evidence (facts, examples, experiences, expert opinions, etc.):
1. ________________________________________________________________________________________________________________________________________________________
2. ________________________________________________________________________________________________________________________________________________________
Statement 3: Inherited money should be equally split between family members.
Agree or Disagree: _____________________________________________________________
Why: _________________________________________________________________________
Evidence (facts, examples, experiences, expert opinions, etc.):
1. ________________________________________________________________________________________________________________________________________________________
2. ________________________________________________________________________________________________________________________________________________________
Statement 4: Finances should be left to the man of the house.
Agree or Disagree: _____________________________________________________________
Why: _________________________________________________________________________
Evidence (facts, examples, experiences, expert opinions, etc.):
1. ________________________________________________________________________________________________________________________________________________________
2. ________________________________________________________________________________________________________________________________________________________
Statement 5: People learn from their mistakes.
Agree or Disagree: _____________________________________________________________
Why: _________________________________________________________________________
Evidence (facts, examples, experiences, expert opinions, etc.):
1. ________________________________________________________________________________________________________________________________________________________
2. ________________________________________________________________________________________________________________________________________________________
Statement 6: How you act in a crisis shows who you really are.
Agree or Disagree: _____________________________________________________________
Why: _________________________________________________________________________
Evidence (facts, examples, experiences, expert opinions, etc.):
1. ________________________________________________________________________________________________________________________________________________________
2. ________________________________________________________________________________________________________________________________________________________
Statement 7: Love conquers all.
Agree or Disagree: _____________________________________________________________
Why: _________________________________________________________________________
Evidence (facts, examples, experiences, expert opinions, etc.):
1. ________________________________________________________________________________________________________________________________________________________
2. ________________________________________________________________________________________________________________________________________________________
Lesson Plan: Wednesday, November 2, 2011
Unit: “A Raisin in the Sun”
Overview
Students will begin to read, “A Raisin in the Sun”; therefore, this lesson will use outside texts to discuss some of the larger themes in the play. This lesson will also help students connect the play’s themes to their own lives as well as to an event that occurred in American history. We will read and discuss Martin Luther King’s “I Have a Dream” speech. Then, we will read and discus Langston Hughes’s poem called “A Dream Deferred” (where “A Raisin in the Sun” gets its name). We will then discuss how each of these authors view dreams and what some limitations to their dreams might be at this time. We will then wrap up with a journal prompt on some of their own dreams and limitations.
Objectives
- Students will be able to read, reflect on, and discuss Langston Hughes’s poem, “A Dream Deferred” as well as Martin Luther King Jr.’s “I Have a Dream” speech
- Students will be able to practice speaking and listening skills as they discuss the poem and speech with the class
Purpose
To open up students to the idea of struggles and limitations when it comes to achieving dreams, to help students develop their ideas and communicate them to the class clearly,and finally, to help them connect the themes of the play they will read to their own lives as well as events that happened in history.
Instructional Sequence
1. Introduction
a. During the Civil Rights Movement, many African Americans were searching for freedom and equality. They had hopes and dreams and struggles, much like the characters in the play we will be reading. We will be looking at two different African American men who lived during this time and had hopes and dreams and struggles of their own…
2. Segway into Today’s Lesson
a. Handout – “A Dream Deferred” by Langston Hughes
i. Choose a student to read the poem “A Dream Deferred” by Langston Hughes
ii. Give a short background on Langston Hughes
iii. Have a different student read the poem “A Dream Deferred” again with a better understanding of the author
iv. Discuss what the poem might mean
b. Handout – “I Have a Dream” Speech by Martin Luther King Jr.
i. Read highlighted parts of the speech to the class as they follow along
ii. Discuss Martin Luther King Jr.’s dream…has it come true?
c. Discuss the difference between MLK and Hughes’s perspective on dreams...how are they similar/different
i. Ask if they believe that everyone has the same ability to achieve their dreams? What might get in the way of reaching your dreams? How can we overcome these obstacles?
3. Wrap-Up
a. A Raisin in the Sun showcases a simple man who just wants a better life for his family. As we read, you will keep in mind your own dreams and how you felt when those dreams were deferred or terminated. Keep MLK and Hughes in mind because everyone in the play has their own dreams and limitations, just as those men do and just as you do
4. Homework
a. Journal Prompt: What dream(s) did you have that did not come true? What prevented that dream from coming true? How did it feel when you realized that it your hope/dream was not going to happen?
Assessment
- Through discussion, I can see if students understood and reflected on the poem and the speech
Lesson Plan: Thursday, November 3, 2011
Unit: “A Raisin in the Sun”
Overview
As I give information about Lorraine Hansberry and the play, A Raisin in the Sun, students will fill in their note sheet. These notes give a background on the story that gives students a better understanding of the play, the author, and context of the play before they read. Then, we will read the first two pages (the description of the Younger house) and do an activity, which students will use to analyze the Younger’s dreams and lifestyle.
Objectives
- Students will be able to take detailed notes as they listen to an interesting background on the play and its author
- Students will be able to describe the Younger house and use the description to draw their own perspective of it
- Students will also be able to work collaboratively with a partner to compare perspectives and descriptions
Purpose
The purpose of this lesson is to help students understand the context of the play as well as its author so that they can build on this knowledge as they read. It is also so that students can practice describing ideas clearly and working collaboratively with classmates.
Instructional Sequence
1. Introduction
a. A Raisin in the Sun Notes
i. Use my master copy to guide them
ii. Use white board for important information
iii. Tell them there will be a quiz on it tomorrow
2. Pass out books and have students open to Act I, Scene I (Page 23)
a. We are about to read a two-page description of the Younger house. This is not just a description…it tells us a lot about the Youngers’ dreams and lifestyle
b. Pass out worksheet
c. Have students close their eyes and imagine the scene as I read the description on page 23 and 24
i. Have students jot down five words on the worksheet that describe the room (can be smell, taste, sight, feel, sounds, colors, social status, or any adjective that comes to mind)
ii. Tell each student to move on to the next section of the worksheet, which asks them to draw a floor-plan of what they think the Younger house looks like (can use the text)
iii. Have students share their descriptive words and floor-plan…on worksheet, jot down similarities and differences and how partner’s ideas may have changed your image
d. Come together as a class and have students shout out some of the words they used
e. Take three volunteers to come to the board at the same time and draw their Younger house floor-plan
f. Discuss how their house tells what the Youngers are like and what their place in society is – fill in at bottom of worksheet
3. Wrap-Up
a. Collect worksheets
b. Tell them to look over notes from today for a quiz tomorrow (can’t use notes)
Assessment
- The quiz will determine an understanding of the notes
- Walking around during partner collaboration to be sure students are having conversations about the house
- Collecting the worksheet to see descriptions and how they change
A Raisin in the Sun (1959)
Background Note Sheet – Teacher Copy
- The Author –Lorraine Hansberry
- Born in 1930 – Southside of Chicago in a very segregated community, she was sheltered from the white community
- Died – in 1965 if cancer at the height of her skills
- At age 7, her family – broke segregation laws by buying a house in a white neighborhood
- SO… the sub association took them to court to sue saying that they broke the law (wanted them to move)
- AND – Illinois Supreme Court ruled – in a landmark decision that set precedent that the Illinois segregation law was unconstitutional…they moved into the home
- The Play
- A Raisin in the Sun was the first… play written by a black woman to appear on Broadway
- It ran for… 530 performances to rave reviews; she was asked to write the movie screenplay for a 1961 film
- Its significance was that:
a. It was risky to produce this race-charged play in the 50s and 60s because it was in the midst of the hostility of the civil rights movement
b. It was accessible to all audiences because of its universal themes (people in all places and time periods could understand)
c. It put a personal touch on hopes and dreams of minorities in the US
- The Setting
a. Time: Post WWII (1959); Place: Chicago
- The Characters
a. Lena Younger (Mama) – matriarch (widowed)
b. Walter Younger (Old Walter) – Lena’s husband (dead)
c. Walter Lee Younger – Son of Lena and Walter; 35 years old; has a wife (Ruth) and son (Travis)
d. Ruth Younger – Wife of Walter Lee Younger; in her early thirties; works as maid to help make money
e. Travis Younger – 10-year-old son of Walter Lee and Ruth
f. Beneatha (Bennie) Younger – Daughter of Lena and Walter; 20-years-old; college student (challenges notions of race and gender)
g. Joseph Asagai – Dating Beneatha…college student from Nigeria
h. George Murchison – Dating Beneatha…wealthy African American classmate of Beneatha
i. Karl Linder – white man who is a representative from the Clybourne Park Improvement Association
j. Bobo–Fellow investor in Walter’s liquor business
k. Willie – Fellow investor in Walter’s liquor business
- The Themes
a. Race/Racism, Civil Rights, Gender Roles, The American Dream, Class Struggles, etc.
A Raisin in the Sun (1959)
Background Note Sheet
- The Author –
- Born in 1930 –
- Died –
- At age 7, her family –
- SO…
- AND –
- The Play
- A Raisin in the Sun was the first…
- It ran for…
- Its significance was that:
a.
b.
c.
- The Setting
a. Time: b. Place:
- The Characters
a. Lena Younger (Mama) –
b. Walter Younger (Old Walter) –
c. Walter Lee Younger –
d. Ruth Younger –
e. Travis Younger –
f. Beneatha (Bennie) Younger –
g. Joseph Asagai –
h. George Murchison –
i. Karl Linder –
j. Bobo –
k. Willie –
- The Themes
a. Race/Racism, Civil Rights, Gender Roles, The American Dream, Class Struggles, etc.
A Raisin in the Sun
Opening Scene – Description of the Younger house (pages 23-24)
Imagine: Close your eyes as your teacher reads the description of the room…try to imagine the room as you hear the words.
Now,with the mental picture you constructed from the opening passage, write down five words that describes the Younger house (can be words related to smell, taste, sight, feel, sounds, colors, social status, or anything else that comes to mind)
1. ___________________________________
2. ___________________________________
3. ___________________________________
4. ___________________________________
5. ___________________________________
By looking back at the opening passage and remembering the mental picture you constructed, draw a picture of the Younger household (a floor-plan or sketch of some sort). How is it set up? What is in the house?
Share your thoughts with a partner. What were the similarities in your descriptions and drawings? What were the differences? How did your partner’s ideas shape/change your images?
Predict: How has this description influenced your ideas and/or predictions of the play? – What is the play about? What are the Younger’s like? What is their place in society? What are their dreams?
Lesson Plan: Friday, November 4, 2011
Unit: “A Raisin in the Sun”
Overview
Students will take a quiz on A Raisin in the Sun notes from the previous day to assess their understanding of the background of the play. Then, as a class, we will read Act I, Scene I as students fill out their character chart.
Objectives
- Students will be able to record dreams and limitations of their character on their character chart as we read in class out loud
- Students will be able to read fluidly in the voice of a character while other students will be able to listen and follow along as their classmates read
Purpose
The purpose of this lesson is to assess if students understood the background/context of the play. It is also to help students practice reading, speaking, and listening skills.
Instructional Sequence
1. Introduction
a. Quiz – tell students to clear their desks except for paper and pen/pencil
1. Who is the author of A Raisin in the Sun? Lorraine Hansberry
2. What did her family do at age 7 that was controversial? Broke segregation laws by moving into a white neighborhood
3. What is one of the reasons why the play was significant?A. risky to produce race-charged play in the 50s and 60s because it was in the midst of the civil rights movement B. accessible to all audiences because of its universal themes C. put a person touch on hopes and dreams of minorities in the US
4. Who are the children of Lena and Walter Younger? Walter Lee and Beneatha Younger
5. Name one of the themes that you will see in this book?Many Answers Accepted…Race and Racism, Civil Rights, Gender Roles, Family, The American Dream
2. Character Charts
a. Pass out character charts
b. Each of you will focus on the dreams and limitations of one of the five characters in the Younger family: Mama, Walter, Ruth, Beneatha, and Travis
c. You willtrack the dreams and limitations of your character on this chart as we read (immediate dreams, long term dreams, etc.)
d. Explain that they will jot down their thoughts and ideas about their characters dreams...Were their dreams taken away? Why? How do their dreams affect others? Why do they want these things? – keep track of page numbers
e. Tell students their assigned character and have them write their character at the top of their chart
1. Lena (Mama): Danielle, Paige, Rachel G., Tori, Danny, Karlin
2. Walter Lee: Trey, Jill, Carley, Jackie, Anya, Ben
3. Ruth: Heidi, Avery, Rachel H., Reem, Kristine, Ioana
4. Beneatha: Jesse, Lauren, Adam, Hafsa, Aadithya, Eric
5. Travis: Sam, Kyle, Meghan H., Megan K., Claire
3. Read Act I, Scene I out loud in class
a. Assign students to roles
b. Read (have students fill out character charts as we read)
c. Comprehension checks (what does each character reveal about himself/herself in this scene…what do they want or wish for?)
4. Wrap-Up
a. Homework: Finish reading Act I, Scene I and continue character chart
Assessment
- Character chart check after reading to see if they’re filling it in
- Comprehension checks during reading to make sure students are following and understanding
Character Chart - A Raisin in the Sun
MY CHARACTER IS: _______________________________________
Instructions: As you read the play, you will track this character’s dreams and limitations. Track their long-term dreams as well as any immediate dreams. Be sure to also note what limits them from achieving these dreams.
Questions to consider include: What does your character want most? Why? What limits your character from achieving their dreams? How do your character’s dreams affect others? You may also keep track of any other thoughts or ideas.
You may want to keep track of page numbers as well. This will be a very useful tool for your final project. You may use this sheet to track your character or you may use a separate sheet from your notebook.
Lesson Plan: Monday, November 7, 2011
Unit: “A Raisin in the Sun”
Overview
As a class, we will go over character charts and quickly talk about possible things to fill in from Act I, Scene I. Then, we will read Act I, Scene II out loud as a class. Finally, we will be reading and discussing an article from 2005 that addresses the issue of blacks moving into white neighborhoods that still goes on in today’s time.
Objectives
- Students will be able to give clear and educated examples to put in their chart from Act I, Scene I
- Students will be able to read fluidly if reading and follow along attentively if a classmate is reading
Purpose
The purpose of this lesson is to help students have an understanding of how to fill out their character charts thoroughly as they read. It is also to practice reading, speaking, and listening skills. Finally, it is to also raise awareness that discrimination still happens in today’s time. This will help them formulate an opinion as they react to the article.
Instructional Sequence
1. Introduction
a. Go over character charts…possible things to include from Act I, Scene I (model)
2. Read Act I, Scene II out loud in class
a. Assign students to roles
b. Read and continue filling out character charts
c. Comprehension checks while reading
3. Article
a. Pass out article
b. Read title and look at the picture…ask students what they think it will be about
c. Read first and second paragraph…get reactions from students
d. Tell students the article is from 2005!! … get new reactions
e. Read the rest of the article
f. Discuss the article in relation to Lorraine Hansberry’s experience and use the article to predict what this might have to do with the play
4. Wrap-Up
a. Inform students that there will be a quiz on Act I on Wednesday (no school tomorrow due to PD day for staff)
Assessment
- Character chart check/Comprehension checks while reading
- Observe if students give clear and coherent responses to article during reading and discussing the article
Lesson Plan: Tuesday, November 8, 2011
Unit: “A Raisin in the Sun”
NO LESSON - No school for students due to staff professional development day
Overview
N/A
Objectives
N/A
Purpose
N/A
Instructional Sequence
N/A
Assessment
N/A
Lesson Plan: Wednesday, November 9, 2011
Unit: “A Raisin in the Sun”
Overview
Students will take a quiz on Act I to assess their understanding of the play so far. Students will then watch Act I in the 1961 film, A Raisin in the Sun as we stop to discuss similarities and difference of the book to the movie.
Objectives
- Students will be able to view the film, A Raisin in the Sun and articulate similarities and differences between the book and the play
Purpose
The purpose of this lesson is to assess the students’ understanding of Act I by taking a quiz. Also, it is to give them the opportunity to see the play in film format to help them compare and contrast it to the book.
Instructional Sequence
1. Introduction
a. Quiz on Act I
2. Watch Act I in the film
3. Wrap-Up – Quick Discussion
a. What are similarities between the text and the film?
b. What are differences between the text and the film?
c. How you portrayed characters, scene, etc. vs. how it really was in the film
d. Why do you think certain parts were left out or added?
Assessment
- I will be able to see how students reflect on similarities and differences between the text and the film through discussion
A Raisin in the Sun
Act I Quiz
1. Describe the Younger house. Be specific.
2. Why does Ruth become angry when Walter gives Travis money for cab fare?
3. According to Ruth, why is Travis so tired?
4. What does Walter want to do with the money from the check?
5. What profession does Beneatha want to pursue?
6. Why does Mama receive a $10,000 check?
7. What type of lessons is Beneatha taking in order to learn how to express herself?
8. Why does Mama slap Beneatha?
9. Why does Ruth faint at the end of Act 1, Scene 1?
10. Where is Joseph Asagai from?
11. What does Joseph Asagai give Beneatha?
12. What does Joseph Asagai say about Beneatha’s hair? Why does he say this?
13. Mama tells Walter, “You are a disgrace to your father’s memory.” Why does she say this?
Bonus:
What does “Alaiyo” mean?
Lesson Plan: Thursday, November 10, 2011
Unit: “A Raisin in the Sun”
NO LESSON – Had to take students down to media center for scheduled EDPs (Educational Development Plan)
Overview
N/A
Objectives
N/A
Purpose
N/A
Instructional Sequence
N/A
Assessment
N/A
Lesson Plan – Friday, November 11, 2011
Unit: “A Raisin in the Sun”
**Lesson that Addresses Exceptionalities**
Overview
We will be reading Act II, Scene I of “A Raisin in the Sun” in class. Following the read-aloud, students will engage in a discussion regarding the theme, characters, and events that are manifested in Act II, Scene I. This lesson will allow students to practice their reading, speaking, and listening skills as they read and discuss the text in class.
Objectives
- Students (selected to read) will be able to practice reading for a character, including understanding voice, inflection, and fluidity while reading.
- Students (not selected to read) will practice listening skills as they listen to their classmates read for a character in the play
- Students will be able to display courteous behavior during class discussion by responding respectfully, waiting patiently for a turn to speak, listening to their classmates’ perspectives with an open mind, and not talking over one another.
Purpose
To encourage independent thinking, to help students develop their ideas and organize their thoughts so that they can communicate them to the class through discussion, and finally, to practice speaking and listening skills as students read the play out loud.
Exceptionalities
Student with slight sight troubles will be provided with the large-print book of “A Raisin in the Sun” so that she can follow along easily as the class reads Act II, Scene I out loud. If she volunteers to read one of the parts, be sure to call on her in order to assess how the large-print book is working for her. After the Lesson Update: The student did volunteer to read for Beneatha. She read with inflections and fluidity. She also participated many times in the discussion after, showing her understanding of the play…overall, she did a very nice job with the lesson today, showing that the large-print text is working in her favor.
Instructional Sequence
1. Introduction
a. BE Goal follow-up (call on 3-5 students to share their “Better Everyday” goal updates)
2. Hand back quizzes and quickly recap important themes and events from Act I
3. Begin Act II, Scene I
a. Assign characters to students
b. Read through Act II, Scene I while students continue to fill out character charts
4. Class Discussion on Act II, Scene I
a. Leading Question: Ask each student to write down a “one-word” reaction to this scene or one word that represents the scene (because the end of the scene is an intense guilt trip by Walter towards Mama)...after each student has a word written down, go around and have each student say the word they wrote down
b. Play off of their words…ask why certain students said certain words
i. Anticipate…intense, guilt, culture, sad, dream-crusher, limitations
c. What is an assimilationist? Why does Beneatha represent anti-assimilationist in this scene?
d. When George Murchison enters, he says “Black Brother, hell!” Why does he say this?
e. What is George saying when he tells Beneatha, “We’re going to the theater – we’re not going to be in it…so go change, huh?” Why is that insulting to Beneatha
f. Describe Walter in the beginning of this scene…why is he acting this way? (anticipate…drunk)…why do you think he is drunk?
g. Now that we’ve met George, how is he on a different side of the spectrum than Asagai?
h. Discuss the American Dream and how it relates to each character (each student is assigned to follow a character’s dreams and limitations throughout the play…ask one student per character what dreams and limitations come out during this scene)
i. Reactions to Mama putting the down payment on the house in Clybourne Park…an all-white neighborhood
5. Wrap-up
a. Read Act II, Scene II for homework
b. Fill out character chart (dreams and limitations) for your assigned character as you read
Assessment
- Seeing how students participate in and respond to discussion
- Watching how students respond to certain events in the scene during reading
- Assessment for student with exceptionality: see how well she reads for a character (including fluidity, inflection, timing, etc.) and how she participates in the discussion
Lesson Plan: Monday, November 14, 2011
Unit: “A Raisin in the Sun”
Overview
Students will be put into groups to work on an activity that will help them foster their creativity and develop their predicting, inferring, and collaborating skills. Since students just finished reading Act II, Scene II for homework, they will be given scenarios that possibly occur in Scene III. Students will predict and infer what the scene might look like and act it out for the class.
Objectives
- Students will be able to work collaboratively in groups to predict and infer dialogue that may occur in Scene III
- Students will be able to act out their group’s scene to the class while their classmates watch attentively
- Students will be able to predict and infer what characters would say in certain scenarios
Purpose
This lesson is to get students out of their seats and to get help them connect to the text on a deeper level. They know the characters pretty well by now, so they can use that knowledge to construct a dialogue for their scenario. The purpose is also to foster creativity and to help students practice working collaboratively with their classmates in a fun and engaging way.
Instructional Sequence
1. Introduction – Quick recap of Act II, Scene II
a. Take a volunteer to highlight important occurrences and write on board
2. Assign groups and hand out scenarios to each group
a. Scenario 1: Aadithya, Avery, Danny
b. Scenario 2: Jessie, Carley
c. Scenario 3: Danielle, Rachel H., Megan K.
d. Scenario 4: Meghan H., Lauren, Karlin, Rachel G., Jackie
e. Scenario 5: Adam, Jill, Hafsa, Kristine
f. Scenario 6: Ben, Tori, Kyle, Heidi, Claire
g. Scenario 7: Anya, Sam, Ioana, Trey, Eric, Paige
3. Allow students 40 minutes to work with groups to come up with a dialogue and write out a two-minute skit, which they will present at the end of class
a. Instruct students that they can set the scene, use props, make it funny if they want, etc. – encourage them to use their creativity but keep dialogue in context of the play (realistic)
4. Presentation of Skits
a. Have each group perform 2-minute skit in front of the class
b. Collect one script from each group
5. Wrap-Up
a. Homework: Read Act II, Scene III and continue character charts
b. As you read: note how your dialogues were similar/different to that of the actual text
Assessment
- Collecting the script and watching their skits will help me to see if their inferring and predicting skills need work or not
Lesson Plan: Tuesday, November 15, 2011
Unit: “A Raisin in the Sun”
**Lesson that Incorporates Technology**
Lesson Goals and Objectives
It is important for students to realize that they do not always need to use their own voice in writing, but that they can take on the voice of another through their characters. This brings me to my goal for this lesson. My goal for this lesson is to cultivate students’ creativity and innovation by integrating technology into a lesson on perspective-taking and voice. I want students to be able to apply what they learn on perspective-taking and voice by writing a blog in the voice of their assigned character from the play, A Raisin in the Sun. They will write from the perspective of that character and create a voice for that character through this blog.
Curricular Objectives
Common Core requires publishing student work. In this case, students will be able to publish their blog posts online. Students are also required to be able to decipher tone and voice within a text as well as consider different characters’ perspectives. This lesson allows them to do that.
Standards: Which State of Michigan Technology GLCEs are you addressing?
9-12.CI. Creativity and Innovation
9.12.CI.2 Create a web page
9.12.CI.3 Use a variety of media and formats to design, develop, publish, and present projects
Describe how you and/or your students use technology in the lesson
Be specific about what tools and/or media you are using and how your use of technology relates to the standards you identified.
In this case, the tools I am using are , where students will create a blog (webpage) catered to the interests of their assigned character (ex: Beneatha dream is to be a doctor, so perhaps the background of the blog page is doctor-related). They will be required to add relevant video or pictures to their blog to enhance their writing. This goes along with using technology to enhance presentation and learning.I will be using a power point in order to present the lesson on perspective-taking and voice.
How will the use of technology help my students to learn this subject matter in a way that is more effective or would not be possible otherwise?
By making a blog, students are engaging in their assigned character. It is possible to teach perspective-taking and voice and have them just write a story or poem from that character’s perspective; however, creating a blog allows students to be more creative and innovative. They can integrate pictures and videos to go along with their writing. They can send their message in a much more interactive way. Blogging also allows other students to see what their classmates wrote and they can respond to their classmates’ blogs. This allows a sense of community. Plus, blogs are ongoing, so I can always assign another assignment to write in their blog.
What are two concerns you have about using the technology in your lesson?
One is that my classroom does not have a projector, nor a screen to project on. At North Farmington, teachers have to check out a projector from the media center and project their lessons on the white board. I am nervous that I will not be able to check out the projector if many other teachers are also competing for the 3 that are available. Also, since I don’t use technology often in the classroom (due to lack of resources), I am nervous that it might not work.
Instructional Sequence
1. Introduction: Group Definition of Perspective-Taking and Voice
a. Perspective-Taking: Perceiving physical, social, or emotional situations from a point of view other than one's own ()
b. Voice- The personality, feelings, and convictions of a writer that comes through in the text through word choice and sentence fluency ()
c. I will pose the questions “What is the definition of Perspective-Taking?” and “What is the definition of Voice?”
d. Students will be expected to respond and a volunteer will write down the class definition on the board
2. Explicit Explanation/Some Modeling: Power-point Presentation
a. Write/tell students actual definition of perspective-taking/voice
b. How do they compare to the class definitions?
c. There will be the story of The Tortoise and the Hare. We will change the story so it is told from a new perspective
d. I will model first by writing the story from the Hare’s perspective and point out some aspects that help identify a given perspective (i.e. details only that character would know, word choice, etc.)
e. Ask students to think about who is talking, how you know, do the voice and perspective match-up, etc.
f. What might the tortoise say if the story was told from his perspective (call on volunteers to answer)
3. Independent Practice: Writing Assignment
a. Students will be taken down to the media center to create a blog for their character on
b. This is after the Younger family found out that Willie ran off with all of the money, so their blog post is their character’s reaction to how they felt to have all of their dreams taken away (in the perspective and voice of their character)
c. They will be instructed how to create a blogger and then they will have the rest of the time to complete it. If they do not finish at school, then they may work on it at home.
4. Wrap-Up
a. If done, email me the link to your blog
b. If not done, finish it at home and then email it to me by tonight (see me if no internet access at home)
Assessment
I will read their blog posts by “their character” after Willie took off with the money (AKA their dreams) and see if they understood the concept of perspective-taking and voice. I will be looking at content, their quality of writing, and the presentation of the website. Viewing their site allows me to assess their creativity and innovation with technology.
Lesson Plan: Wednesday, November 16, 2011
Unit: “A Raisin in the Sun”
Overview
Students will be taking a quiz on Act II to assess their understanding of the play. Students will then be using an anticipation guide worksheet to guide their small-group discussion. The anticipation guide holds the themes and issues that have been presented in the play thus far. We will then come together as a class and discuss what students talked about in groups. Students will engage in these discussions as well as predict what will happen in Act III. If time allows, we will then read Act III out loud as a class.
Objectives
- Students will be able to discuss and debate major themes in the play using the text for evidence
- Students will be able to engage in discussion by listening to classmates speak, waiting patiently for their turn, and responding to classmates in an educated and respectful manner
Purpose
The purpose of this lesson is to allow students to practice participating in a range of collaborative discussion (small groups, teacher-led, etc.), which will allow them to build on others’ ideas and articulate them clearly to the class.
Instructional Sequence
1. Introduction
a. Quiz on Act II
2. Segway into Lesson
a. Pass out Anticipation Guide
i. Have students talk as a small group with people around them and discuss issues on anticipation guide (jot down ideas/thoughts in space provided)
ii. Assign certain groups to certain questions to focus on during their small group discussion
b. After 20 minutes, come together and discuss as a class…have students tell how they built of their group members’ ideas
c. As a class, talk about how this play might end
3. Read Act III (final act)
a. If time permits, assign roles and read part of Act III while students continue filling out character chart
4. Wrap-Up
a. Homework: Finish the book (rest of Act III)
Assessment
- I can assess students’ understanding of the anticipation guide through participation in small-group and large-group discussions or check guide for comprehensive notes
A Raisin in the Sun
Act II Quiz
1. Why doesn’t Mama like it when Walter goes to the bar when there are problems at home?
2. Mama says: “There ain't nothing worth holding on to, money dreams nothing else-if it means-if it means it's going to destroy my boy...I'm telling you to be the head of this family from now on like you suppose to be.” After saying this, what does Mama do that changes Walter’s mood?
3. What does Travis want to be when he grows up? How does Walter respond to this?
4. Who says, “You're a nice-looking girl...all over. That's all you need, honey, forget the atmosphere...I don't go out with you to discuss the nature of 'quiet desperation' or to hear all about your thoughts.” Why?
5. Why might Mrs. Johnson’s visit be significant?
6. Who is Karl Lindner? What does he offer the Youngers?
7. What do Ruth, Walter, and Beneatha give Mama? What does Travis give Mama?
8. What does Bobo tell Walter?
Bonus:
What is the last word in Act II? Who says it?
Anticipation Guide – Discussion Points
A Raisin in the Sun
With a group of three, discuss the following important themes presented in A Raisin in the Sun. Be sure to jot down thoughts/notes as you discuss.
Racism isn’t a problem in our society
Thoughts/Notes:
You should hold onto your dreams; if you work hard enough for them they will come true.
Thoughts/Notes:
Once children are grown, their parents are no longer responsible to provide them with money and housing.
Thoughts/Notes:
We should think of the United States as a “melting pot” in which people from many cultures leave their differences behind and only follow “American” customs and traditions.
Thoughts/Notes:
Neighbors have the right to decide what kind of community they want to have—including who lives in that neighborhood.
Thoughts/Notes:
A parent and child often disagree about the way the child should live his/her life.
Thoughts/Notes:
When someone insults you, it is best to “turn the other cheek.”
Thoughts/Notes
Lesson Plan: Thursday, November 17, 2011
Unit: “A Raisin in the Sun”
Overview
Since students are done with the book, they will revisit old themes on worksheet from the gateway lesson on the first day of the Raisin in the Sun unit. They will re-do the worksheet now using evidence from the text. After completing the worksheet, we will go over possible answers, allow for discussion, and talk about if any students’ views on certain issues changed after reading the play.
Objectives
- Students will be able to write reactions and feelings to the ending of the book
- Students will be able to compare/contrast their views on certain themes before reading the play to their views after reading the play
- Students will be able to use the text as evidence to support their claims
Purpose
The purpose of this lesson is to use the play to construct concrete evidence to support students’ opinions on certain matters that are addressed in the play. It is also to see how their views may have changed after reading the play and learning about different perspectives.
Instructional Sequence
1. Introduction
a. Discuss/recap the end of the play…either articulate reactions (if enough participation), otherwise have them write a quick reaction to the end of the play
2. Themes Worksheet (same one from gateway lesson)
a. Pass out the worksheet
b. Explain that it is the same one as the one they did in the beginning of the unit (instruct them not to look at their answers from the one they did at the beginning)
c. They will wonder why they have to do it again…this time their evidence has to come straight from the text…and we want to see how views changed after taking on perspectives of characters in the play
3. Discuss Worksheet
a. Go over the worksheet and possible answers for each question
b. Have students take out old worksheet and take a couple minutes to compare
c. Call on volunteers to answer how views changed after reading
4. Wrap-Up
a. Finish Discussion
Assessment
- Collecting both worksheets will also help me to see if taking on the characters’ perspectives helped shape or change their views…the worksheets will also help me to see if they have relevant, sufficient, and strong textual evidence to support their claims
Name: _______________________
Taking Sides
Instructions: Read the statements below. For each statement, write whether you agree or disagree and tell why. You must also come up with 2-3 pieces of evidence FROM THE TEXT to support your claim.
Statement 1: People should do whatever it takes to accomplish their dreams.
Agree or Disagree: _____________________________________________________________
Why: _________________________________________________________________________
Evidence (facts, examples, experiences, expert opinions, etc.):
3. ________________________________________________________________________________________________________________________________________________________
4. ________________________________________________________________________________________________________________________________________________________
Statement 2: Life is fair.
Agree or Disagree: _____________________________________________________________
Why: _________________________________________________________________________
Evidence (facts, examples, experiences, expert opinions, etc.):
3. ________________________________________________________________________________________________________________________________________________________
4. ________________________________________________________________________________________________________________________________________________________
Statement 3: Inherited money should be equally split between family members.
Agree or Disagree: _____________________________________________________________
Why: _________________________________________________________________________
Evidence (facts, examples, experiences, expert opinions, etc.):
3. ________________________________________________________________________________________________________________________________________________________
4. ________________________________________________________________________________________________________________________________________________________
Statement 4: Finances should be left to the man of the house.
Agree or Disagree: _____________________________________________________________
Why: _________________________________________________________________________
Evidence (facts, examples, experiences, expert opinions, etc.):
3. ________________________________________________________________________________________________________________________________________________________
4. ________________________________________________________________________________________________________________________________________________________
Statement 5: People learn from their mistakes.
Agree or Disagree: _____________________________________________________________
Why: _________________________________________________________________________
Evidence (facts, examples, experiences, expert opinions, etc.):
3. ________________________________________________________________________________________________________________________________________________________
4. ________________________________________________________________________________________________________________________________________________________
Statement 6: How you act in a crisis shows who you really are.
Agree or Disagree: _____________________________________________________________
Why: _________________________________________________________________________
Evidence (facts, examples, experiences, expert opinions, etc.):
3. ________________________________________________________________________________________________________________________________________________________
4. ________________________________________________________________________________________________________________________________________________________
Statement 7: Love conquers all.
Agree or Disagree: _____________________________________________________________
Why: _________________________________________________________________________
Evidence (facts, examples, experiences, expert opinions, etc.):
3. ________________________________________________________________________________________________________________________________________________________
4. ________________________________________________________________________________________________________________________________________________________
Lesson Plan: Friday, November 18, 2011
Unit: “A Raisin in the Sun”
Overview
Students will finish the movie and then I will assign the final assessment project. I will have them read it over and then proceed to take any immediate questions.
Objectives
- Students will be able to view a film while noting similarities and differences between the play and the film
- Students will be able to listen to directions about the final assessment project and then will be able to formulate any questions they may have about it
Purpose
The purpose of this lesson is to view the rest of the play in film version so that students can analyze different perspectives of the play.
Instructional Sequence
1. Introduction
a. Go over any questions about Act III (end of book)
2. Film
a. Have students watch the rest of the film while keeping notes on their character
3. Explain final assessment projects
a. Handout the project description with rubric
b. Go over it as a class
c. Take any immediate questions
4. Wrap-Up
a. Homework: work on project and character charts; bring in any supplies for in-class time to work on Monday
Assessment
- Seeing how students talk about film in relation to the book can help me see that they can articulate similarities and differences
- Understand how students see this project by listening to and answering their questions
A Raisin in the Sun
Final Project
In the play, A Raisin in the Sun, Lorraine Hansberry, the Younger family represents a struggle to pursue the “American Dream.” The idea of the American Dream is making a better life for oneself. Everyone is supposed to have the same opportunities to pursue their own “American Dream”; however, the Younger family discovers that the “American Dream” is not everything they thought it would be. Each of you was assigned a member of the Younger family, to which you were asked to keep track of their dreams and limitations. Using your character charts as well as evidence from the play, you will complete one of these three projects.
Due Date: Tuesday, November 22, 2011
Option 1: Character Essay
This essay should give a thorough and insightful analysis of your character using textual evidence (quotes/events in the play). This essay should be five paragraphs typed (12 point, Times New Roman font with 1 inch margins), written in an organized essay format (intro, conclusion, no first person, no contractions, etc.) and should answer the following questions:
1. Describe your character and their personality. What words jump into your head at the thought of your character and you do you see these attributes revealed in the style or content of their speech?
2. What is your character’s role in the family? Don’t consider only their label (brother, sister, etc.) but how they work within the family; for example, are they a dreamer or a crusher of dreams? Do they work for personal benefit or for the good of the whole family?
3. What are your characters dreams and what limits your character from achieving those dreams? Try to go beyond the obvious (to open a liquor store, to be a doctor, etc.) and think about what these immediate and tangible dreams represent (you will only want to focus on one or two main dreams).
Option 2: Character Facebook Profile
Create a Facebook profile for your assigned character. You will take on the personality of your character and create a profile for them (you do not have to create an actual Facebook profile…a word document or poster board with the Facebook template will do just fine) You will need to use information from the play to decide what they would post or write.
You need to include the following on your character’s Facebook profile:
• A profile picture as well as 4 other pictures displayed on the profile (can be drawn or printed)
• A total of three status updates (with appropriate comments and likes) that tell about events that happened to your character in the novel
• An “info” section, complete with favorite music, favorite TV shows/movies, favorite books, favorite quotes, a “personality traits” section with at least 5 traits, a likes/dislikes section with at least 3 things in each category, and an “About Me” section highlighting their dreams/goals, why they might want these things, what limits them from living these dreams
• Profile must show personality traits, conflicts the character encounters, dreams/motivation/limitations, and the growth and development of the character. These things can be shown through the “Info/favorites” section, wall posts from other characters, status updates, mobile uploads, pictures with captions, etc.
• Any other category that is on Facebook that you can make relatable to the character (use your creativity)
Remember, the characters do not live in today’s world, so they would not use the same terms/slang you might use on a daily basis. Really embody the character when you are making your page.
You will end up with 2 pages: one page showing their wall and one showing their information. Feel free to use different colors and make the Facebook page personal to the character, but follow a similar template to Facebook.
Option 3: Character Collage
You will represent your character’s personality, dreams, struggles/limitations, mannerisms, attitudes, etc. through visual means. Your collage will include both images and quotes from the play in which the character expresses his or her deepest wishes. Your collage will be accompanied by a one-page essay explaining your character’s dreams and limitations. Your essay should include textual evidence to support your argument. Your collage should consist of images and quotes expressing your character’s dreams. Be sure your collage shows a great deal of thought, creativity, and effort/polish. Are there other forms of a collage you might use? Other elements besides magazine pictures?A shape for the whole collage that would be symbolic?A way to represent a character’s change over time?
Final Project Rubric
A Raisin in the Sun
Character Essay
Format
______/5 12 pt. Font, Times New Roman, 1-Inch Margins
______/5 Follows Formal Essay Format (intro, body paragraphs, conclusion, 3rd person…)
Content
______/10 Introduction is well-developed and ends with a clear and specific thesis statement
(main idea) about your assigned character
______/5 Each paragraph has fluid transitions that help the paper to flow as you read
______/45 Paragraphs are fully developed and well organized with your central idea (topic)
supported by the text
______/15 Body Paragraph 1 describes and analyzes your character and their personality (uses evidence from the play to support claims)
______/15 Body Paragraph 2 describes and analyzes your character’s role in the Younger family and how they work in the family (uses evidence from the play to support claims)
______/15 Body Paragraph 3 describes and analyzes your character’s dreams and limitations (uses evidence from the play to support claims)
______/10 Conclusion begins with rephrasing your thesis and restates the main points of your paper…it ends with a clear message for the reader to take away
Mechanics
______/5 Spelling is correct
______/5 No contractions or sentence fragments
Character Chart
______/10 Character chart is turned in with final project
Total: _______/100
Final Project Rubric
A Raisin in the Sun
Character Facebook Profile
A finished profile includes:
______/5 A profile picture with four other pictures throughout the profile
______/5 3 status updates that tell about events that happened to your character in the
play (include appropriate likes and comments from others)
______/35 An “Info” section
______/10 Favorites section (movies, music, TV shows, books, quotes, etc.)
______/5 Personality traits with at least 5 traits
______/5 3 likes and 3 dislikes
______/15 An “About Me” section that highlights the dreams of your character, why they want those dreams, and what prevents them from living those dreams
______/35 Facebook profile shows (in any form and anywhere on your profile):
______/5 Your character’s personality
______/15 Your character’s dreams/motivations/limitations
______/10 Your character’s conflicts with other characters
______/5 Your character’s growth/development
______/10 Profile is polished and shows thought, creativity, and effort
______/10 Character chart is turned in with final project
Total: _______/100
Final Project Rubric
A Raisin in the Sun
Character Collage
A finished collage highlights:
______/10 Your character’s personality/mannerisms/attitude
______/10 Your character’s dreams/motivations
______/10 Your character’s limitations
A finished collage includes:
______/10 Images that are relevant to your character
______/10 Quotes from the play that show your character’s personality, dreams, and
limitations
______/15 Collage is polished and shows thought, creativity, and effort
Supplemental Documents:
______/25 1-page reflection explaining collage and how it highlights your character’s dreams and limitations (uses textual evidence to support argument)
______/10 Character chart is turned in with final project
Total: _______/100
Lesson Plan: Monday, November 21, 2011
Unit: “A Raisin in the Sun”
Overview
Students will be given the entire class period to work on their projects as I walk around, answer questions, and look over any finished products.
Objectives
- Students will be able to work diligently and efficiently on their projects as they get feedback from their peers and from me
Purpose
For a big project, it is helpful to have class time to work in order to make final touches and ask me any questions. It also gives students a chance to share their work with their classmates.
Instructional Sequence
1. Introduction
a. Instruct students that they will be working on their projects al of class
i. Take out supplies (I brought extra in case anyone forgot)
ii. I will come around and answer questions
iii. If done, I will look over finished projects
iv. If finished early, work on other work or help a classmate with their project
2. Work Time
a. Walk around and answer questions
b. Look over any finished projects
3. Wrap-Up
a. Projects are due tomorrow…attach character charts and rubrics
b. Email me if you have any last minute questions
c. You can drop off projects in the classroom in the morning
Assessment
- By walking around, answering questions, and looking over finished projects while students are working, I can assess how well students understand the project
- The project itself will help me assess if students met my goals for this unit
Lesson Plan: Tuesday, November 22, 2011
Unit: “A Raisin in the Sun”
Overview
Students’ projects are due today. Students will be given the option to present their projects to the class for three extra credit points. We will spend class time presenting. If time permits, we will talk about our BE (better everyday) Goals and write out an action plan to move closer to our goals during break.
Objectives
- Students who present will be able to present their project clearly and coherently to the class while maintaining posture and voice when they speak
- Students who do not present will be able to listen attentively as their classmates present their projects
- Students will be able to articulate or write an action plan to move closer to their BE Goals over break
Purpose
The purpose of this lesson is to wind down before break, turn in their projects, and give them a chance to earn extra credit by presenting. This gives other students practice with listening respectfully while classmates present. Also, writing or articulating an action plan for their BE Goals will help students think about their goals over break and will allow them to move closer to achieving them.
Instructional Sequence
1. Introduction
a. Extra credit opportunity: 3 points extra credit if you present your project
i. If yes, hold on to your project
ii. If no, turn project in at the front of the room (essays in one pile, facebook profiles in one pile, and collages in one pile)
iii. NOTE: be sure name is on project and be sure you turn it in with rubric and character chart
2. Project Presentations
a. Take volunteers and record names for extra credit
3. BE Goal Refocus
a. What will you do over break to move towards your BE Goal (articulate or write)?
b. We will revisit this after break to see if you completed your action plan
4. Wrap-Up – Have a great Thanksgiving break!!
Assessment
- Through project presentations, I can see if students speak loud, clear, and coherently. I can also see their understanding of the play through how well they talk about it while presenting their project
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