Teaching Plan-Raisin in the Sun

Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISDUnit 10.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Go confidently in the direction of your dreams. Henry David Thoreau Introduction The teaching plans that follow for High School Thematic Unit 10.4 – Harlem Renaissance and Post World War II American Drama: A Raisin in the Sun were designed and written by Michigan educators to meet the English Language Arts High School Content Expectations. The plan is meant as a model or example of how teachers might help students meet the Michigan Merit Curriculum Course Credit Requirements for Grade 10. Coding in the left column of each page of the plan refers to the English Language Arts High School Expectations (4/06). The selections in this unit include: • • • • • • • • • • • • • • • • • • The Seven Habits of Highly Effective Teens, Sean Covey, 1998, Franklin Covey (Informational/Self-Help) (S/T 7 or 8 copies should be available for use in the jigsaw.) A Raisin In the Sun, Lorraine Hansberry, 1958, Vintage (Drama) (S) Story Tech Technique (http://education.unm.edu/EdPA/People/Harkins.html ) A Psalm of Life Henry Wadsworth Longfellow (Poetry) (A) Oh, the Places You’ll Go! Dr. Seuss, 1990, Random House (Poetry) (T) A Dream Deferred and Dreams Langston Hughes(Poetry) (A) Walden, Henry David Thoreau, excerpt: paragraph 5 from “Conclusion” at http://thoreau.eserver.org/walden00.html (A) “What is the American Dream?” http://memory.loc.gov/ammem/ndlpedu/lessons/97/dream/thedream.html (A) Wikipedia on the American Dream, http://en.wikipedia.org/wiki/American_Dream (A) “Who Wants to Be a Millionaire” http://www.americansc.org.uk/Online/American_Dream.htm (A) This I Believe, Jay Allison and Dan Gediman, Editors, 2006, Henry Holt www.thisibelieve.org (A) Lorraine Hansberry Biography Information – (http://voices.cla.umn.edu/vg/Bios/hansberry-larraine.htm (and A) Langston Hughes Biography Information – (www.americaslibrary.gov/cgibin/page.cgi/aa/hughes (and A) Dr. Seuss and Mr. Geisel: A Biography Judith and Neal Morgan, 1995, Random House (Biography) (T) Our Greatest Fear Marrianne Williamson (Poetry) (A) Hope is a thing with feathers –Emily Dickinson (Poetry) (A) Sympathy – Paul Laurence Dunbar(Poetry) (A) Self Reliance Ralph Waldo Emerson (Essay) (A) 1 ELA HS Unit 10.4 - A Raisin in the Sun - Teaching Plan ©Macomb ISD 2007 Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD Unit 10.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan • Two Kinds (excerpt from The Joy Luck Club) – Amy Tan, 1989 , Vintage House, (Novel) (A) • I Am Not My Hair and There’s Hope by India Aire, 2006 Motown Records, Testimony Vol. I Life and Relationships (http://umrg.com/artist.aspx?aid=426)/ (http://music.aol.com/artist/indiaarie/475170/main) (A) Links for Life=Risk • Life=Risk video http://www.bluefishtv.com/ProductDetails.aspx?cid=1005&id=1378&f=s1m&cc=&csc= &ldr=&s=famous%20failures • http://vnweb.hwwilsonweb.com/hww/shared/shared_main.jhtml?_requestid=79541 • www.history.com • http://web.mel.org/SPT--BrowseResourcesNewMeL.php Below is a subscription site to Grolier online, ask you librarian for a password. • http://auth.grolier.com/static/invalid_login.html Below is the link to the Internet Public Library. • http://www.ipl.org/ • http://www.biography.com/ Links for Raisins to Reality • www.remax.com • http://www.bloomberg.com/invest/calculators/mortgage.html • http://www.realliving.com/RC/Buyer/PotentialAdditionalCosts.aspx • http://smallbusiness.yahoo.com/r-article-a-2315-m-1-sc-8how_much_does_it_really_cost_to_start_a_franchise- i • http://www.chicagoeducation.com/?WT.srch=1&WT.mc_n=edu_google_chicago_re_chi edu_200609 • www.careercrusing.com • http://www.4woman.gov/faq/prenatal.htm • http://www.aap.org/research/pedmedcostmodel.cfm • http://www.extension.umn.edu/distribution/businessmanagement/DF5899.html • http://www.womenshealth.gov/faq/prenatal.htm#b • http://www.guidetohealthinsurance.org/HIWHY.HTM • http://www.nutritionexplorations.org/educators/whyteach.asp T = One copy needed for teacher read aloud S = Provide a copy for each student A= In unit Appendix A critical literacy skill developed through the lessons in each genre unit, is fluent oral reading. Many activities are included which help teachers and students become increasingly more proficient in oral reading for an audience. The inclusion of the reader’s theater, choral reading and paired reading are intentional; it is expected that time will be spent practicing and perfecting 2 ELA HS Unit 10.4 - A Raisin in the Sun - Teaching Plan ©Macomb ISD 2007 Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD Unit 10.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan oral reading skills. Students need opportunities to read text like the author intended it to be read. They should be taught to pay close attention to punctuation, dialogue, sentence rhythm, etc. so they can read with proper intonation, pace, and emphasis. Students should also hear oral reading only when it has been practiced and reflects the author’s message. For all of these reasons, teachers and students should practice reading any text before reading to an audience. Cold reads for either students or teachers are not appropriate. These plans were written by a group of grade level educators who all know that as teachers we take lesson plans like these and add our own special touches to make them better and better suited to our students. The reading selections and writing assignments were chosen by grade level educators for their appeal to students’ interests. The times given are suggestions, as is everything else in these lesson plans. In accordance with the Michigan Merit Curriculum, the educators who have contributed to these units have as their goal engaging and effective units of instruction which include: • appropriate content expectations • student goal setting and monitoring of progress • a focus on big ideas that have great transfer value • focus and essential questions that stimulate inquiry and connections • valid and relevant skills and processes • purposeful real-world applications • relevant learning experiences • varied and flexible instruction for diverse learners • research-based instructional strategies • explicit and systematic instruction • adequate teacher modeling and guided practice • review and application of new knowledge • opportunities for revision of work based on feedback • student evaluation of units • culminating celebrations Instruction must be relevant to today’s rapidly changing world and must spark student interest through engaging texts and activities, as well as, real- world learning experiences. The over-all goal of the units is: Students will develop effective communication and literacy skills through rigorous and relevant units of instruction and engaging learning experiences by focusing on four key dispositions: o Inter-Relationships and Self-Reliance o Critical Response and Stance o Transformational Thinking o Leadership Qualities 3 ELA HS Unit 10.4 - A Raisin in the Sun - Teaching Plan ©Macomb ISD 2007 Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD Unit 10.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan The Michigan Merit Curriculum features essential questions to accompany each of these four key dispositions. Each unit features some or all of the essential questions for the featured disposition as each essential question relates to the unit selections. The plan was developed to take advantage of what each unit text offers for meeting the Michigan English Language Arts High School Content Expectations, including opportunities for direct instruction of text characteristics and features, reading and writing strategies, and on- going literacy development including vocabulary and grammar. Permission is granted only to teachers in the district purchasing these documents to reproduce pages from this teaching plan and appendix for classroom use. 4 ELA HS Unit 10.4 - A Raisin in the Sun - Teaching Plan ©Macomb ISD 2007 4 Note to Teachers: The disposition for 10th Grade from Michigan Merit Curriculum is "Critical Response and Stance. You will also be sharing information from a self.g.Teaching Plan ©Macomb ISD 2007 . 1. Ten years ago you and these close friends you are about to meet again were having a serious discussion about your individual dreams or vision for your future.3.help book on how to realize dreams and life goals and sharing information on what you believe is or will be most important in your life. whether or not the dream is fulfilled.4. We want students to take a critical (characterized by careful analysis and judgment) stance (a selective attitude about what is to be retained from reading. 1.2. You have come to your old favorite pizza place in your home town for a planned reunion with a few of your friends from high school. 1. reading and writing about characters in a play and authors of poetry. Introduce this unit by telling students that together you will be talking. articles and essays who have dreams for their lives." (Webster's New World Dictionary.) and ask them to place themselves in the future and respond to the scenario briefly: It’s (today’s date ten years hence.2. e. 1991).3. At times it’s just the dream itself that gives meaning to their lives. 4.2. Jot down some notes to share with your friends when they arrive: 5 ELA HS Unit 10.html ) would position students to think about their dreams/vision for their futures.5.1. 3. In StoryTech.4 . 2. Reflect on your progress in your journey toward realizing your dreams/vision and on the positive steps you have taken toward your goal.3. We want students to become critics .1. etc. you present a future scenario to students (See below and Appendix #1.unm. March 5.1. 4.ELA High School Unit – Macomb ISD Unit 10."who form and express judgments of people or things according to certain standards or values.A Raisin in the Sun .2.). These characters/authors spend their lives trying to realize their dreams.edu/EdPA/People/Harkins. Prentice Hall.1. 4. 2017).2. Note to Teachers: Using a technique called StoryTech from Arthur Harkens (http://education. You are early and have time to reflect and write some notes to share with your friends who will be arriving soon.2. 1.2.Learning Life’s Lessons through Literature . In this unit we ask students to judge the actions of characters in a play (A Raisin in the Sun) and also reflect on their own journey toward their life dreams/vision using a number of lenses: • • The Seven Habits of Highly Effective Teens by Sean Covey The American Dream as defined in a number of sources.2. The discussion was so good that you agreed to meet at this location in ten years to check with each other on your progress toward realizing your dreams/vision." As you teach this unit. please keep this disposition in mind.1.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Day 1 Speaking/ Listening (35 minutes) CE1.1. Discuss with students what they might have to do to realize their dreams and what they might choose not to do (self-defeating behaviors) because doing so might ruin their chances to realize their dreams/visions. • where you are.ELA High School Unit – Macomb ISD Unit 10. • marriage and children. maybe like: • further education – trade school. • owning you own home and/or business.3. as it may be the critical piece missing in so many teen lives. This survey could serve as a first step in creating that link. armed services.this is just brainstorming for the discussion and writing to follow. • what you are wearing. have them complete the survey: “THINGS TO THINK ABOUT FOR YOUR FUTURE. the vision of what our individual futures will be like in ten years. Make this activity brief . • making it big in the world of sports or entertainment.3. write about: (10-15 minutes) • your progress toward realizing the dreams/vision you talked about ten years ago. and • the way you are feeling. You might begin with something like.) Engage students in a discussion around the following: We all have dreams for our future.2. It is important that we make links between what we’re doing today and the dreams or vision we have for our future. CE2. (NOTE: This may well be a point you may want to emphasize.” (See Appendix #2a-b. Now.3.4 . • having a great job and earning enough money to lead a comfortable life. for example. 2. the first 2.2.) Ask students to think about the future they envisioned and the survey they have just completed as they respond to the following writing prompt.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan First describe: (2 minutes) • what you look like. and/or • becoming the kind of person you want to be. but you might model for them by talking about physical changes like losing or gaining weight.6.3. 2. etc.Teaching Plan ©Macomb ISD 2007 . What have you accomplished? Encourage students to place themselves firmly in the future. college.minute segment of writing usually accomplishes this. “Is there something you want or plan to do with your life? Do you have dreams/visions. • making a difference in the world. 2.Learning Life’s Lessons through Literature .1 To get students thinking practically about how to realize their dreams for the futures they have just envisioned. we also have “today” – how things are now in our lives. Their responses might include some or all of the following: 6 ELA HS Unit 10.A Raisin in the Sun . a future occupation.Learning Life’s Lessons through Literature . Dreams can be about relationships. and/or future life goals.1-1.8 Have students write about their dreams for their lives. Write about the theme: My Dream for My Life Do one of the following: Ø Describe your dream for your life and tell how you plan to realize your dream. Dreams can give people a reason to live and lend meaning to life. freewriting. OR Ø Tell how a person you admire has worked to realize his/her dream. clustering.1. 7 ELA HS Unit 10. or from your imagination. OR Ø Persuade the reader that having a dream and working toward that dream are important in life.4 .4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan What to do… • doing well in school so you can get a high school education • getting job experience • researching what you would need to learn to get the job of your choice • reading about people who have led the kind of life you’d like to lead— how did they manage to keep their lives on track? What not to do… • blowing off educational or job-related opportunities • getting involved with people with negative attitudes or self-defeating behaviors Writing (20 minutes) CE1. outlining.A Raisin in the Sun .Teaching Plan ©Macomb ISD 2007 . (See Appendix #3. or writing your rough draft. Your writing will be read by interested adults. Walt Disney said that if you can dream it you can do it. Use examples from real life. from what you have read or watched. cross out the error and write the correction above or next to it. Dreams can be like beacons – leading a person on the journey of life.ELA High School Unit – Macomb ISD Unit 10. If you need to make a correction. Use the paper provided for notes. OR Ø Write about the theme in your own way.1.) Directions Dreams are important in people’s lives. Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD Unit 10.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan You should give careful thought to revision (rethinking ideas) and proofreading (correcting spelling, capitalization, and punctuation). Use the checklist and rubric to help improve your writing. (Optional: You may use a dictionary, thesaurus, spelling book and/or grammar book.) CE 1.1.1 CE1.1.2 Remind students that when we write, we go through steps known as the writing process: Brainstorming Brainstorming is thinking and talking about the topic or theme of the writing and relating it to your own personal life. Brainstorming is asking questions like: “What is my dream for my future? How do I plan to realize my dream? What specific steps will I have to take to get what I want in life? How should I organize my writing? (outline, list, graphic organizer and/or sequencing by chronology or by importance) CE1.1.3, 1.1.4, 1.2.3, 1.3.1 Drafting Drafting is getting ideas down on paper and trying to organize them. Drafting is asking questions like: “How will I start my writing to get my reader to want to read it? What details, examples, anecdotes, and/or explanations should I write to show my reader what my dream for my future is and how I plan to accomplish my goals? How shall I end my writing?” CE1.1.5, 1.1.6, 1.1.7, 4.1.1 Revising Revising is the real work of writing and begins when the writer makes sure that the writing has everything it should have, that it will appeal to the reader (audience) and tell or prove what it is supposed to do (accomplish the purpose). Revising is asking questions like: “Will my reader (audience) know what my point (purpose) is? Is my point or central idea clear and connected to the theme or topic? Have I given important and relevant details, examples, and/or anecdotes to support my point? Is my writing well organized with a beginning that makes my audience want to read on, a middle that makes and supports my point, and an end that satisfies my audience? Have I used interesting words and a variety of sentence lengths and types to engage my reader?” 8 ELA HS Unit 10.4 - A Raisin in the Sun - Teaching Plan ©Macomb ISD 2007 Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD Unit 10.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan CE1.1.8, 4.1.1 Proofreading and Editing Proofreading and editing mean making sure that the audience can read and understand the words and the point. Proofreading and editing involves asking questions like: “Have I checked and corrected my spelling, punctuation, and capitalization to help my audience understand what I have written? Have I read my work to a friend or myself to make sure it sounds good? Have I looked my writing over to make sure that it’s neat and it invites my audience to read it?” Publishing Publishing is putting writing in its final form for an audience. Publishing involves asking: “Is my final copy just the way I want my audience to see it?” As you guide students through each step of the writing process, remind them of the steps and the questions to ask. If time permits in this session and students have had enough brainstorming time, have students begin their drafts. Go over the writing prompt (See Appendix #3.) emphasizing the introduction and emphasizing that after brainstorming, students should choose one part of the prompt to write to. Encourage students to make notes on the prompt page and circle or underline the part of the prompt they have chosen. Students will continue drafting during writing time. Circulate and encourage students as they draft. You might have students finish the draft as homework. 9 ELA HS Unit 10.4 - A Raisin in the Sun - Teaching Plan ©Macomb ISD 2007 Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD Unit 10.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Day 2 Speaking/ Listening (25 minutes) CE1.1.7, 1.3.7 Students may need to continue to work on their drafts. Give students the opportunity to peer-edit their “My Dream for My Life” papers with a partner. Set this activity up by briefly modeling with a student a procedure for peer-editing: Each partner will read aloud his/her draft to the other who will listen carefully thinking of the following questions (See Appendix #4.): • • • • • • Is the central idea or point of the writing clear? Is the central idea or point supported by important and relevant details, examples, and/or anecdotes? Does the writing begin with an interesting and engaging lead, continue with a middle that supports and develops the point, and conclude with an ending that summarizes the point? Is the writing interesting with engaging words and different sentence lengths and types? What do I as the listener, think is good about the writing? Do I have questions and/or suggestions for the writer? Have the student read aloud his/her draft, then model posing the above questions and answering them with the student. Then tell students that the other student would read his/her writing aloud and the process will repeat. Give students the opportunity to peer-edit in partners for the remainder of the time. Tell them they will have more time in the next session. Writing (30 minutes) CE1.1.5, 1.1.6, 1.1.7, 4.1.1, 1.1.8, 4.1.5, 2.3.8 Students who have successfully finished peer-editing, should make revision changes to drafts and edit and proofread. Have students use the rubric (See Appendix #5.) and the checklist: “Review of Writing: Publishing Final Copy.” (See Appendix #6.) During this session students should make a final copy and proofread again using the “Review of Writing” Checklist. (See Appendix #6.) CE1.2.4, 1.1.5, 2.3.2, 2.3.5, 2.3.6, 2.3.7 Reflecting on Reading and Writing: An important goal of this unit is for students to reflect on their growth as readers and writers. As readers, listeners and viewers, students should be encouraged to engage in self-assessment while monitoring their comprehension and using a variety of strategies to overcome difficulties when constructing and conveying meaning. Students should be encouraged to keep a log of what they read and view independently based on their own interests. Provide opportunities for students to participate and reflect on their 10 ELA HS Unit 10.4 - A Raisin in the Sun - Teaching Plan ©Macomb ISD 2007 Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD Unit 10.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan participation in book talks, literature circles and film clubs. Also, have students start keeping a portfolio or collection of the writing they do during this unit by including the writing to this prompt in their portfolio. They should keep all writing – Quick Writes, answers to Focus Questions, Think-Write-Pair-Share notes. etc. – so that they can periodically look over their writing to assess strengths, weaknesses and development as a writer. 11 ELA HS Unit 10.4 - A Raisin in the Sun - Teaching Plan ©Macomb ISD 2007 ” The goal of using “supporting text” is to help students better understand the themes and essential questions of the unit. and/or • text connected to the anchor text at an abstract level. 2. Slater.1. The linking text or texts reflect one or more of the characteristics below and lead to the identified disposition of the unit – Realizing The American Dream: • discrepant text that results in seeing the big idea from a totally different perspective. Seuss. dates. editor.1. facts.2. specifications. and conclusions. Graves and Wayne H.) Finally. You might use the following definition: • “The main function of expository text is to present the reader information about theories.1. (Optional: We will be sharing Oh. • different genre or medium that mirrors the theme or big idea of the anchor text in another form. predictions.” (Michael F. K. This book is in poetic form and is also on the subject of reaching one’s dreams.1 12 ELA HS Unit 10. discussing and reflecting on “supporting text that extends or embellishes the big ideas or themes in the anchor text. • supporting text that extends or embellishes the big ideas or themes in the anchor text. Denise Muth.) CE3. Before sharing with students on The Seven Habits of Highly Effective Teens by Sean Covey. The excerpt from The Seven Habits of Highly Effective Teens by Sean Covey will give students guiding principles for realizing their dreams/visions.Learning Life’s Lessons through Literature . we will be reading and sharing Lorraine Hansberry’ s play.A Raisin in the Sun . generalizations.9 NOTE TO TEACHERS: You will now be sharing linking text(s) with students.Teaching Plan ©Macomb ISD 2007 .4 Introduce the rest of the unit by saying something like. The book is The Seven Habits of Highly Effective Teens by Sean Covey. informational text. 3. in which character’s lives are driven by their dreams. IRA. 2.2. briefly review with them what they might expect from the genre.1. CE3.ELA High School Unit – Macomb ISD Unit 10. After students have reflected on and written from their own perspective about dreams/visions. limitations.4 . 1989.8.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Days 3 and 4 Reading/ Speaking/ Listening (55 minutes x 2) CE2. “Research on Expository Text: Implications for Teachers” in Children’s Comprehension of Text.1.1. the Places You’ll Go! by Dr. We will read and discuss a Henry Wadsworth Longfellow poem that encourages the reader to “Just Do It” – go out and pursue your dream. they will further explore the themes and essential questions of the unit through reading. persons. A Raisin In the Sun. “You have just written about your dreams for your life. You’ll now be reading and discussing selections from a book that will help you realize your dreams and become a happy and successful adult. You will be dividing your class into seven groups .1. • shows what is and is not important.A Raisin in the Sun .4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan and elements : • gives information.ELA High School Unit – Macomb ISD Unit 10.) Either by stopping as you read or discussing after reading. Use the words in parenthesis in Focus for Listening above if you find them helpful. Teacher reads aloud “The Personal Bank Account” pp. “The Personal Bank Account” with students. sharing and thinking about The Seven Habits of Highly Effective Teens by Sean Covey through a process called jigsawing that encourages a group students to become experts on one section of text then share their expertise with the rest of the group so that all comprehend the text. especially when you are honest when others are not being honest.) o Renew Yourself (Renew yourself by finding a special place. from The Seven Habits of Highly Effective Teens by Sean Covey. Students would benefit from recording information on the student bookmarks as they read CE2.) o Tap Into Your Talents (Find your talent.) o Be Honest (Honesty builds strength.one for each habit of highly effective teens. You might wish to try the activities suggested on pages 45-46.1 informational text. a hobby or a special interest.) 13 ELA HS Unit 10. Learn to love yourself.Teaching Plan ©Macomb ISD 2007 . exercising. Then follow the directions below for the jigsaw activity: (See Appendix #7a. even those you may not know well. be nice to others.4 . and • often uses narrative(story) elements to make it interesting.) Jigsaw with The Seven Habits of Highly Effective Teens. 31-46. You might use Appendix #9a-b to review informational text. • gives necessary explanations to understand the information. You will be modeling the process by sharing the introduction. go through the content of the chapter. etc. Sean Covey: You and your students will be spending the next two days reading. Focus for Listening: Try to understand the advice the author is giving from the examples he uses: • Inside Out (changing from the inside out) • The Personal Bank Account (how one feels about one’s self): o Keep Promises to Yourself (Keep commitments to yourself.Learning Life’s Lessons through Literature .) o Be Gentle with Yourself (Be patient with yourself. journaling. (See Appendix #9b.) o Do Small Acts of Kindness (In small ways. Supplies: 7 White or Cream Poster Boards Colored Markers Scissors Sticky Tack or 2-Sided Tape Lesson: 1.) 4. 5. Habit 6 Definition – There is power in numbers. Habit 5 Definition – Make sure you understand what people tell you. Students design a symbol for their assigned habit. (Remind them of familiar logos.Teaching Plan ©Macomb ISD 2007 .ELA High School Unit – Macomb ISD Unit 10. 7. and share with the class the characteristics of that habit. synthesize. Examples: Habit 1 Definition – Do something positive to ready yourself to accomplish your goal. The Poster design will allow room for sticky note additions of examples from text and life during the course of the unit. 3. Students read.Learning Life’s Lessons through Literature .4 . (NOTE: Clarify the distinction between making choices based on values and simply reacting emotionally to situations. Poster boards are mounted to wall to act as a dialog wall for this unit. Habit 4 Definition – Be positive that everyone can achieve a goal even when the goals are in conflict. and synthesize a working definition of their assigned habit. Accept others’ help. Students put definition and symbol on ? of the poster board. Habit 3 Definition – Plan an order of importance and start at the beginning. Have students cut the definition and symbol edge of the poster board in order to provide visual interest. 14 ELA HS Unit 10. Groups report out to class using their definition/symbol poster to teach their assigned habit. Break class into 7 groups 2. (Optional) 6. discuss.A Raisin in the Sun .4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan 7 HABITS JIGSAW Purpose: This Jigsaw is designed for groups to produce a poster board with a working definition and illustrated symbol for an assigned habit in order to learn. Habit 7 Definition – Take care of yourself regularly.) Habit 1 Symbol – Silhouetted head in front of a computer screen with “job description” visible Habit 2 Definition – Figure out what your life goals are. 3.4.5. give advice meant to improve a person’s quality of life. (The danger there would be that the teacher needs to check the stories/examples carefully in advance so that the students are not directed down the wrong path by a misinterpretation from other students. posing appropriate questions.6 Before students share their group work. so getting as deep and as correct an understanding conveyed as possible is important.2.1. the genre. The power of story could help. argue or describe rather than to entertain.ELA High School Unit – Macomb ISD Unit 10. • notice cues such as change of pace and emphasis that indicate a new point is about to be made. CE3.help books. • provide verbal and nonverbal feedback. 2.) To check for understanding. ask for a 1-2 sentence written explanation from each student for each habit. it will be necessary to clarify until all students understand all Habits. 2.2. remind them of the importance of being attentive and civil. as the name implies. Definition: • Informational text is “…designed primarily to explain. You might ask the students to relate a story/example that Covey shares and explain why they think it serves to explain the habit? Or students might come up with a story of their own as an example. • ask relevant questions. The Literacy Dictionary. et al. Optional : As time permits after presentations and discussion.2.) that will be used throughout the unit to keep track of the characters’ (from A Raisin in the Sun) use or failure to use the 7 Habits to reach their dreams. 2.Teaching Plan ©Macomb ISD 2007 . Part of the success of the 7 Habits section depends on students’ understanding of the habits. use Appendix #9a-b to introduce or review with students. 1995) 15 ELA HS Unit 10. and tolerating difference of opinion and lack of consensus and remind them how they might enhance their own listening comprehension: (See Appendix #7b.1.4. gaining the floor politely.1. Self. IRA.4 . Informational Text (Selfhelp) using The Seven Habits of Highly Effective Teens by Sean Covey as an example: Genre: Informational Text Informational text gives factual information on a specific topic or event.A Raisin in the Sun .4.Learning Life’s Lessons through Literature .1.11. 2.” (from Harris.) • monitor message for clarity and understanding. and • take notes to organize essential information. If some or all students do not show understanding of a Habit. The symbol creation will help the students who create the symbol to solidify their understanding.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Note to the Teacher: The posters the students have created will become Data Walls (See Appendix #8. but the other students may need more help in internalizing the Habits.1. 2. 1990. dates. Graves and Wayne H. K. accurate illustrations • Captions to describe photographs. predictions. and • often uses narrative(story) elements to make it interesting. Nonfiction Matters. limitations. Denise Muth. (from Barbara Reed and Elaine Weber. specifications.) Purpose: • To acquire information • To satisfy curiosity • To understand our world more fully • To understand new concepts and expand vocabulary • To make connections to our lives and learning • To write good nonfiction • To have fun (from Stephanie Harvey. • shows what is and is not important.” (Michael F. Expository Text: What Is A Teacher To Do? ABC Publishing. and conclusions. etc. Slater. • gives necessary explanations to understand the information. persons.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan • “The main function of expository text is to present the reader information about theories. 1989. 1998) Form and Features: Informational text uses a number of forms of organization including: • Sequence of events • Description by categories • Process description • Comparison/contrast • Problem and solution • Cause and effect Informational text… • gives information.A Raisin in the Sun . generalizations. • Maps and diagrams • Glossary (words with definitions) • Footnotes • Bibliographies 16 ELA HS Unit 10.ELA High School Unit – Macomb ISD Unit 10.Learning Life’s Lessons through Literature . illustrations.4 . IRA.Teaching Plan ©Macomb ISD 2007 . “Research on Expository Text: Implications for Teachers” in Children’s Comprehension of Text. editor. facts. Stenhouse.) Informational text may have some or all of the following features: • Table of contents and index • Photographs and realistic. OR This lesson could also be presented as a think-pair-share activity (See Appendix #13. and gives examples of how teenagers might become successful. 3. and a bibliography.) (See Appendix #11. realistic and humorous illustrations.2. explains.2. Readers who purchased the book would want to know how they might use the advice in the book to become successful. The book describes. an appendix. Have a discussion. you might include: • • • • • The Seven Habits of Highly Effective Teens by Sean Covey is written to be the ultimate teenage success guide. asking students paired from two different habit groups to identify aspects of the text that fit the characteristics of the genre. Then the class discussion could draw the ideas together.2.Teaching Plan ©Macomb ISD 2007 . The selection includes a table of contents and index. 3.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Ask students how they think The Seven Habits of Highly Effective Teens by Sean Covey fits into the category of Informational Text/Self.Learning Life’s Lessons through Literature .3. It gives information and satisfies our curiosity.A Raisin in the Sun .4 .3 As time permits. Note: This lesson could also be presented as a think aloud (See Appendix #10.ELA High School Unit – Macomb ISD Unit 10.1. in mournful numbers. The selection is organized by cause/effect – how to reach the goal of being successful.Help.) using the above.) Focus for Listening/Reading: What is Longfellow’s message? How does he get across his message? What does Longfellow suggest about how to approach our lives? Henry Wadsworth Longfellow (1807-1882) A PSALM OF LIFE WHAT THE HEART OF THE YOUNG MAN SAID TO THE PSALMIST TELL me not.). 17 ELA HS Unit 10. read and discuss the following Longfellow poem (that encourages the reader to “Just Do It” – go out and pursue your dream. Life is but an empty dream! — For the soul is dead that slumbers.3.1. CE3.1.1. 3. 3. diagrams and tables. In the world's broad field of battle. leave behind us Footprints on the sands of time . Is our destined end or way. Life is real! Life is earnest! And the grave is not its goal. A forlorn and shipwrecked brother. then. Was not spoken of the soul. and Time is fleeting.A Raisin in the Sun . and not sorrow. Dust thou art.Learning Life’s Lessons through Literature . And our hearts.Teaching Plan ©Macomb ISD 2007 . still pursuing. that each to-morrow Find us farther than to-day. But to act.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan And things are not what they seem. And.— act in the living Present! Heart within. Art is long. be up and doing. Be not like dumb. howe'er pleasant! Let the dead Past bury its dead! Act. Sailing o'er life's solemn main. Not enjoyment. Footprints. driven cattle! Be a hero in the strife! Trust no Futur e. that perhaps another. departing.4 . like muffled drums. With a heart for any fate. to dust returnest. Learn to labor and to wait. Seeing. though stout and brave. Still. Still achieving. In the bivouac of Life. are beating Funeral marches to the grave.ELA High School Unit – Macomb ISD Unit 10. Let us. shall take heart again. and God o'erhead! Lives of great men all remind us We can make our lives sublime. 18 ELA HS Unit 10. ) This level is simply using the student’s words to say the same thing that the poet says. To act.2. 3. 3.” If we do.3.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan With students. using their names. • Level 3: What might the poet be suggesting about the world beyond the poem? This level uses terms such as “mankind” or “people.” Return to the poem when you introduce The American Dream.4. discuss the Focus for Reading/Listening questions above: What is CE3. raise them up out of the commonplace. OR Use Appendix #12 to help students analyze the message of the poem employing the following procedure: • Level 1: What is the poet actually saying here? (Restate in your own words. don’t just sit around and wait to win the lottery.2. no matter what the result (“with a heart for any fate”) leads to accomplishments that downhearted people coming after us might use as inspiration (“take heart again”). • Level 2: What does that mean? (Explain the poet’s meaning within the poem. Longfellow’s message? (Maybe. accumulating years until we die—adding up “mournful numbers. He suggests that we need to do more than sit back and passively accept the direction of others “like dumb.) This level is still within the poem.6 do something positive to realize your dreams/vision – “Just do it!!!!”) How does he get across his message? Longfellow advises us to act. 3. we can elevate our lives.Teaching Plan ©Macomb ISD 2007 .ELA High School Unit – Macomb ISD Unit 10.Learning Life’s Lessons through Literature .” We need to do something with our lives.4 .2.A Raisin in the Sun . and ask students to reflect again on Longfellow’s message. especially since our heartbeats carry us ever onward toward our deaths (beating “funeral marches toward the grave”). driven cattle. Use Appendix #12 to help students analyze the message of the poem. 3.1. to do something with our lives—not just sit around aching for that “empty dream” (the lottery that we never eve n enter).2. 19 ELA HS Unit 10.1. talking about the people in the poem. 2. the Places You’ll Go! by Dr.7.2.1. • You’ll solve your problems.1. sometimes even without thinking about it. 3. somehow you’ll get out of bad situations. These strategies include: • asking questions • visualizing • determining importance • synthesizing • inferring • making connections 20 ELA HS Unit 10. • You’ll balance your life. 2. Oh. • You’ll be successful because you have it in you to be famous. Have a discus sion of the advice given by Dr.2.Learning Life’s Lessons through Literature .2. This might be a place to talk about people who persisted despite failures and thus succeeded—like Abraham Lincoln. Read Oh. Seuss. the Places You’ll Go!.) You might say something like: “As we go through the unit. we will be learning and using the strategies good readers use. Probably you use many of these strategies.Teaching Plan ©Macomb ISD 2007 .ELA High School Unit – Macomb ISD Unit 10.2.1.12. 2.1. is also about the importance of dreams to a person’s success and happiness in life. the Places You’ll Go! by Dr. Dr. 2. Focus for Listening: Listen for the advice Dr. • You’ll decide the best place(s) to go. (It’s important to acknowledge the lumps and bumps along the way—the down times. Seuss aloud with expression. but we will pay attention and talk about them often.4 . • Even if you are confused and in a bad place.1.4 Optional Day(s) Tell students that you are now going to read a book in poetic form by an author they will probably recognize. rather than letting a problem defeat us.3.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Reading/ Speaking/ Listening/ Writing (55 minutes x 2) CE2. stopping to show the illustrations. the Places You’ll Go!. Seuss is giving for a happy and successful life. The discussion might include: • You know what you want and can decide where you’ll go. (See Appendix #10 for Think Aloud procedure. • “You’ll move mountains!” • And sometimes you won’t. Seuss using strategies from Strategies That Work by Stephanie Harvey and Ann Goudvis. ask students for their reactions to the book. 3.) Model how someone might go through Oh. Seuss. After reading aloud Oh.2. Sometimes succeeding is simply a result of having gotten up one more time to try.A Raisin in the Sun . • You’ll see great sights and go places fast. This book. 21 ELA HS Unit 10. especially the part about bringing balance to my life. I think he wrote this to give the advice and support that should be given to all graduates. Seuss has been to graduations as I have and has been bored by the speeches.Learning Life’s Lessons through Literature .4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan I will explain each of these strategies and show how I would use the strategies as I read or listen to and view Oh. . and I have heard a lot of speeches.‘You have it in you to be successful. I think that I can benefit personally from Dr. It is using what you know to figure out what the author does not come right out and tell you.Teaching Plan ©Macomb ISD 2007 .4 .ELA High School Unit – Macomb ISD Unit 10. I said to myself. Seuss: • Asking questions means stopping while reading to ask questions like.” Let students know that you will continue to remind them to use these strategies as they read and listen. I might ask myself. I was saying to myself. ‘I’ve been to graduations before. the Places You’ll Go! by Dr.’ . to help me understand what I read better. • Synthesizing means combining new ideas from what I have read with what I already know to learn something that will help me understand a story or my own life better.‘You can balance your life and be successful. even the difficult ones. ‘What are the three most important pieces of advice in the speech?’ I would reply.’ • Determining importance is asking what is most important in a story as opposed to the details. Tell them that you expect that they will use these strategies to improve their comprehension.’ • Inferring means ‘reading between the lines’ or filling in ideas and meaning that the author leaves out.’ .‘You can solve your problems. I found out that it was written as a graduation speech. Before I opened the book.A Raisin in the Sun . Seuss might write a book like this? By reading the blurb on the inside of the book jacket. Seuss’s books in the past. ‘Why Dr. ‘What will happen next?’ or ‘Why did that person do that?’ I wondered. other stories I have read and/or what I have experienced and know about the world. Seuss’s advice. I think that Dr. ‘I can see in my mind what the illustrations will be like because I’ve read so many of Dr.” • Visualizing means to make pictures in your mind about what’s going on in the story so you can understand the story better.’ • Making connections means putting things together from what I know. but I would have enjoyed hearing that nice short rhyming speech. the Places You’ll Go! by Dr. Dr. Seuss. where.) Remind students briefly that a retelling should include: • Basic selectio n elements of who. ask students to share with a partner (Think-Write-PairShare) (See Appendix #13.A Raisin in the Sun .Learning Life’s Lessons through Literature . the Places You’ll Go! as a graduation speech.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Option: As time permits. he gives the following advice to graduates and anyone else who is reading it: (1) You have it in you to be successful. • Logical order or organization.) then whole group about how they used the six strategies or could have. (3) You can balance your life and be successful. Seuss wrote Oh.ELA High School Unit – Macomb ISD Unit 10. In this speech. See Appendix #15 and 16 for a retelling procedure and a scoring rubric. I think he has given good advice. when. what. 22 ELA HS Unit 10. (2) You can solve your problems. even the difficult ones. Teacher models a retelling of Oh. and why. how. and • Your own words and maybe words from the selection to show you understand the selection.4 .) (See Appendix #10 for Think Aloud procedure. (See Appendix #14. as they listened.Teaching Plan ©Macomb ISD 2007 . Write the title “A Raisin in the Sun” on the board.3. Tell students that titles are very important because they incorporate the big ideas of the work. After they complete that activity. Based on the poem “A Dream Deferred” and the title of the drama. 3. If you would like students to read the poem.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Day 5 Listening/ Speaking (25 minutes) CE3.ELA High School Unit – Macomb ISD Unit 10.2.Teaching Plan ©Macomb ISD 2007 .1. Focus for Listening/Reading: What is Langston Hughes’ point – what question does he pose about dreams? What is your reaction/answer? We will pose the question as we read A Raisin in the Sun.A Raisin in the Sun . Before the students can understand the symbolism and significance in the title. “Why did Lorraine Hansberry choose her title for the play from this poem?” Read the poem aloud with expression. 23 ELA HS Unit 10. 3.2.3. 2 pages.4 Before introducing the play. Talk about how one thing can stand for another and passout the “One Thing Can Stand for Another” worksheet. A Dream Deferred by Langston Hughes What happens to a dream deferred? Does it dry up Like a raisin in the sun Or fester like a soreAnd then run? Does it stink like rotten meat? Or crust and sugar overLike a syrupy sweet? Maybe it just sags Like a heavy load. it is reproduced at the very beginning of A Raisin in the Sun by Lorraine Hansberry. have students predict what some of the big ideas in the drama will be.1. Have them also give suggestions on how to interpret the symbolism in the title.2.3. you will pass-out the “Title Analysis” activity (See Appendix #17c. Have students do a quick write on this to determine where individual understandings lie? Next.Learning Life’s Lessons through Literature . read and discuss the poem. 3.2. share answers. they will need to know more about symbolism.). (See Appendix #17a-b. “A Dream Deferred” by Langston Hughes. 3. Or does it explode? Discuss the meaning of a dream being deferred.1.).1. A Raisin in the Sun by Lorraine Hansberry.4 . Have students complete and share answers. 3. ) CE3.) to the poetry they have just read and the questions they have just discussed.A Raisin in the Sun .4.3.2. Have students respond to the questions in the Focus for Listening/Reading above.4 .2.) This level is still within the poem. 3.1.1.1 Reading/ Speaking/ Listening (15 minutes) CE3. Writing (15 minutes) CE1.1.1. 3.1.3. 3.2. (See Appendix #20.2. 1.1. Dreams. 24 ELA HS Unit 10. 1. (See Appendix #18.Learning Life’s Lessons through Literature . • Level 2: What does that mean? (Explain the poet’s meaning within the poem. 3. 3. 3.ELA High School Unit – Macomb ISD Unit 10.3.3. using their names. share with students another Langston Hughes poem.1. Optional: Share author information about Lorraine Hansberry by reading aloud the author profile.2. 3. Have students respond individually through a Quick Write (See Appendix #19.3. Hold fast to dreams For when dreams go Life is a barren field Frozen with snow.1.5.) Then discuss the following questions with students: Lorraine Hansberry lived as a black female during the years 1930-1965.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Optional: Discuss the following questions with students and record their responses: Why are dreams and goals important? Have you ever had a dream deferred? If so. talking about the people in the poem.” Dreams Hold fast to dreams For if dreams die Life is a broken-winged bird That cannot fly.3. 1. • Level 3: What might the poet be suggesting about the world beyond the poem? This level uses terms such as “mankind” or “people.2.2.) This level is simply using the student’s words to say the same thing that the poet says. 3. can you share it with the class? Do you have a dream that you hope will not be deferred? Can you share that with the class? How might having a dream deferred impact a person? Optional: As time permits.4 Focus for Listening/Reading: • Level 1: What is the poet actually saying here? (Restate in your own words.2.2.Teaching Plan ©Macomb ISD 2007 .3. (See Appendix #21. 3. Have a discussion and record students responses.4. from the inside of the back cover and from his father’s review of the book from the back cover.Learning Life’s Lessons through Literature . All of the authors in the unit write about the importance of dreams in people’s lives. Dr. but there is a biography. Seuss wrote Oh.Teaching Plan ©Macomb ISD 2007 . Ask students what Sean Covey might know about dreams and how to achieve them.) Ask students if they see any similarities between these authors and their life experiences. Also share information about why Dr.6 What do you think were her dreams? Were they realized or deferred by the time she died in 1965 at the age of 34? Can dreams be realized after your death? Also share author information about Langston Hughes by reading aloud the author profile.4 . This would be an opportunity to begin a data wall (See Appendix #8.3.) on the authors in this unit. Optional: Share with students the information about Sean Covey. the Places You’ll Go! from the front fly leaf of the book. there is little biographical information on Dr.ELA High School Unit – Macomb ISD Unit 10. Seuss on Google. the author of The Seven Habits of Highly Effective Teens.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan 3. Random House) 25 ELA HS Unit 10.A Raisin in the Sun .3. Geisel: A Biography by Judith and Neal Morgan (1995. Seuss and Mr. Oddly enough. A Raisin in the Sun .Teaching Plan ©Macomb ISD 2007 .) Teacher will place copy of the first selection on the overhead and demonstrate the Talking to the Text (See Appendix #23a-c. but. Students will identify the two main ideas from each selection and supporting quotes for the main ideas.3.1. 3.1.1.3. The characters in the play. Teacher may want to underline. so before we begin A Raisin in the Sun. 2.4 To open a discussion on The American Dream. as well as writing the thoughts that enter his or her mind as the selection is read aloud to the class. 2.) summarizing the comparison. After students have completed reading all three selections they will then complete the Comparison Chart.3. rather. (See Appendix #23d. rather.1.1.”) How might we apply this to our own dreams/visions for our lives? Teacher will distribute copies of Paragraph 5 from the Conclus ion of Thoreau’s Walden.4.2.11.2. working toward it—“endeavor[ing] to live the life [one] has imagined.eserver. you might say something like. Be sure to highlight the theme of the selection and to discuss the author’s concept of the American Dream. a short excerpt from Ralph Waldo Emerson’s Self Reliance.3.html . 2.3.2. A Raisin in the Sun. 2.org/walden00. 2.1.1. 2.1. perhaps on the back of the chart.3. listen and discuss The 26 ELA HS Unit 10. as well as stating their opinion about the authors’ concept of the American Dream.1. A Raisin in the Sun.) procedure.Learning Life’s Lessons through Literature .2. believe in their own version of The American Dream it is important to introduce. 2.2.)I think I’d have them do a paragraph or two as a separate piece of writing. 3. To introduce the idea of The American Dream you might use an excerpt from Henry David Thoreau’s Walden.1. circle.6.” (See Appendix #22a-c. we will read. Teacher will monitor students and help those that may find this difficult.2.1.1. 3.12.4.” Focus for Listening/Reading: What did Thoreau learn about following one’s dreams? (It’s not the dream itself.4 . listen to and discuss believe in their own version of The American Dream. discuss and come to a shared definition of The American Dream. the play we will read. 2.1.) (Suggestion: On the back of the chart page have students do a Quick Write (See Appendix #19. or star key words and phrases. but.2. “You have just filled in a survey and written about your dreams/vision for your own future. working toward it—“endeavor[ing] to live the life [one] has imagined. The next step is to allow students to practice this strategy on their own with the other two selections. (See below and Appendix #22a or http://thoreau. 2.) The message of this excerpt is that it’s not the dream itself. Stress to the students the importance of utilizing the Talking to the Text strategy so that they can connect the reading to their thinking.1 Since the characters in the play we’ll be reading and discussing. 3. CE2. and Marrianne Williamson’s “Our Greatest Fear. 2.1. 2. 2.4.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Days 6 and 7 Listening/ Speaking/ Reading/ Writing (55 minutes x 2) CE3.ELA High School Unit – Macomb ISD Unit 10.10. ) as we read about and discuss The American Dream and as we read the play.Teaching Plan ©Macomb ISD 2007 .A Raisin in the Sun . and/or • text connected to the anchor text at an abstract level. characters in a drama.” NOTE TO TEACHERS: You will now be sharing more linking text(s) with students.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan American Dream from different perspectives and come up with our own definition of The American Dream. discussing and reflecting on “supporting text that extends or 27 ELA HS Unit 10.1. 3. • supporting text that extends or embellishes the big ideas or themes in the anchor text. After students have reflected on and written from their own perspective about dreams/visions. nonfiction writers.8.1. We will begin looking for our answers in personal “I believe…” essays and online articles about The American Dream.9.1. Big Ideas: dreams/visions human motivation Theme: Our dreams/vision can determine our future.4 . Essential Questions: • What is/was meant by The American Dream? • Is there still an American Dream? • Has The American Dream changed over the years? What is The American Dream for the 21st Century? • Does The American Dream mean the same for African Americans as it does for white Americans? • What must happen for The American Dream to come true? • What are my dreams/visions for the future? How are they related to The American Dream? • What can I do to realize my dreams/visions for the future? CE3.” and answer the following essential questions (See Appendix #24. • different genre or medium that mirrors the theme or big idea of the anchor text in another form. The linking text or texts reflect one or more of the characteristics below and lead to the identified disposition of the unit – Realizing The American Dream: • discrepant text that results in seeing the big idea from a totally different perspective. We’ll keep in mind the theme of the unit: “The American Dream is changing.6 We will search texts and the internet for the answers to these questions. they will further explore the themes and essential questions of the unit through reading. and poets. 2. The American Dream is changing.Learning Life’s Lessons through Literature . we’ll look through the eyes of essayists.ELA High School Unit – Macomb ISD Unit 10. Learning Life’s Lessons through Literature . posing appropriate questions. think about the essential questions we have just discussed.1.11. limitations. 2. IRA.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan embellishes the big ideas or themes in the anchor text. the Declaration of Independence and Thomas Wolfe to help develop the definition. 28 ELA HS Unit 10. and tolerating difference of opinion and lack of consensus. 2. homesteaders. K. See Appendix #7b. “Research on Expository Text: Implications for Teachers” in Children’s Comprehension of Text. facts.4. • gives necessary explanations to understand the information. “What is the American Dream?” will give students information so that they can begin to define The American Dream individually and as a class. The article. the Declaration of Independence.loc.1. 2. and conclusions. 2. discussing and writing about “What is the American Dream?”.1.2.4 . You might use Appendix #9a-b to review informational text. You might use the following definition: • “The main function of expository text is to present the reader information about theories. Denise Muth. dates.4.ELA High School Unit – Macomb ISD Unit 10.” (Michael F. Slater. Jr. Graves and Wayne H. 1989. • shows what is and is not important. editor. Students would benefit from recording information on the student bookmarks as they read informational text.) Either share with students or have them read “What is the American Dream?” (Access from internet.) and elements : • gives information. and • often uses narrative(story) elements to make it interesting.) Discuss “What is the American Dream?” (See Appendix #25.2.) focusing on some or all of the following bulleted teaching points : (Before beginning the discussion.1 Focus for Reading/Listening: While reading. 2. (See Appendix #24. CE3. Before sharing with students on The American Dream.Teaching Plan ©Macomb ISD 2007 . persons.4.) • Author’s purpose/thesis: a definition and brief history of The American Dream • Structure: definitions with historical details such as Adams. 3. specifications. informational text.go v/ammem/ndlpedu/lessons/97/dream/thedream. remind students of the importance of being attentive and civil.2.5. http://memory. gaining the floor politely. • Effective quotations from Adams.” The goal of using “supporting text” is to help students better understand the themes and essential questions of the unit. predictions. generalizations.) using the Focus for Reading below. briefly review with them what they might expect from the genre.html or see Appendix #25.1.A Raisin in the Sun .6. (See Appendix #9b.2.1. Martin Luther King. 2. ) • Does The American Dream mean the same for African Americans as it does for white Americans? (“Would Martin Luther King feel his Dream was attained?”) • • • What must happen fo r The American Dream to come true? (Thomas Wolfe said.Learning Life’s Lessons through Literature . The American Dream is changing. fulfilling life. the fo llowing excerpts from Wikipedia (http://en. Essential Questions: • What is/was meant by The American Dream? (Maybe it’s “material prosperity” or maybe it is “a simple. regardless of his birth.”) • Has The American Dream changed over the years? What is The American Dream for the 21st Century? (Paragraph 3 attempts to answer this question. exceeding social. in relation to the Essential Questions.") What are my dreams/visions for the future? How are they related to The American Dream? (Personal response) What can I do to realize my dreams/visions for the future? (Personal response) Share and discuss.) “The American Dream is a subjective term usually implying a successful and satisfying life. or simply living a fulfilling life.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan • American Dream views: paragraph 5 • Author’s tone: straightforward and well-organized.A Raisin in the Sun .”) • Is there still an American Dream? (“Others say that the American Dream is beyond the grasp of the working poor who must work two jobs to insure their family’s survival. Perceptions of the American dream are usually framed in terms of American capitalism. golden opportunity …. to work. its associated purported meritocracy 29 ELA HS Unit 10. but can also imply a dream of fame. This term usually implies financial security and material comfort.ELA High School Unit – Macomb ISD Unit 10.Teaching Plan ©Macomb ISD 2007 . You also might choose to have students reflect on and discuss the big ideas. his shining.4 .org/wiki/American_Dream ) on The American Dream: (See Appendix #26. to be himself. "…to every man. and to become whatever thing his manhood and his vision can combine to make him. ethnic. or class boundaries. theme and essential questions as they relate to this article: Big Ideas: dreams/visions human motivation Theme: Our dreams/vision can determine our future.wikipedia.the right to live. as the dream of religious freedom.7.uk/Online/American_Dream.1 You might assign as homework the reading of excerpts from This I Believe (See www. big-jackpot state lotteries and compensation lawsuits.ELA High School Unit – Macomb ISD Unit 10. Bill of Rights. 2.5. 2.2. share and discuss the following ideas from “Who Wants to Be a Millionaire” http://www.org or Appendix #27a-b.americansc. Farmer Also. explored or denounced the American Dream.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan (Americans are more likely than any other democracy to believe that people succeed because of actual individual talents.6. says.4 . and has subjective meaning to many who claim it. Professor of History at Central Connecticut State University. The American Dream is often associated with immigration. and opportunity has historically driven immigrants to the United States.).1. fame and wealth through thrift and hard work. replacing it with a philosophy of ‘get rich quick. 3.).Learning Life’s Lessons through Literature . The term is used by many modern Americans to signify success in life as a result of hard work (as in.thisibelieve.’ A variety of seductive but elusive strategies have evolved. plays and other forms of literature which have defined.org. the industrialization of the 19th and 20th centuries began to erode the dream.3. economic prosperity. “Traditionally. and the freedoms guaranteed by the U.htm or below in relationship to the Essential Questions : (See Appendix #24.2. The term is not easily defined. Some more well known examples are: • • • • • • • • Horatio Alger's books The Great Gatsby Death of a Salesman A Raisin in the Sun Of Mice and Men Fear and Loathing in Las Vegas The American Dream by Edward Albee Rags to Riches by Richard T. and accomplishments rather than the social class into which they are born.) Matthew Warshauer.Teaching Plan ©Macomb ISD 2007 . Americans have sought to realize the American dream of success. 3. 2.S. efforts.A Raisin in the Sun . There are many books.3. ‘living [or pursuing] the American Dream’). and today the three leading ways to instant wealth are large-prize television game shows . Explain to students that This I Believe is a collection of personal essays that address the prompt: “Write a few hundred words expressing the core principles that guide your life – your personal 30 ELA HS Unit 10.5. However. CE2.1.1. 1.1.5. When you and the students are satisfied that you have a healthy number of ideas.Teaching Plan ©Macomb ISD 2007 . Now name each cluster.ELA High School Unit – Macomb ISD Unit 10. 1.2. 2.1. or an entirely new name.5. have students briefly relate the essays from This I Believe to their work with the American Dream.4. reading and writing together.2. 1. Move the characteristics around.1. Give students copies of the essays (See Appendix #27a-b. 1. The name might be one of the ideas within the cluster. 3.1. see Appendix #28a-b for a genre page and/or student bookmark.).1.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan credo. 1.2. CE1.1. clustering the ones that fit together.2.1. 3.2. have students react to the essays from This I Believe by answering the following question: “Using the text to support your opinion.2.2. identify which author addresses the topic most effectively (or the most realistically)?” (This will require students to compare and synthesize ideas from the texts and will give you a short informal assessment to read and grade for content if appropriate. (See Appendix #27c for a rubric.1.” The authors of the essays are both famous and ordinary people. using some way of keeping each separate but moveable (large Post-its.) Have students share and discuss their reactions.3. 2. 3.3.4. 3.2. You might brainstorm with students what they see as characteristics of the American Dream.).) 31 ELA HS Unit 10. 2.) (See Appendix #27c for a rubric. 2.1. 1. 2.3.1.2. or a projected computerized list).1. The class definition of the American Dream can now be developed from the ideas as organized and named. Whatever method you use. Have them address the questions below.12.2. 1.1.1 If you feel that students need a review of the genre: essay. and tell them to think about the essential questions as they read. CE1.11. 2.2. discuss and come to consensus on a group (class) definition of The American Dream.2. index cards with masking tape.A Raisin in the Sun . just be sure that students will be able to see all the ideas and that you will be able to move them around for the next stage.Learning Life’s Lessons through Literature .4 .2. begin to look for relationships among the ideas. This will remind them of and help them focus on the text and will give you a short informal assessment to read and grade for content if appropriate.10 On the basis of the talking.) Ask them to jot notes to themselves answering the following questions (to use for an essay after the next activity): • What have you learned about The American Dream from reading these essays? • How has reading these essays helped you clarify your own dreams/vision for your future? CE3. 3. 1.1.4. (See Appendix #24.6.6.1.1. 3.2 Optional: In a Quick Write (See Appendix #19. In a short essay. Learning Life’s Lessons through Literature .Teaching Plan ©Macomb ISD 2007 .ELA High School Unit – Macomb ISD Unit 10.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan • Do the This I Believe essays help to prove or disprove the continued existence of an American Dream as we have defined it? Include the following in your discussion: Ø What have you learned about The American Dream from reading these essays? Ø How effectively has each writer addressed the American Dream as we have defined it? Ø Does each writer help to clarify what is/was meant by the American Dream? Ø How has reading these essays helped you clarify your own dreams/vision for your future? 32 ELA HS Unit 10.A Raisin in the Sun .4 . ” “A Dream Deferred.4 .2.1. Each character in the family in this play has a dream.3. may include reviews (‘The play that changed American Theater forever….3.1. 3. 2. Now we will share a play about people in pursuit of their dreams.2. and 33 ELA HS Unit 10.1.1.3. 3.Learning Life’s Lessons through Literature .1. 3.3. 3. Seuss’s advice on being successful in life from Oh. 3.ELA High School Unit – Macomb ISD Unit 10.2. • How might reading this play help each of us realize our dreams?” Introduce A Raisin in the Sun by Lorraine Hansberry as a play in which the characters’ lives are controlled by their dreams (their own versions of The American Dream). 2. New York Drama Critics Award. 2.’ The New York Times. the Places You’ll Go! • the backgrounds and dreams of authors Lorraine Hansberry.. 3. Deferring is not as negative. As we share the play. ‘A play rooted in its own time that speaks through the years to our own.” and “Dreams” • articles on The American Dream • essays from This I Believe All of these selections are concerned with peoples’ dreams for their lives and The American Dream.3.2 CE2.Teaching Plan ©Macomb ISD 2007 .1. 3.2.3. 3.4 Introduce A Raisin in the Sun by Lorraine Hansberry by saying something like.1. Have students read the blurb on the back cover with you.’ Chicago Tribune. but in reality they do sometimes die. how and why does this happen? If you want to address the idea of dreams dying.. Sean Covey. 3.1.3.3. you have written about your dream for your life and discussed and defined The American Dream. and Dr. and awards.1. 3. give indications about the setting (Chicago in the 1950’s). We have shared: • advice on reaching or realizing your dreams from Sean Covey in The Seven Habits of Highly Effective Teens.1.3. A Raisin in the Sun by Lorraine Hansberry. 3.2.1. You might say something like the following.2.2. they may: • • • hint about the plot (‘an embattled Chicago family.4.3.9. and • the poetry: “A Psalm of Life. 3.2. Langston Hughes. we will be asking many questions (as expert readers do) about these characters and their dreams: • What are their dreams? Are the ir dreams personal versions of The American Dream? • Are these characters working effectively to achieve their dreams? • Will their dreams be deferred as in Langston Hughes poem? • If their dreams are deferred.2. “Blurbs or promotional descriptions on back covers of books can be useful to readers. and ‘One of a handful of great American plays…’ Washington Post (front cover).’).A Raisin in the Sun . • Optional: Dr. these dreams may not be in concert with one another. it would fit here.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Day 8 Reading/ Speaking/ Listening (55 minutes) CE 2. Seuss. “In this unit. A Raisin in the Sun . 3. typically emphasizing conflict in key characters and written to be performed by actors” (from Harris. 1995) • “…three necessary elements in drama: (1) a story (2) told in action (3) by characters who impersonate the characters of the story” (Thrall and Hibbert. et al. Dramas/plays consist of two parts: spoken dialogue and stage directions: • Stage directions describe setting. where and what of the play.hand side of the page so references can be made. “drama” with students. movement of characters and props. • Stage directions are usually in italics and square brackets at the appropriate place in the script. • Stage directions begin with a capital letter and end with a period. • Setting for each scene is given in italics at the beginning of the text for that scene. usually of human conflict.2. through dialogue and action.1960) Purpose: • To entertain • To provoke thought and emotion • To present a visual and aural experience for the audience Form and Features: 1. A Handbook to Literature. (See the information in parentheses in the bulleted items above for details. (See Appendix #29a. justice and moral responsibility….Teaching Plan ©Macomb ISD 2007 . Drama Definition: • “A story in dramatic form.’ And ‘…pose essential questions about identity.3. (‘…anticipate issues that range from generational clashes to the civil rights and women’s movements.Learning Life’s Lessons through Literature . Odyssey Press.4 . like definitions. • Lines and sections are sometimes numbered on the left.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan • may indicate to the reader why the author wrote the book.2. 34 ELA HS Unit 10.’) From this blurb we learn the who.) Show students how they will be using the Student Bookmark (See Appendix #29b. lighting.) to record the characteristics of drama as they read A Raisin in the Sun. intonation of dialogue.1 A Raisin in the Sun is a play . when. Genre: Drama A drama tells a story. costumes.) CE3. Review the genre. The Literacy Dictionary.ELA High School Unit – Macomb ISD Unit 10. IRA.drama. even if not complete sentences. Have students complete activity and share responses. 35 ELA HS Unit 10. usually in the order of their appearance.A Raisin in the Sun . There is usually at least one antagonist and one protagonist. Next.). 4. Characters names are listed at the beginning of the drama/play. 3.Person – against – self . 3. The structure of dramatic conflict includes the following: • Exposition creates the tone. CE3. the tension that exists between the forces in the character’s life.Person – against – person .4 . role in the play. staging • Stage directions are written in italics • How to recognize personification Understand: • How an author/director uses the staging directions to reflect the characters and themes • How a set can be the personification representation of the characters Be Able to Do: • Design a set that reflects the attributes of the characters and the themes in the drama Pass-out “Stage Design” (See Appendix #29c. Dramatic structure has been compared to the tying and untying of a knot. A Raisin in the Sun.Teaching Plan ©Macomb ISD 2007 . • Falling Action stresses the activity of the forces opposing the hero as the action moves to the Denouement or resolution 6.1 Optional Genre Lesson-Stage Design: Tell the students that they will be reading the opening stage directions and will be asked to complete an activity that requires them to interpret them.2.Learning Life’s Lessons through Literature . Conflict. Read the opening stage directions together. props. continues through stages of Conflict to the Climax.Person – against – society 5.3. introduces the setting and some of the characters and gives background • Rising Action or Complication sets the action in motion. is important in drama and can be in four forms: .4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan 2. appearance. and/or relationship to other characters in the play. Point out features like stage directions so that students will be ready to begin reading the play aloud on Day 9. After going over the above information on the genre: drama. have students look at the play. review the following expectations: Know: • Techniques of set design: lighting. out loud.ELA High School Unit – Macomb ISD Unit 10. This listing often includes brief information including: age.Person – against – nature . Dramas may include flashbacks and/or soliloquies.2. ELA High School Unit – Macomb ISD Unit 10. (Stop after Walter’s “…women with small minds!”) Assign parts and make sure that assigned students have a copy of the book to practice for homework.A Raisin in the Sun .4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan CE1.5.2. 3.2. Remind students of stage directions.1. from above genre description. 1.Teaching Plan ©Macomb ISD 2007 .Learning Life’s Lessons through Literature . 1.2. intonation. 3.3. Act I. tempo and rhythm patterns of spoken language).2. Scene One on Day 9.” How does this prepare us as the audience of the play? For what does it prepare us? CE3.2 Have students respond by way of a Quick Write (See Appendix #19. 2.) Ø The book cover suggests that the book will “pose essential questions about identity.4. 36 ELA HS Unit 10.4 .2.3 NOTE: Students will be performing a portion of A Raisin in the Sun.2. You may wish to choose more capable readers for this first reading to make sure the class (audience) hears a good model of how a play should sound – expression.) or an exit slip to the following question. prosody (pitch.1. justice and moral responsibility. loudness.1. (This will set them up for a trip deep into the characters’ lives and society’s problems.1. 1.2. etc. 1.1. Briefly review the characteristics of the class definition and suggest that students keep these in mind as the play begins to unfold and they learn about characters.1.A Raisin in the Sun .8. theme and essential questions of the unit.2.3. 2.4.ELA High School Unit – Macomb ISD Unit 10.2.4. 4.1. (See Appendix #32a-b.2.2.1.5.2. you might model reading a few of the lines with expression and correct intonation and prosody.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Day 9 Reading/ Listening/ Speaking (35 minutes) Remind students that as they read.7. (See below and Appendix #24. discuss and write about A Raisin in the Sun they should be considering the big ideas. 3. 3. listen. 4.3. 1. 3. (parts assigned Day 8 .2.1. pp.) CE3. The American Dream is changing.9.1.1. 3.1. 3.3. 3. thinking aloud to explain reasoning as you do so.2. 2.2. At the end of today’s reading. Focus for Listening: What are the characters’ dreams? Do any of these dreams fit our group definition of The American Dream? What are the relationships between the characters? How are their relationships/dreams affected by money? How effectively does Hansberry present the issues related to the American Dream? 37 ELA HS Unit 10.10 Begin having students read/perform A Raisin in the Sun.2.1.2.) Big Ideas: dreams/visions human motivation Theme: Our dreams/vision can determine our future.Learning Life’s Lessons through Literature .2.3 CE3. 3. 2.Stop after Walter’s “…women with small minds!”) If you think it is necessary.4 .Teaching Plan ©Macomb ISD 2007 CE3. 23-35. 3. Essential Questions: • What is/was meant by The American Dream? • Is there still an American Dream? • Has The American Dream changed over the years? What is The American Dream for the 21st Century? • Does The American Dream mean the same for African Americans as it does for white Americans? • What must happen for The American Dream to come true? • What are my dreams/visions for the future? How are they related to The American Dream? • What can I do to realize my dreams/visions for the future? CE1.11 .9.2 Introduce Character Analysis Chart: Tell students that they will be completing a chart that relates characters in the play to the ir class definition of the American dream.1. 3.7. 2. model for students how to complete a portion of the chart.1.1.2. it’s starting to get so cold evenings” (30). Is willing to carry groceries after school to earn what he needs (29).1. lead a fulfilling.2.) Make sure student partnerships share with the total group.A Raisin in the Sun . (See Appendix #13.2 Character Analysis Chart: Model completing a portion of the chart based on today’s reading. “grossing a hundred thousand a year” (32). 3. 2.) American Dream Character Analysis .3. achieve material success. He gives Travis money he can ill afford to lose.9.1. everyone else.2. The actual chart headings would depend on the components of the class definition. . (See Appendix #32a-b. The chart below has possible characteristics. 3. 2. Tells Walter to “go to work” (34).Model As Americans be treated as achieve success each of us has equal to with hard work.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Discussion: Have students discuss the Focus for Listening using the ThinkWrite-Pair-Share procedure. Asagai Travis Wants money for school.2.2.Teaching Plan ©Macomb ISD 2007 .1.ELA High School Unit – Macomb ISD Unit 10. 38 ELA HS Unit 10. the way other students do: “Teacher says we have to” (28).2.2. Wants money and the lifestyle it brings. 2. Mama (Lena) Beneatha Ruth Thinks empty dreams are worthless because they’re so implausible: “So—I would rather be living in Buckingham Palace (34). CE1. 1. 4.Learning Life’s Lessons through Literature .7.2.1. 3. 4.1. Walter Wants a certain status in life. . Worries about her family’s well being: (to Travis.1.8. satisfying life. the right to .2.1. living “how rich white people live” (34) and “tak[ing] hold of this here world” (33). who wants a job) “Honey.3. 3.7.4 . Teaching Plan ©Macomb ISD 2007 .Learning Life’s Lessons through Literature . . . 2. . aren’t wanted. Possible Answer [1] In Act 1.3. Introduce the answer by restating the question. (See Appendix Listening #30.our Negro “people who’ve “honest people man . [2] Travis. 1. moving into put it in the a neighborhood appendix if it where you just seems useful.1. Travis continues by asking if Grandmama or Daddy may have fifty cents which ultimately angers Ruth enough so that she yells at Travis. neighbors: “A later in the play.) own that little homes.4.8. she brushes him off.3.000 from 39 ELA HS Unit 10. Focus Question #1 1. .4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Karl Linder Does not believe Believes in it for Believes in it for Believes in it for (Since he is not in this for himself and his himself and his himself and his introduced until African current current current considerably Americans: “. Lorraine Hansberry introduces the reader to characters who relate to each other as a family.3.) answering Focus Question #1.3. neighbors: neighbors. has the this is simply a families are worked hard as who don’t really right to .) (20 minutes) CE1.3 Answer Plan 1. Conclude with a personal observation about how money motivates a person’s actions.” community. Walter wants $10.” (117) certain kind of We could just communities. Scene 1 of A Raisin in the Sun.2. Write several sentences giving details of the characters’ relationships and their responses to money or the lack of it.ELA High School Unit – Macomb ISD Unit 10.1.1.A Raisin in the Sun . . Much of the action between them is affected by their lack of money. 3.2. and Walter tells Ruth that she shouldn’t tell the boy that there isn’t any money. see Appendix #10. Afterwards. .2. When he asks his mother for it.” (119) Myself Writing/ Teacher uses answer plan and possible answer to model (for think aloud Speaking/ procedure. between them affected by money? And/or dreams related to money? 2. 2. 1. the son of Ruth and Walter.1. Travis complains to his father. What are the relationships between the characters and how is the action 1.3. .2. As for Walter and Ruth. 1. Walter gives Travis the fifty cents and another fifty cents to spend as he likes.1. needs fifty cents for school. 1.” (117) drop the example (118) (117) material here or “. .have model row for happier when the dickens for have much but the neighborhood teacher they live in their years to build up those little he lives in a consideration.3.4 .” way. 1. Possible Note: Walter wants $10. 1. Inform students that they are going to interview 2 adults. 1.1 OPTION: Intergenerational Interview Activity Objective: To teach students the how to interview others.1. 1.11. ask questions that generate more than just a yes or no answer and how to accurately and quickly record those answers. 2.000 to be part-owner of a bar.ELA High School Unit – Macomb ISD Unit 10. experience and generation play a part in their beliefs words and actions.2.A Raisin in the Sun .” [3] It seems that our lives are often affected by money. 1.7.4. 1. Walter is angry that Ruth has a “small mind.1.2. CE1. but younger than 40 and the other person must be older than 60.1. 1.4.4.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan his mother. 4. but similar to the characters in the book. she will buy me a car. Lesson: 1.4. 3. Their age. It also helps them form their idea of what the American Dream means to them. When Ruth brushes him off too. have students share their reactions to Focus Question #1 and the answer you have modeled. CE1.Teaching Plan ©Macomb ISD 2007 .4.2. 2. Guide students in creating questions that will require more than just a yes or no answer.4. Have students brainstorm questions that should be asked to find out this information. Introduce students to the Focus Question Scoring Rubric (See Appendix #31.Learning Life’s Lessons through Literature .) and share with them the traits of this possible answer that makes it a 3 point.2. One must be older than 25.2.3.2. 1.2. 40 ELA HS Unit 10.2.2. My mom tells me that when we win the lottery. 2. You also want to ask questions that have the person being interviewed comment on the other generations’ ideas about the American Dream. 4.4 .3.1. Tell the students that they are going to interview these individuals about the American Dream and see if their responses are different from each other. 2.1. He asks for Ruth to support him by convincing his mother to invest in his proposed business. As time permits. Review with students the idea that there is a generational gap between Walter/Beneatha and Mama. 2.1.12 7 Habits Poster Data Wall: Begin with the End in Mind Poster: Teacher uses 7 Habits posters that students created during Days 3 and 4 as a data wall and models writing a sticky note for Walter’s dream. she would have been the only one who knew my secret. Sweat emerges on my forehead every time I see a snake. I felt uneasy. describe e. (See Appendix 32c-d. I ran out of the reptile house and everyone stared at me as I did. how b. Tell them that it is impossible to write down what someone is saying word for word without a recorder so we have to listen for key information. squirmy snake. but was embarrassed to tell her that I was scared since I was a grown adult. How has your American Dream shaped your life? e.Teaching Plan ©Macomb ISD 2007 . discuss Examples of questions students could ask in their interview: a. why c. while you write down key information on the overhead: When I started out doing this job.ELA High School Unit – Macomb ISD Unit 10. I guess I learned to be more honest about how I feel and that I don’t have to be embarrassed about my feelings. teach the students how to listen to answers and be able to take notes on what they hear. Then say to the students: I have this fear. Why should you believe in the American Dream? d. I tried to clam myself down. I knew I couldn’t last.Learning Life’s Lessons through Literature . This one time when I was at the zoo. Once we were inside. I should have been honest with my sister. It causes my knees to knock and my head to spin. Have students to listen to what you are about to say and write it down on a separate sheet of paper. Students will try to write down every word and ask you to repeat. Caroline insisted that we enter the reptile house. but as soon as I saw that first slimy. Once students have formulated their questions. Discuss how you achieved the American Dream? 5. Describe what you think the American Dream is? b. my sister. Explain what the American Dram mean to you? c.A Raisin in the Sun . have the students transfer them to the Interview Worksheet. ‘I may have spent all those 41 ELA HS Unit 10. approximately 4-5. Had I just told my sister the truth.) 6. I ended up being more embarrassed about running out of the reptile house and having everyone now know that I was afraid of snakes. for me it is snakes.4 . I thought to myself. Next.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Examples of the beginning of questions/statements that will generate more than yes or no responses: a. Model this for them by having a student read aloud the following. Everyone is afraid of something. explain d. Then read the following to the students: Music is so important to the world. such as: a. ideas. f.3 Finally. key words and phrases. cultures. Things started to go better for her Now. Discuss the words.r. I don’t think this is going to work out. things got better Now help students form complete sentences out of the notes you took: a. She thought college was a waste of time. d. ask the student to listen again. It is everywhere we go. I don’t think I would be able to live without music in my life. nice patients and mean patients f. c. 3.Learning Life’s Lessons through Literature . stuck with it for money h. I thought that it would be so different and that everyone would be nice to me and tell me how much they appreciated me. Music can inspire you and it can comfort you in times of sadness. Write down on the overhead. It crosses over generations. 42 ELA HS Unit 10. only this time they are to just write down main words. e. phrases and concepts. The schedule was really difficult. chosen wrong career? d. things began to change for the better.2. phrases and concepts they wrote down and which ones helped accurately portray what was being said.’ After about two weeks of being a nurse in the emergency room. but not everyone did. Its soothing effects can spark a daydream or a memory.4 . I decided to stick with it because I need the money and I didn’t know what else to do. Some patients were nice and others were just plain rude and obnoxious. countries and religions.Teaching Plan ©Macomb ISD 2007 . schedule was hard e. in our cars. c. It would be like a movie without the theme song. Her idea of what the job was different from what she originally thought. She worked in the emergency room.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan years in college for nothing. I thought I had chosen the wrong career. The schedule was grueling and I never saw my friends anymore. in our homes.A Raisin in the Sun . CE3.5.2. and in the malls. at the gym.ELA High School Unit – Macomb ISD Unit 10. b. And then after a few months. different from what she thought g. g. discuss the last part of the worksheet in which they are to choose a character from the play that they are reminded of the answer to each question. worked in e. She thought she may have chosen the wrong career. She stuck with it for the money. college = waste of time b. ELA High School Unit – Macomb ISD Unit 10. Scene One on Day 9. a fine man…that’s all. 43 ELA HS Unit 10.A Raisin in the Sun . pp.4 . Begin after Walter’s “… women with small minds!” and end with Mama’s “Yes. 35-46.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan NOTE: Students will be performing a portion of A Raisin in the Sun.Learning Life’s Lessons through Literature . Act I.” Assign parts and make sure that assigned students have a copy of the book to practice for homework.Teaching Plan ©Macomb ISD 2007 . 3. 3. Dream: Beneatha wants to be a doctor.1.2. Deferment: Mama wants to use the money for a house.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Day 10 Reading/ Listening/ Speaking (35 minutes) CE3. Deferment: The whole family must make financial sacrifices. social and professional status is part of The American Dream.2. 2.1.2.2. Relationship to The American Dream: Upwardly mobile educational.2.Teaching Plan ©Macomb ISD 2007 . 3. Possible Change: Convince Mama to invest chance in Walter’s dream.9. Relationship to The American Dream: Owning a business and becoming rich is part of the dream. 4.2.1. a fine man…that’s all.4 Character Analysis Chart: Focus for discussion and charting (See Appendix #32a-b. Possible Change: Secure a scholarship.): Have students individually fill in the chart (See Appendix #32b. Deferment: Walter doesn’t feel happy without his dream. 3. Relationship to The American Dream: Owning a home is a part of the American Dream. 3.Learning Life’s Lessons through Literature .3. What are the characters’ dreams? How are these dreams related to The American Dream as defined by the class? How have the dreams been deferred? How could circumstances be changed so that the character(s) might realize the dream(s)? The teacher may need to do more modeling using information in Appendix #32a. and how could this have been avoided? 1. The information below may help if it is closely enough related the class definition of the American dream: Focus for Listening: What are the characters’ dreams? How are these dreams related to The American Dream? How have the dreams been deferred. 2.”) Writing/ Speaking/ Listening (20 minutes) CE1.ELA High School Unit – Macomb ISD Unit 10.) with what they know so far about the characters in the play in relation to the ir class definition of the American Dream.2.3.1. Dream: Ruth wants Walter to be happy.2.1.9.1.7.1. Relationship to The American Dream: Each partner in a marriage is supposed to want what the other wants. 1.1.2.8. 4.Begin after Walter’s “… women with small minds!” and end with Mama’s “Yes. 3.1.2. 3.2. Possible Change: Convince Mama that the business is a good investment.A Raisin in the Sun . 2.1.2.7. Have a group discussion of what the students have learned so far about the characters and facilitate their filling in the chart.5. 35-46 (parts assigned Day 9 .3. 44 ELA HS Unit 10. 3.10 Continue having students perform A Raisin in the Sun pp. Dream: Walter wants a business so he will become rich. 3. 2.4 . 3.2. Act I.12 CE3. 7 Habits Poster Data Wall: Begin with the End in Mind Poster: Have students add sticky notes for Ruth’s. Possible Change: Mama uses money for a house.1.4 . 5.1. NOTE: Students will be performing a portion of A Raisin in the Sun. Scene One on Day 11. Ruth wants Walter to be happy. Begin with Beneatha’s “What could be so dirty…” and end with “Curtain.1.” Assign parts and make sure that assigned students have a copy of the book to practice for homework. Mama’s.3. Beneatha’s. Relationship to The American Dream: Owning one’s home is part of The American Dream.2. Dream: Big Walter wanted a house. Dream: Mama wants a house.ELA High School Unit – Macomb ISD Unit 10. 1. 2.3 Remind students that this entire unit is about the power and importance of dreams and tell them that they will continue to update this chart as they listen to and read A Raisin in the Sun. 3.2. 45 ELA HS Unit 10.2. Deferment: Big Walter died before earning enough.5. and Big Walter’s dreams.2.Teaching Plan ©Macomb ISD 2007 . Beneatha wants to be a doctor. Big Walter wanted a house.A Raisin in the Sun . CE1. Possible Notes: 1. Deferment: Mama is waiting for insurance money and is being persuaded to spend it in other ways. Mama wants a house. 3.Learning Life’s Lessons through Literature .2.11. 1. 4. 2.2.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan 4. 2. Possible Change: He could have put insurance payments toward a house instead. 46-53. pp. 8.12 7 Habits Poster Data Wall: • Win-Win Poster: Have students add sticky notes about how Beneatha might act differently to realize her dream of becoming a doctor and how she might work to get along better with her family. Conclude by giving your opinion of Beneatha.2.2.2. 3. 46. 1. 1.2.9. 2.2.1. 1. but Beneatha puts down her mother’s religion in a mean way.10 Writing/ Speaking/ Listening (25 minutes) CE1. Possible Answer [1] This scene in A Raisin in the Sun shows Beneatha to be negative and not focused on important things.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Day 11 Reading/ Listening/ Speaking (30 minutes) CE3.1.1.3. have students share their reactions to Focus Question #2 and the answer you have modeled.2.”) Focus for Listening: What do we learn about Beneatha? Have students work with partners using the Answer Plan to answer Focus Question #2. 2. [2] She comments negatively on her mother’s constant cleaning as if it is a bad thing. 3. 3. As her mother asks. Restate the question. Write a number of sentences detailing what we have learned about Beneatha.2. (See Appendix #33. 2.11.3. 3.Learning Life’s Lessons through Literature .1.3.) (See Appendix #31 for a Focus Question Scoring Rubric. 1.A Raisin in the Sun . As time permits.3. baby?” She “flits” from horse-back riding to play acting to guitar lessons. Beneatha also fails to focus on important things in life. 2.1.4.5.1.Teaching Plan ©Macomb ISD 2007 . 3. 1.1. Be sure to provide both a characteristic and evidence of that trait.1.4 . 1.Begin with Beneatha’s “What could be so dirty…” and end with “Curtain. “Why you always got to flit from one thing to another.2.3.3. 1.ELA High School Unit – Macomb ISD Unit 10.1. 2.3. negative person who does not have her priorities straight.2.2. Religion seems to be important to Mama.1.3. 46 ELA HS Unit 10. [3] I think that Beneatha is a spoiled.53 (parts assigned Day 10 .2. 1.3 Continue having students perform A Raisin in the Sun pp. CE1.1.) Focus Question #2 What information about Beneatha have we learned from this part of the play? Answer Plan 1. pp. Act I.Teaching Plan ©Macomb ISD 2007 .” CE3. Scene Two on Day 12. She might also get a job instead of “flitting” from one “experiment” to another.5.ELA High School Unit – Macomb ISD Unit 10. 54-66.2. Beneatha might try to get along better with her mother by trying to understand her mother’s views on cleanliness.” Possible notes: Beneatha’s guitar and horse-back riding lessons and her play acting group could be examples of “Sharpening the Saw. End with Asagai exit.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Possible Notes: 1. Assign parts and make sure that assigned students have a copy of the book to practice for homework. • Sharpen the Saw Poster: Have students add sticky notes about how Beneatha is trying to “sharpen her saw. religion.A Raisin in the Sun . Beneatha might try to get a scholarship or student loans to pay for school. 3.Learning Life’s Lessons through Literature . and marriage.2.3 NOTE: Students will be performing a portion of A Raisin in the Sun. 2. 47 ELA HS Unit 10.4 . 5.1.ELA High School Unit – Macomb ISD Unit 10. “…you are all the same. “And it is ugly to you that way?” (p.3. In this case it refers to becoming “American” by giving up “African” ways.8. 63).Learning Life’s Lessons through Literature .4 .3. 64) [3] Beneatha is a young woman who is eager to learn new things.1. Asagai is a person from a different culture who can introduce her to a new way of life.2. 1. 61) He comments about what she has done to her hair.A Raisin in the Sun .1.1.1. but his own narrow thinking may stifle Beneatha if she chooses to follow his lead.) Writing/ Speaking/ Listening (20 minutes) CE1.2. pp. 1. (p. a colleague of Beneatha. 1.3. Scene Two of A Raisin in the Sun.3. you might want to point this out to students. Conclude in a sentence or two how Asagai’s views may affect Beneatha. 63) He feels that women are superficial. 4. 48 ELA HS Unit 10.1.” (p. 3. 2. 62) He believes that love alone should be enough for a relationship between a man and a woman.3.2.2.” (p. Restate the question.2 Word Study Suggestion Assimilationism is referred to in this scene by Asagai (p.Teaching Plan ©Macomb ISD 2007 . 3.3.1.2. 2. 3.10 Continue having students perform Act I. Beneatha strongly denies this.1.) (See Appendix #31 for a Focus Question Scoring Rubric.3. Provide quotes for support. “Between a man and woman there need be only one kind of feeling. 2. [2] Asagai feels that Beneatha is ashamed of her heritage.) CE2.1.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Day 12 Reading/ Listening/ Speaking (35 minutes) CE3.2. 3. (See Appendix #34. who seems to have an influence on her dream. Have students work with partners using the Answer Plan to answer Focus Question #3.End with Asagai’s exit. 1. At some time. 54-66 (Parts assigned Day 11 . Write several sentences that describe how Asagai’s view on AfricanAmerican culture and women could have an impact on Be neatha.2.4.3. Possible Answer [1] In this scene we are introduced to Asagai. Asagai has a negative attitude toward it and seems to be accusing Beneatha of assimilationism. 3. 1.9. This could be defined as the process of shedding one’s own heritage to take on another.1. 1.3 Focus for Listening: What is Beneatha searching for in her life? Focus Question #3 What influence do you think Asagai will have on Beneatha’s dream? Answer Plan 1. 4 .2. 66-75.3 NOTE: Students will be performing a portion of A Raisin in the Sun. have students share their reactions to Focus Question #3.Teaching Plan ©Macomb ISD 2007 .5. Act I.A Raisin in the Sun .4 As time permits. pp.ELA High School Unit – Macomb ISD Unit 10.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan CE3.” Assign parts and make sure that assigned students have a copy of the book to practice for homework.Learning Life’s Lessons through Literature . CE3.2. 49 ELA HS Unit 10. Begin after Asagai exits and end with “Curtain. 3. Scene Two on Day 13.2. Ruth.1. [3] Walter continues to feel like no one listens to him. 5. Walter. 1.”) Writing/ Speaking/ Listening (20 minutes) CE1.Teaching Plan ©Macomb ISD 2007 .) (See Appendix #31 for a Focus Question Scoring Rubric.10 Continue having students perform A Raisin in the Sun pp. 2. She believes she and her husband provided a good home for them and raised them right.2.1.1. [5] I think things will become even more strained between Mama.9.2. 3. and Mama. 50 ELA HS Unit 10. even if their dreams seem to be in conflict. but in the end they will come together as a family. Possible Answer [1] Even though the check arrives. Conclude with a sentence or two predicting what you think will happen between these three characters. have students share their answers.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Day 13 Reading/ Listening/ Speaking (35 minutes) CE3.3.3.1.A Raisin in the Sun . 3.2.3. Write 1-2 sentences about what is upsetting Ruth. She knows that even more money will be needed to feed and clothe another mouth. Write 1-2 sentences about why Walter feels discouraged. 1.3 Have students work with partners with or without the Answer Plan to answer Focus Question #4. 4. [4] Mama is feeling let down by her children. 2.5. and Mama all end up feeling depressed and dejected.1.) Focus for Listening: What is everyone’s reaction when the check arrives? How does this fit in with each character’s view of the American Dream? Focus Question #4 Describe how the arrival of the check does not create happiness for Ruth.3. 1. 1.2. 3. He is upset that his own mother won’t believe in his dream to open a liquor store. Answer Plan 1. 1.3.1.2. 3. Walter. (Parts assigned Day 12 – Begin after Asagai exits and end with “Curtain. 1. Write 1-2 sentences about why Mama feels sad.4 . (Answers will vary. [2] Ruth is concerned about what to do about the new baby.4.Learning Life’s Lessons through Literature .8. 3.3.ELA High School Unit – Macomb ISD Unit 10.) CE3.1. Restate the question.1. Walter and Ruth. We have already seen that they love each other very much.4 As time permits.2. (See Appendix #35. 66-75.3.2. 2.2. She is shocked that Walter and Beneatha would turn their backs on their upbringing. 7.2. 4. Act II.2 CE3.1. Character Analysis Chart: Provide time for students to add to the chart here— 2. 3.5.2.2.ELA High School Unit – Macomb ISD Unit 10. Assign parts and make sure that assigned students have a copy of the book to practice for homework. 3.7.2.1.1.3 NOTE: Students will be performing a portion of A Raisin in the Sun. Scene One on Day 14.2.4 .8.1.2.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan CE1.2.3.2.) 3.1.Teaching Plan ©Macomb ISD 2007 .Learning Life’s Lessons through Literature . 51 ELA HS Unit 10.2. or assign it as homework.2.1.1.9. (See Appendix #32b.3. 3. 1. pp. 76-87.A Raisin in the Sun . 2. 4. 3. 2. 2.1.2.6.1. and have students read the lyrics as they listen to the song. You may even view the video that can also be found at this website. 76-87. 3. You may wish to use this activity as an instructional model and do a Think Aloud. 2. 2. 3.2. Have students do a QuickWrite (See Appendix #19. 3.4 .2.3.2.2 Continue having students perform A Raisin in the Sun pp. but wrong. 3. George is using this reference to mythology to say that Walter is a tortured man with big ideas and good intentions.3. 4. • CE4. 1. 3.4. 3.1.2.1.3.2. 3. which grows back each night. 3. George says. 3.4.4. 4. 4.2. 2.1. 4.1.Learning Life’s Lessons through Literature .3.2.4. Zeus (king of gods) chained Prometheus to a rock where a vulture (or eagle) comes each day to eat his liver. 1.2.A Raisin in the Sun . “Who is Prometheus.) CE1. 3.2.3. Prometheus!” and Walter asks.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Day 14 Reading/ Listening/ Speaking (40 minutes) CE3.4 After reading pages 76-87 pass out lyrics to India Aire’s song.3.7 On page 80 George asks Beneatha: “What have you done to your head – I mean you hair!” Beneatha responds: “Nothing – except cut it off. 3.2.10. 3. 1.4. 4. 4.) to the following prompt: Focus for Listening: Notice Beneatha’s reaction to assimilationism and Walter’s angry out burst with George.” What is the symbolic meaning behind Beneatha’s new hair cut? What might India Aire say to Beneatha about her new hair style? Support your response with examples from the lyrics of I am Not My Hair. “Good night.3. d b a d 52 ELA HS Unit 10. Discuss the importance of image in our society today and you may also want to discuss the cultural impact in the African American community that hair and hair styles have had on individuals.1.ELA High School Unit – Macomb ISD Unit 10. 3. (See Appendix #10.aspx?aid=426) or See Appendix #36a-c.2. 1. In punishment.” Actually.5.1.Teaching Plan ©Macomb ISD 2007 .2.3.) Be sure to go over this activity as it provides an opportunity for students to become acquainted with the ACT English test.3.2.1. KEY: 1.1. Use examples from the song to support the class discussion.3.6. (Parts assigned Day 13. Good addition!!! ACT English Test – Grammar Activity One: Have students complete the grammar activity in Appendix #37. 3.2. Prometheus was a god (Titan) who stole fire from heaven to give it to man. 3.com/artist. 1.1.1.4.9. “I am Not My Hair” (http://umrg.2.5. Word Study Suggestion On page 86.1.5.1.4. In Greek mythology. 4 . 53 ELA HS Unit 10.Learning Life’s Lessons through Literature . [4] I think Walter dreams of being more than a servant.1.ELA High School Unit – Macomb ISD Unit 10. sample 2. Walter seems to be jealous of George’s wealth. Give some details about the reasons for Walter’s anger. Restate the question and introduce the answer.” Answer Plan 1. angrily.8.2.3.4. Identify the situation in which Walter makes this outburst.). [2] Walter makes this angry outburst in front of George.1.3. CE3.2. sample 4-dialogue Monologue • A speech made by one person speaking his or her thoughts aloud or directly addressing a reader. audience or character.3. surrounded by ants! Ants who can’t even understand what the giant is 2. Conclude with a prediction about what Walter will do and why you believe that’s what will happen. but his family can’t seem to see the power of his ideas.1. George has big plans to be successful. 2.monologue. Focus Question #5 1.4 As time permits.3 talking about. have students copy definitions from the board. animated cartoons.3.2. sample 3. “You happy? You got it made?” [3] Walter is angry because neither Mama nor Ruth seem to understand or support his desire to own his own business instead of opening car doors for others.2. (See Appendix #38a.2. What is Walter so angry about when he says to George.1. Have students complete the dramatic term identification activity (See Appendix #38c.3. 1. and film.1.monologue. and I think he will figure out how to reach his dream. 2.2. CE3.) (See Appendix #31 for a Focus Listening Question Scoring Rubric. look them up in the dictionary.3.3. 4.5. 3. Possible Answer [1] Whe n Walter says that he is a giant surrounded by ants.3. 1.) (15 minutes) CE1. have students alternate saying each bullet point of the definition with a partner). but his family thinks small (ants). he means that he has big ideas (owning a business).1.3.2.A Raisin in the Sun . 4. 2. 2. You could use any of the following methods: turn and talk (provide definitions.2. 1.1. • It is a common feature in drama. “Here I am a giant 1. etc. 1. 3. create a definition as a class on the board or a large post-it note. The answers are: sample 1dialgoue. have students share their answers with the whole group.4.Teaching Plan ©Macomb ISD 2007 . Beneatha’s date. he asks.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Writing/ Have students work with partners with or without the Answer Plan to answer Speaking/ Focus Question #5. Review the following dramatic terms: dialogue and monologue. 3.1.2 Option – RAFT Activity on Dialogue and Monologue: For your reference see Appendix #38b for information on the RAFT process. • The lines or passages in a script that are intended to be spoken. Travis But I don’t want those things if it means that you and grandma and momma have to fight all the time. • Voice and style affects communication. And I don’t want money if it means that you’ll be gone more. I know that you feel bad sometimes because you have to drive a 54 ELA HS Unit 10. I want to be able to give you and momma the life you deserve.Learning Life’s Lessons through Literature .Teaching Plan ©Macomb ISD 2007 . • Why and how a writer uses the elements of drama to develop characters and communicate an insight into the themes in the work. Example: a student chooses the role of Travis having a dialogue with Walter Lee about how he loves him just the way he is.ELA High School Unit – Macomb ISD Unit 10. • Create a piece of writing that reflects a character’s voice and style • Create a piece of writing in a dramatic form Explain the concept of a RAFT to the students. Now introduce the RAFT. Son.4 . you’ll understand the need to have money and success. I want to be somebody. you might now understand now because you’re just a boy. soliloquy. • Mimic a character’s voice and style. Be Able to Do: • Describe a character’s voice and style. elements of drama: interior monologue. • Voice and style are shaped by life experiences and reflects the character. dialogue Understand: • Each character in a drama has a voice and style. Know: voice. style. grandma says it’s bad? Walter Lee Son.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Dialogue • A conversation between two or more people. Travis (he gets up and sits on his father’s lap) But Daddy what if you get that liquor store and you don’t have time for me or momma? Walter Lee Don’t you want to have money for your class projects? Don’t you want to live in a nice house and wear nice clothes and go to a nice school and have new toys to play with? Those things all take money. but when you’re a man and you have your own family to support. Tell them that they will choose one of the roles and will write either: a dialogue or a monologue in the voice of that character on the suggested topic. • Conversation between characters in a drama or narrative. why do you want to own a liquor store. Travis (questioning) Daddy. (See Appendix #38b and d.A Raisin in the Sun .) Review the expectations of the activity with the students. 4 .3 NOTE: Students will be performing a portion of A Raisin in the Sun. Act II.5.2.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan car for that rich. pp. you’re somebody because you’re my dad. and I know that you have big ideas.Learning Life’s Lessons through Literature . You don’t need to be rich or successful.Teaching Plan ©Macomb ISD 2007 . I love you because you play ball with me and tuck me in at night and are around to talk to.A Raisin in the Sun . I want you to know that I love you just the way you are. you’ve been with the guys at the bar talking about your liquor store and when you are you’re always fighting with mama. Assign parts and make sure that assigned students have a copy of the book to practice for homework.2. but I just want you to be my dad. 55 ELA HS Unit 10. 88-95. you haven’t been around very much. 3. But lately. CE3. Scene One on Day 15.ELA High School Unit – Macomb ISD Unit 10. white guy. ) You might include: • Mama – head of household. 3.1.1.3.2. 88-95.2. called a “tyrant” – loves her children and wants them to be happy – has trouble with some changes in society – has dream of owning home • Beneatha – dreams of becoming a doctor – thinks her family should pay for her schooling – “experiments” with little things – guitar and big things .ELA High School Unit – Macomb ISD Unit 10.1.2. Save time at the end of the session for sharing.A Raisin in the Sun . Have students keep in mind their definition of the American Dream as they do this.4 . As necessary. 2. (Parts assigned Day 14. record their ideas about the characters in the appropriate boxes of the character analysis chart.2.1. and then have students work with partners or individually to record what is known so far about the characters.feminism – is very self-centered • Walter – dreams of owning his own business – is frustrated by his family’s lack of support for his dream – may not be very perceptive about the integrity of his prospective partner – wants things to be better for his wife and family • Ruth – dreams of having a home for her family – wants her husband to be happy – wants to have harmony in their home – is frustrated with the current situation to the point of considering abortion Focus for Listening: What is the reaction to Mama’s decision about the money? 56 ELA HS Unit 10.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Day 15 Reading/ Listening/ Speaking (25 minutes) CE3.9. (See Appendix #32b. model filling the information you are reviewing in the chart.) Writing/ Speaking/ Listening (30 minutes) CE3.10 Continue having students perform A Raisin in the Sun pp.Teaching Plan ©Macomb ISD 2007 . 3.1 Character Analysis Chart: Discuss with students what we know so far about the characters. 3.1. Together with students.Learning Life’s Lessons through Literature . 3.5. Learning Life’s Lessons through Literature . Act II. Assign parts and make sure that assigned students have a copy of the book to practice for homework.A Raisin in the Sun .4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan CE3. pp.3 NOTE: Students will be performing a portion of A Raisin in the Sun.5. 3.2.4 . 57 ELA HS Unit 10.Teaching Plan ©Macomb ISD 2007 . Scene Two on Day 16.ELA High School Unit – Macomb ISD Unit 10.2. 96-107. 2. 3. 3.1. 3. 2.9 Have students (individually) do a Quick Write (See Appendix #19.1. 3.7.9 Character Analysis Chart : Provide time for students to add to the chart here— or assign it as homework.1.3 NOTE: Students will be performing a portion of A Raisin in the Sun.5.1.2.2.1. Johnson and the omission of the scene in revivals of the play.3 Author’s Craft: Authors have a purpose for each scene they write for a play. and. – to identify possible problems with the location. (See Appendix #32b. Her character is often omitted in the revivals of the play (p.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Day 16 Reading/ Listening/ Speaking (30 minutes) CE3.9. Lorraine Hansberry had a number of reasons for including this scene: – as a catalyst for Mama’s decision. 1.2. Focus for Listening: What part does Mrs.7 Continue having students perform A Raisin in the Sun pp. 3. 1.3.7.8. (Parts assigned Day 15.Teaching Plan ©Macomb ISD 2007 . – as comic relief.2.2.2. Scene Two on Day 17.1.5.4.1.1. 3. 3. 3. Assign parts and make sure that assigned students have a copy of the book to practice for homework. 1. pp. 2. What impact do you think deleting her character has? 58 ELA HS Unit 10. CE1.3.1.Learning Life’s Lessons through Literature . 3. 108-109.1.1. 2. most important. Johnson play in sorting out the dilemma of what to do with the insurance money.2.2. 1. 3. 3.ELA High School Unit – Macomb ISD Unit 10.A Raisin in the Sun .1.1.1.) in reaction to Lorraine Hansberry’s inclusion of the scene with Mrs.2. 96-107.2. CE1. Act II. Discuss each of these reasons with students and record their reactions for possible reference as they do their Quick Writes. 11 of the introduction).1.2.2.1.) CE3.2. 3.3.1. – to foreshadow the reality of racial tension that the Youngers will face after moving to this neighborhood.4 . 1.3.10.2.) Writing/ Speaking/ Listening (25 minutes) CE3.2. 2.1.A Raisin in the Sun . (See Appendix #39.2.1 Continue having students perform A Raisin in the Sun pp.3. [2] At the end of Act II.4. 2. [3] I predict that.8. 2.ELA High School Unit – Macomb ISD Unit 10. Introduce the answer by stating your position on Mama’s decision.1. 1. 3.3. a gardener.5. Assign parts and make sure that assigned students have a copy of the book to practice for homework.2.3.3. Also have students add details to Walter’s section of the character chart. pp. 1.3 NOTE: Students will be performing a portion of A Raisin in the Sun. and the rest is to be his. after she put a down payment on the house. 1.3 Have students work with partners with or without the Answer Plan to answer Focus Question #6.1.) in response to the questions above. 110-121.2. I think he is too involved in his own dream to think about Beneatha’s dream or about anyone else. Walter is talking passionately to Travis. 1. I think this is a bad decision.5. 3.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Day 17 Reading/ Listening/ Speaking (30 minutes) CE3. 3.2.2.) Writing/ Speaking/ Listening (25 minutes) CE1.2.) (See Appendix #31 for a Focus Question Scoring Rubric.1.3.) Focus Question #6 Was Mama’s decision right? Answer Plan 1.2. because Walter seems too caught up in his own dream to consider the dreams of anyone else in the family. 3.Learning Life’s Lessons through Literature .3.Teaching Plan ©Macomb ISD 2007 .1. Act II.2. 59 ELA HS Unit 10. Scene Two. 3. he will put Beneatha’s dream in jeopardy.1.2.1. (See Appendix #32a-b. 108-109. She asks him to put some aside for Beneatha’s medical schooling. 1.1. Scene Three on Day 18.4 . Conclude by predicting what might happen and why you believe that’s what will occur. 2. he tells about a house and cars and even. CE3.9. 3.1. 1.1.10 CE3. without thinking about it or meaning to.3. (Parts assigned Day 16. Possible Answer [1] Mama has decided to trust Walter with the remainder of the money. Write a number of sentences in support of your position.) Focus for Listening: Was Mama’s decision right? Will Walter live up to the trust she has placed in him? Have students do a Think-(Write)-Pair-Share (See Appendix #13.2. He is telling Travis in vivid detail what life will be like for him in ten years. 2.1. 1.4 . 2.3. 3. 2.) (See Appendix #31 for a Focus Question Scoring Rubric. (See Appendix #40. 3.” Would they try to hurt my family and me or destroy my property? During the era in which this was written. 1. 3.3. it was common for whites to persecute.1. 60 ELA HS Unit 10. have students use the Think-(Write)-Pair-Share procedure (See Appendix #13.1.A Raisin in the Sun .8.1.ELA High School Unit – Macomb ISD Unit 10.1.3.9. What do you think you are going to gain by moving into a neighborhood where you just aren’t wanted and where some elements – well – people can get awful worked up when they feel that their whole way of life and everything they’ve ever worked for is threatened.4. I would be afraid of Lindner’s veiled threat that people would be “worked up. even kill.2.3. Lindner’s visit.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Day 18 Reading/ Listening/ Speaking (25 minutes) CE3. Conclude by summarizing your opinion on the topic.2. Write several sentences that explain your opinion and give details from the play which connect with or support your opinion. 3. In one sentence.Teaching Plan ©Macomb ISD 2007 . 119): Focus for Listening: Can one person change the mood of an entire group? How skillfully does Hansberry develop the character that does so in the play? “Well .1.1.2.1. introduce the question’s topic. 110-121.3. 3.” After students have had a brief discussion.3 In preparation for writing answers to Focus Question #7. have them individually answer Focus Question #7 using the Answer Plan.2.I don’t understand why you people are reacting this way.5. 1.3.10 Continue having students perform A Raisin in the Sun pp.) Focus Question #7 How would you feel if a neighborhood would be willing to pay you to keep you out? Answer Plan 1. Possible Answer [1] In Act II Scene 3 of A Raisin in the Sun. (Parts assigned Day 17. 1.2. 2. 1. [2] I would be afraid and angry at the same time because of Mr. the Younger family is confronted with the prejudice of the people from the neighborhood where they plan to move.) to discuss the question in light of the Lindner quote from A Raisin in the Sun(p.3. 1.2.) Writing/ Speaking/ Listening (30 minutes) CE1.Learning Life’s Lessons through Literature . 1.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan blacks. 122-130. 2. Scene Three on Day 19. My anger would result in me feeling defiant.1. She seems strong like I hope that I could be. 3. Mama nonchalantly prepares her treasured plant for the move.2. 3.4 As time permits.) CE3.9 Character Analysis Chart: Provide time for students to add to the chart here— or assign it as homework. (See Appendix #32a-b.2.7.A Raisin in the Sun . 61 ELA HS Unit 10.1.7. pp.3.1.3 NOTE: Students will be performing a portion of A Raisin in the Sun. 2.Learning Life’s Lessons through Literature .2.5. a Police Chief in Clinton Township was suspended. 1. have students share their answers with the whole group. 3. After all of the conjecture on Lindner’s warnings.2.4 .2.Teaching Plan ©Macomb ISD 2007 .1.2. Act II. 2.2. Even within the last few weeks.2.1.2. I would want to take the risk of moving into the house because it was mine. apparently because he wanted to hire a more diverse police force. Assign parts and make sure that assigned students have a copy of the book to practice for homework.3.ELA High School Unit – Macomb ISD Unit 10. CE1. 3. [3] No person or group should be able to control your destiny! CE3. 3.8. ) Focus for Listening: Does the loss of money mean the end of celebration for a dream achieved and is it a reason or an excuse to be depressed and angry? Use the plan below to do a Jigsaw activity.2.3. She.2. 3. 3.3. 124) d.1. and Beneatha tease each other and Mama before letting Mama open it. Which dreams appeared to be achieved? How do these relate to our definition of The American Dream? (Refer to chart in Appendix #32a-b.1.2. 1.A Raisin in the Sun . Is the loss of money a reason or an excuse for anger and depression? 4. Predict what the family will do next based on the character development so far. Ruth buys Mama a set of gardening tools for the new house.Teaching Plan ©Macomb ISD 2007 .2.) Focus Questions 1. 3.5. When the group discussion reaches an agreed answer.2. (See Appendix #41 for group focus questions. 122-125) c. (pp.1.10 Writing/ Speaking/ Listening (35 minutes) CE1. he expects this will fulfill his dream of financial independence.9.) 3. groups report out to the class. 1.1. 122-123) b. 2. 3.1. Jigsaw Divide class into 4 groups. 122-130.2.3. 1.3.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Day 19 Reading/ Listening/ Speaking (20 minutes) CE3. a. Travis proudly presents his Grandmama with a present of his own. Mama enjoys seeing her family happy.1.3. Each group works on one of the focus questions above.ELA High School Unit – Macomb ISD Unit 10.4 . (p. 2.4.11 Continue having students perform A Raisin in the Sun pp. (Parts assigned Day 18. Beneatha teases Travis.8. (pp. 3.2.4. Not only is the family moving to their dream house but he has initiated his investment in the liquor store.3.3.1.Learning Life’s Lessons through Literature . (pp. Walter is light. 122-123) “Giggling fiercely”. 124) e. Possible Answers 1. Beneatha joins her brother and sister. Walter. She enjoys the teasing and 62 ELA HS Unit 10.law in a teasing that is part of the happy and expectant atmosphere. 1. too.1.2. 1.in. How does each character celebrate the upcoming move? 2. 1.hearted and singing.1. 2. (p.3. 122-124) 2. Beneatha gives up the dream of being a doctor. We’ve already seen a hopeless Walter who drinks too much. It is justifiable to be angry at a liar and thief. c. a. b. Ruth would abort her baby and divorce Walter for putting them in that position. This position is based on the determination of Mama’s character and the close bond shown between the family members even when they disagreed with each other. She may even be convinced to marry George (a wealthy black man) in order to help the family survive. Ruth’s dream to see Walter happy has been part of The American Dream. Mama would continue to work as long as her health would allow. 3.Teaching Plan ©Macomb ISD 2007 . Walter uses the rip-off as an excuse to be depressed in order to deflect blame from him for making a poor choice. (pp. Most likely – Mama pulls the family together. Least likely . Mama disowns Walter for losing the bulk of the insurance money left by his father’s death. Willy has conned Walter and stolen the money. a. Possible – Family members become withdrawn but muddle on together. She recalls Big Walter’s sacrifices for his family and urges the family to carry on.ELA High School Unit – Macomb ISD Unit 10. Mama’s dream to buy a house has been part of The American Dream. Big Walter’s dream of providing a house for his family has been part of The American Dream. d.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan presents. Excuse to be depressed because depression allows its victim to wallow in self-pity rather than face the reality of a situation or take action to correct the problem. c.A Raisin in the Sun .The family falls apart. d. Reason to be depressed because Walter has “invested” with a swindler (Willy). She feels responsible for not only achieving a life.Learning Life’s Lessons through Literature . b.4 . Excuse for anger because Walter blames himself for believing Willy and the anger is displaced. 4. Ruth has been short-tempered and listless when she contemplated a new baby squeezing into the already crowded apartment. Walter hides shame and self-recrimination behind anger. b. a. c. Reason for anger. Beneatha could grudgingly give up her dream to be a doctor. Walter’s dream of owning his own business has been part of The American Dream. turning to a domestic 63 ELA HS Unit 10. Travis would be forced to find work as soon as he was able.long dream but precipitating this joyful and playful family camaraderie. Walter ends up living on the street and dies in an alcoholic stupor. Mama dies tired and alone after a disappointing life of broken dreams.4 .2. pp. Travis starts running with a gang in order to try to “better” himself. 131-142. Act III on Day 20.Learning Life’s Lessons through Literature . 64 ELA HS Unit 10. This leads to a dulling of her ambition and ultimately her intelligence.A Raisin in the Sun .Teaching Plan ©Macomb ISD 2007 .5. 3. CE3.ELA High School Unit – Macomb ISD Unit 10. He is killed in a gang war. Assign parts and make sure that assigned students have a copy of the book to practice for homework.3 NOTE: Students will be performing a portion of A Raisin in the Sun.2.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan job like the other members of her family. ” (p. 132-133) c. 3.2. Ruth – Put First Things First = “…I’ll work…I’ll work twenty hours a day in all the kitchens in Chicago…I’ll strap my baby to my back if I have to and wash all the floors in America and wash all the sheets in America if I have to…” (p.1.2.4.” (pp. Asagai – Be Proactive = “I LIVE THE ANSWER!” (p.3 Character Analysis Chart: Have students do the following activity with this chart in mind.1. 135) .3.Teaching Plan ©Macomb ISD 2007 .1. 140) 65 ELA HS Unit 10. (See Appendix #32a-b.2. 3.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Day 20 Reading/ Listening/ Speaking (25 minutes) CE3. adding to it as they see connections.9.2.Begin with the End in Mind = Asagai studies in America so he can facilitate independence in Nigeria .1. 1. 2.2.ELA High School Unit – Macomb ISD Unit 10.1. 135) . 3. 1. 3.3. (Parts assigned Day 19.3.3. 1. Apply sticky notes to the appropriate Habit Poster.1.10 Continue having students perform A Raisin in the Sun pp.Learning Life’s Lessons through Literature . Possible Answers 1. 1. 2. Beneatha – Begin with the End in Mind = “…I remember… thinking that was the end of Rufus…next time I saw Rufus he had just a little line down the middle of his face…I wanted to do that.2.) Writing/ Speaking/ Listening (30 minutes) CE1. 137) b. 3.1.7.1.3.” (p.7.Sharpen the Saw = “Never be afraid to sit awhile and think.3. 131-142.2.8.2. how do the characters either use or ignore the 7 Habits? Focus for Listening: How does optimism and pessimism affect deferments of a dream? Can you choose your attitude? What potential impact might an attitude have? Answer Plan 1.2.1.1.1. 2. 3.A Raisin in the Sun .9. 1.2. 1. 1.3. 3.) Focus for writing: If attitude determines the direction life can take. Find and record on red sticky notes examples of the opposite of the 7 Habits. Find and record on green sticky notes examples of the 7 Habits. 3.2.1.2.5. a.Think Win-Win = “I will teach and work and things will happen.4 . 3. 2. 2. 1.2. slowly and swiftly.3.1.1. 3. 133-134) CE3. Mama – Think Win-Win = “Sometimes you just got to know when to give up some things…” (p. 141) .Think Win-Win = “What about all the crooks and thieves and just plain idiots who will come into power and steal and plunder the same as before…” (pp. a. 131-136) b.Synergize = “There ain’t no causes-there ain’t nothing but in this world.Teaching Plan ©Macomb ISD 2007 .’” (p. 140) c. 143) NOTE: Students will be performing a portion of A Raisin in the Sun. (pp.3 . Then to Be Understood = Beneatha spends most of the conversation with Agasai trying to be as deflating as possible. Walter – Think Win-Win = “Some of us always getting ‘token. people went out and took the future right out of my hands!” (p.” (p.A Raisin in the Sun . Beneatha . only enough for negative rebuttals.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan 2.Be Proactive = “…while I was sleeping in that bed in there.ELA High School Unit – Macomb ISD Unit 10.5.Seek First to Understand. 143-151).Learning Life’s Lessons through Literature .2. and he who takes the most is the smartest-and it don’t make no difference how. Assign parts and make sure that assigned students have a copy of the book to practice for homework. 134) .2. (pp. Act III on Day 21. 66 ELA HS Unit 10. She doesn’t really listen to him.4 . .Teaching Plan ©Macomb ISD 2007 . by Paul Laurence Dunbar. . 3. 3.2.2. Beneatha: Love him? There is nothing left to love.10 Complete the student performance of A Raisin in the Sun with pp. 1.1.4.2. 3. She emphasizes that hope is something that cannot be taken away from any individual. 3.1. (Parts assigned Day 20.A Raisin in the Sun . 3.3. 3.2. And if you ain’t learned that.2. Child.Learning Life’s Lessons through Literature .3.5.3.6. 4. 1. Teacher may also want to explain the connection between Sympathy and the plight of African Americans during the reconstruction period. Focus for Listening: What virtues taught in the Younger family make it possible for a change in attitude that rededicates them to their dreams? Upon completion of the Triple Venn Diagram. you ain’t learned nothing.) Be sure to discuss Dickinson’s view of hope.) and the Triple Venn Diagram. 3.1.3.2. But I thought I taught you something else too .2.aol.1.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Days 21 and 22 Reading/ Listening/ Speaking (40 minutes) CE3. I mean for him: what he been through and what it done to him.2.4. (See Appendix #42a-e.4.4 . 4.2.5. 4.9. Mama: There is always something left to love. 2.2. 3. 3. There’s Hope.1. 143-151.4.4 After students have read page 145.3. (See Appendix #23a.I thought I taught you to love him.2.4.2. by India Aire.) Place a copy of Hope is the Thing with Feathers on the overhead and use the Talking to the Text strategy. 3. The underlined lines will be read in unison by the entire class and the teacher will read the rest of the poem.3. 3.ELA High School Unit – Macomb ISD Unit 10. The lines to be read together emphasize the idea that the caged bird has a voice. (See Appendix #42f. distribute copies of Hope is the Thing with Feathers. 3.3.com/artist/indiaarie/475170/main) and ask students to comment on Aire’s examples and her attitude toward life. 3. comparing the concept of hope found in each of the selections.2.2.1. Sympathy.3. 1. After students have read and discussed all three examples they will complete the Triple Venn Diagram (See Appendix #42f. when do you think is the time to 67 ELA HS Unit 10. Me and your daddy.). For the poem Sympathy place a copy on the overhead and explain to students that they will be performing a choral reading.2.3.4. by Emily Dickinson.) CE1. teacher will play India Aire’s song (http://music. Have you cried for that boy today? I don’t mean for yourself and for the family ‘cause we lost the money. 3.2.2.3. Finally.5. 3.1. 3.2.1. read the following excerpt from page 145: Mama: Yes – I taught you that.1. Discuss with students the need for hope in the bird’s situation. Have students respond aloud to the passage. The last activity for the day is to have students complete the following constructed response for homework. Take this opportunity to return to the big ideas. measure him right. According to the Seven Habits of Highly Effective Teens. Who in the play has exhibited the ability to have hope even in the most desperate situations? Cite specific examples from the play to support your opinion.Teaching Plan ©Macomb ISD 2007 . The power of believing in oneself and in others often leads to success. The American Dream is changing. you ain’t through learning – because that ain’t the time at all.4 . theme and essential questions of the unit and discuss what has happened in the play in relation to these ideas.) Big Ideas: dreams/visions human motivation Theme: Our dreams/vision can determine our future. Make sure you done taken into account what hills and valleys he come through before he got to wherever he is. child. by Sean Covey the fourth habit is classified with the idea of Think Win-Win. (See below and Appendix #24. and made things easy for everybody? Well then. measure him right.A Raisin in the Sun .ELA High School Unit – Macomb ISD Unit 10.Learning Life’s Lessons through Literature . Essential Questions: • What is/was meant by The American Dream? • Is there still an American Dream? • Has The American Dream changed over the years? What is The American Dream for the 21st Century? • Does The American Dream mean the same for African Americans as it does for white Americans? • What must happen for The American Dream to come true? • What are my dreams/visions for the future? How are they related to The American Dream? • What can I do to realize my dreams/visions for the future? 68 ELA HS Unit 10. This is defined as having an “everyone can win” attitude. Constructed Response: The authors listed above each emphasize the concept that hope endures all things. It is when he is at his lowest and can’t believe in hisself ‘cause the world done whipped him so! When you starts measuring somebody.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan love somebody the most? When they done good. 4.6. 4.” They dreamed of giving 69 ELA HS Unit 10. Each group is allowed a rebuttal.5 c b c d Focus Part of Walter’s dream is to have the money to be able to support his family in what he believes is an ideal manner.A Raisin in the Sun .1. 3.1. KEY: 1.7. Be sure to go over this activity as it provides an opportunity for students to become acquainted with the ACT English test.4. “Walter made the wrong choice.4. 2. A group representative presents the opinion and rebuttal. You may include references to the 7 Habits. Did Walter make the best choice? Using evidence from the play. Walter made the best choice based on the most important dream of the Younger family.” 2.3. show how you think Hansberry would answer that question. 1.2.1.1. 3.2.ELA High School Unit – Macomb ISD Unit 10. like pearls for Ruth. Debate Divide the class into two groups. You may include references to the 7 Habits.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan ACT English Test – Grammar Activity Two: Have students complete the grammar activity in Appendix #42g. 1.5. 1.) Each group prepares an opening opinion statement and three possible rebuttals.1. 1.3. 1.Learning Life’s Lessons through Literature .3. 4. Find evidence that Walter made the wrong choice.4.” you work together to achieve more. “Synergize.4 . Lindner seems to offer an opportunity to get closer to that goal. 1.2. 4. 4. In the Habits. Speaking/ Listening (55 minutes) CE1.3. 1. 3.6.Teaching Plan ©Macomb ISD 2007 . 143) Those generations had worked to improve the family. a.3.4. Mama reminded Walter about the “5 generations who had worked as slaves and sharecroppers” but had never been paid to admit they were unworthy to “walk the earth.2. Answer Plan (1 refers to Group 1. Mama and Big Walter continued by “Beginning with an End in Mind.5. b. b.9.1. 2 refers to Group 2) 1. 4.” (p.1.2. Think about your opposition’s position and plan three rebuttals to “Walter made the best choice. 1.” Possible Answers 1.3. Think about your opposition’s position and plan three rebuttals to. (Each side gives an opinion statement based on evidence from the reading.3. a. Find evidence that Walter made the best choice. Explain the format for a debate. a.2.1. the money should be used to achieve his dream of a house for his family.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan the family a house of their own. “Would you have had it at all if your father had not died?” (p. 135) 2. Also. b. (Habit #1) b.Learning Life’s Lessons through Literature . Lindner’s offer. He wants to own the car. he should work together with Lindner and his family to achieve more than a hostile neighborhood for their dream home. (1) If the other group says the family needs the money now.A Raisin in the Sun . (2) If the other group says that the family should use the money to move to a neighborhood where they will be welcomed. remember Ruth’s impassioned speech about how hard she is willing to work to earn the money necessary for the house. Had Walter listened sincerely (Habit #5) as Mr.” (p. Lindner’s offer may be substantial enough for the family to buy the more expensive home in a neighborhood where they will be welcome. We don’t even know if Walter has listened sincerely (Habit #5) to the other family members who seem to have changed their minds about moving at the beginning of the scene. with his dream lost.Teaching Plan ©Macomb ISD 2007 . Walter will have to continue working for someone else which will probably preclude his dream of owning his own business. Beneatha will have to work instead of pursuing her dream of becoming a doctor. remind them that Mama said those neighborhoods offered less house for more money with less than ideal living conditions. Walter should “Prioritize” (Habit #3) by keeping the family’s safety in mind first. The family has achieved Mama’s and Big Walter’s dream of owning a home. remember that Mama said. Mr. If the other group says that Walter made the right choice because it is the dream of Big Walter and Mama. as Ruth stated. remind them that each family member has their own dreams that will be deferred or forgotten altogether if they move into the house. Walter made the wrong choice for the family because they will be unwelcome in the neighborhood. If. 119).ELA High School Unit – Macomb ISD Unit 10. with four working adults the house. Remember that Asagai told Beneatha. a. 140) If Walter considers “Synergize” Habit #6. Mama talks of plans “…to fix this place up some. he should not allow the move to continue.4 .” (p. payments were achievable. Essentially. Ruth’s will be also. Walter let us know very clearly that he doesn’t want to drive someone else’s car. If the other group says that Walter 70 ELA HS Unit 10. remind them that the money came from the death of Big Walter. Ruth dreams of having her husband content and. Walter made the best choice because he listened sincerely (Habit#5) to Mama and turned down Mr. Lindner warned that “…people can get awful worked up when they feel that their whole way of life and everything they’ve ever worked for is threatened. (3) If the other group says to take the money and split it so each family members can use it toward their own goals. there are four adults to work for house payment money. 4 . 71 ELA HS Unit 10. Remind them of Walter’s drinking when he thought he would never have the opportunity to own his own business. Will she stay with him or the family if Walter declines into alcoholism? In Scene One.) in response to the following prompt: CE3.ELA High School Unit – Macomb ISD Unit 10. have students do a Quick (15 minutes) Write (See Appendix #19.A Raisin in the Sun . and still improve the family’s condition substantially. Lindner’s offer. Walter talks about the fact that all of the other family members have provided for Beneatha as she followed her dream.Learning Life’s Lessons through Literature . 2. propose that what Big Walter’s dream meant was an improvement for his family. Can he be a productive contributor if he spends his time and money drinking? Ruth wants a happy husband.Teaching Plan ©Macomb ISD 2007 . Writing As a short culminating activity for A Raisin in the Sun. buy another house where the family was welcome.1 Choose Walter or Beneatha and tell what they might have done differently to realize their dream.1.2. Will the family be improved if their safety is in danger? Will the family be improved if they lose hope because they give up their personal goals? Big Walter could choose to take Mr. will she leave with Asagai? If the other group says that Walter made the best choice because the money for the down payment on the house was earned at the cost of Big Walter’s life and the house was Big Walter’s dream for his family.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan made the right choice because the family will “Synergize”(Habit #6) and work together to pay for the dream house. Will she continue to expect support? Will she be one of the four adults who work for the house payment? Or.1. They cite the various “rags to riches” stories in our society. 1991). you can achieve it. 1.). "Critical Response and Stance. or you may present a different point of view on the question. 72 ELA HS Unit 10.) This will help them deal with many of the essential questions and the disposition.Teaching Plan ©Macomb ISD 2007 .2."who form and express judgments of people or things according to certain standards or values. poverty.3.1.Learning Life’s Lessons through Literature . 1. take a position on this question. as well as the numerous individuals who have stumbled upon success or have worked hard to rise to the top.3.2.3. such as prejudice. Others believe that America is the “land of opportunity” and that if you dream it.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Day 23 Speaking/ Listening/ Writing (55 minutes x2) CE1. Prentice Hall." (We want students to take a critical (characterized by careful analysis and judgment) stance (a selective attitude about what is to be retained from reading. etc.4 .9. You may write about either one of the two points of view given.1-1. 1.3. 1. 1.2.1. We want students to become critics .ELA High School Unit – Macomb ISD Unit 10. 1. 1.3 Use the following persuasive prompt modeled on the ACT Wrting test to encourage students to take a wider view of the American Dream.4. Those who believe this say that our culture contains too many roadblocks and obstacles.1.3. and social inequality.8.1. 1. In your essay.3." (Webster's New World Dictionary. ACT Writing Prompt Some individuals believe that the American Dream cannot be achieved by all people. (See Appendix #43 and 44a-b for ACT rubric.5.A Raisin in the Sun .4. Use specific reasons and examples to support your position. We have discussed 73 ELA HS Unit 10.8. This will bring up teaching plans that will help you prepare students to write and submit to NPR their own This I Believe essay. Have students return to their reading/viewing logs to reflect on the variety and diversity of their reading and viewing habits. etc.” “Throughout the study of A Raisin in the Sun.1. You have read and discussed A Raisin in the Sun dealing with the question.2.3. 2. answers to Focus Questions.3. 1. please note that different activities cover different Content Expectations. students have been encouraged to engage in self-assessment while monitoring their comprehension and using a variety of strategies to overcome difficulties when constructing and conveying meaning.3.Learning Life’s Lessons through Literature .7. ‘Have or will the characters reach their version of the American Dream? Why or Why not?’ You have also studied various versions of the American Dream. Teachers may choose any activity or combination of activities or have their students choose a culminating project from the list below.1. Now it is your opportunity to reflect again on your vision/dream for your life and make your beliefs public by participating in the This I Believe project.4 .5.2. In making your choices.3.5. 1.2.1.2. use Appendix #45.8. – to assess strengths.2. 1.1.5.4.1.4.1. Have students reflect on two pieces of unit writing that represent best effort.” Go to www.3.3. listeners and viewers. and you will write and submit your This I Believe essay. 1.1.2 Culminating Activity #1: This I Believe Introduce this culminating activity by saying something like. CE1. Think-(Write)-PairShare notes.1 -1.6 Reflecting on Reading and Writing: An important goal of this unit is for students to reflect on their growth as readers and writers. As readers.2. (Time will vary depending on number of culminating activities chosen. 2. Culminating Activity #2: Life = Risk Introduce this culminating activity by giving the premise for “Life = Risk.1. 1.4.3.2.3.A Raisin in the Sun .thisibelieve. 2. 1.1.Teaching Plan ©Macomb ISD 2007 .1.5.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Day 24 and forward Listening/ Speaking/ Writing CE1. 1.4. we have followed the characters as they have tried to reach their version of the American Dream. Quick Writes.) Culminating Activities 1-8 – Below are a variety of culminating activities that can be used to assess and extend student learning at the end of this unit. 1. “What have I learned about myself from what I have chosen to read and view on my own during this unit?” Also have students return to their portfolios or collections of writing – prompt writing.1.3. “You began this unit writing about your dream or vision for your life. 1. 1. To provide one more model of a This I Believe essay. weaknesses and development as a writer. 1.2. We will study the requirements for participation. 3. Have them answer the following question.4. 1.ELA High School Unit – Macomb ISD Unit 10. 1.2. Response to Literature.com and click on “For Educators” at the bottom of the page. 1. CE1.1 -1.3.3. 2.2.3. 1.3. Learning Life’s Lessons through Literature .4.” 4.’ You will create a researched-based.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan 1. you know what I mean.3. Reread the following passage from Walter Lee to George to the class: “How’s your old man making out? I understand you all going to buy that big hotel on the Drive? Shrewd move.5. multimedia presentation that explores Walter Lee as a leader and compares him to another famous leader.9.5. show the “Famous Failure” video. the American dream and success? Now.aspx?cid=1005&id=1378&f=s1m&cc= 74 ELA HS Unit 10.) • What is the relationship between taking risks. premise that to succeed in life you have to take risks. “You will begin working on the culminating activity ‘Life = Risk. you know what I mean. gamble big. by Sean Covey to help realize their dreams.9. fearless.) on the following question: • Do you think Walter Lee is a leader or a loser? After 3-5 minutes.1.2. We will also consider what 2. ask the students to use the Think-Pair-Share strategy (See Appendix #13. man.4 .5.2.8.2.1. one person might learn from other people who have achieved success in life.4. Your old man is all right. I got some plans that could turn this city upside down. Invest bit. Next. lose big if you have to. The students should be directed towards the understanding that. It’s hard to find a man on this whole South side who understands my kind of thinking—you dig? Me and you ought to sit down and talk sometimes. hell.com/ProductDetails. 1. man.1.Teaching Plan ©Macomb ISD 2007 . In this activity we will consider the 1.1.A Raisin in the Sun .7.8. 2. I mean think like he does.5. I mean for a home. although he failed miserably in his business venture. you know? But I think he’s running out of ideas now. Create a list of “loser” and “leader” qualities on the board. I got me some ideas…” Ask the students to respond to the following prompt in a one page Quick Write: (See Appendix #19. Man. have volunteers share with the entire class what they discussed with their partner. 1. http://www. 2. I’d like to talk to him. I mean he knows how to operate. if any.4. Big. he possesses.3. man.2 Then say something like.4. Listen. I mean he thinks big. Walter Lee has leadership qualities because he is visionary.bluefishtv. 1.how each character might have used The Seven Habits of Highly Effective Teens 1.3.ELA High School Unit – Macomb ISD Unit 10.3.5. 1. and takes risks. Ask why people might think Walter Lee is a loser and what leadership characteristics. 3. 1. 1.1. Ask students: Would you risk it all? If you had $10.5. several feet wide.1. (See Appendix #46c. 1.000.A Raisin in the Sun . Option: After students have created their individual charts. 1. how much would you risk knowing that this was the only money you had in the world? Have all students come to the board and place a mark (substitutions include: a sticky or their initials) on the number that represents the amount they’d be willing to risk to fulfill their American dream. Model how you would complete the summary chart in Appendix #47a using the information about Beneatha and her dream in Appendix #47b.2. the clip is enough. how characters might have acted differently in order to realize their dreams – the dreams that were deferred.8.Learning Life’s Lessons through Literature . brainstorm with students.1. on the board. but for this activity.1. 1. Guide them towards the insight that success is the fulfillment of the American dream to many Americans.2.1.2. See the rubric for project requirements.1.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan &csc=&ldr=&s=famous%20failures (When you click on the above link a clip from the video will automatically start playing. 2.5.1. 1.4 . read over with students. 3. in thousand dollar increments. create a chart to summarize how major characters from A Raisin in the Sun failed to realize their dreams and also how they might have realized their dreams.1.1.1. and find passages in the book that relate to Walter Lee and his road map to achieving his dreams.4. Discuss with the class the relationship between success and the American dream.1. 1. Plan 2-3 days in the media center for students to work on their presentations.6.3. 3. You may choose to purchase the entire video for $1. you might allow them to use the chart and other character charts they have created during the unit in answering Focus Question #8.Teaching Plan ©Macomb ISD 2007 . The clip is one minute and fourteen seconds long). Create a scale of 1-10.10 Culminating Activity #3: Comparative Response to Literature Using the following prompt will help students reflect on the actions of the characters in the play through the lens of The Seven Habits of Highly Effective Teens: With students.ELA High School Unit – Macomb ISD Unit 10.) Choose from the following Culminating Activities or complete them all: CE1.1.7.).1.000 to invest in your ideas.1. pass-out the “Life = Risk” road map (See Appendix #46a-b.6. 1. answer any questions and have the students make the following decisions: who they will research. Using ideas from The Seven Habits of Highly Effective Teens. Next. Then you might have students create their own summary charts for Walter and Mama using Appendix #47a. 75 ELA HS Unit 10. 1. 3.99. what medium they will use to present (3) their work. 1. report and try to persuade other group members that his or her plan for spending the an insurance check worth $100.5.Teaching Plan ©Macomb ISD 2007 . Identify the dream that was deferred and tell what each character. they begin researching their character’s dream: Lena. 1. 1. Refer to advice from The Seven Habits of Highly Effective Teens that each character might have taken to reach his or her dream. 1.8.4.8.3.2. Next.000 is the best plan.3.2.4. 1. 1. Once the y have decided their role.).4 .5. Walter.) are also included on separate sheets for your convenience. have them brainstorm the pros and cons of spending the $100.2.needs to research how much it would cost to put a 10% down payment on a house in Southside Chicago.3.Learning Life’s Lessons through Literature .2. Beneatha and Mama from A Raisin in the Sun failed to realize their dreams.ELA High School Unit – Macomb ISD Unit 10.4. Use the following rubric and checklist as you write and review your response: CHECKLIST FOR REVISION: _____ Do I take a position and clearly answer the question I was asked? _____ Do I support my answer with examples and details from both of the selections? _____ Is my writing organized and complete? CE1. Use details and examples from each of the two selections in your answer.4.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan The question (See Appendix #48.5 Culminating Activity #4: Raisins to Reality Overview: Students will research.3.5.1. homeowners’ insurance etc. 76 ELA HS Unit 10.1. (See Appendix #50.A Raisin in the Sun . checklist (See Appendix #48.1. Beneatha and Mama could have done differently in order to realize that dream.7.5. 1. 1. Have each student decide who they are going to be: Lena (See Appendix #51.5.) Activity Begin by putting students into groups of 4.4.) and a scoring rubric (See Appendix #49. Focus Question #8 (May be used independently or with Culminating Activity #3) Walter.). 1.3.) or Ruth (See Appendix #54.).2. 1. Bennie (See Appendix #53. 1.1 -1. 1. 1.000 on what their character thinks it should be spent on.).1. mortgage payment.4. Walter (See Appendix #52. He needs to know start-up costs. 1. tuition.needs to research how much it would cost to raise another child. 3.3. 3. Have students complete the chart in Appendix #55. a vote is taken to see how the money is going to be spent. payroll. After which each group member should write a reflective piece explaining why they voted the way they did and telling if they are happy with their decision.media: • • • A proposal List of expenses. Bennie. All the characters must provide the following to their group in report form. Walter.Teaching Plan ©Macomb ISD 2007 .” CE1.9. Have students reflect on their decisions using the following: (See Appendix #56.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Ruth.ELA High School Unit – Macomb ISD Unit 10. total cost Benefits of spending the money on their dream Once all proposals have been presented to the group.2. inventory. It can’t be a liquor store because Mama won’t allow it. Finally. how did you convince them to vote for your proposal? From your group discussion.2.1.1. why did you decide to vote for someone else’s proposal? How did they convince you that you would benefit by voting for their proposal? If everyone voted for your proposal. 3.needs to research how much it would cost to start his own business.) Reflect on the decision you made.4 . including health insurance.1.needs to research how much it is going to cost to continue going to college. Why did you choose the proposal you chose? If it is different from your proposal. 3. etc. are you happy with your group’s decision? Explain your answer. the cost of medical school.5 Culminating Activity #5: Profundity Use the Profundity Scale for Narrative to help students more clearly identify the truths and lessons from this play.2. how do the others feel they will benefit from your proposal? Finally.A Raisin in the Sun . books.) 77 ELA HS Unit 10. multi.Learning Life’s Lessons through Literature .2.4. etc. (See Appendix #57a-b.1. discussion is to follow within the group.2. etc. 3. preferably.2. supplies. ask students to compare Mama and Walter.2 Culminating Activity #6: Rewriting “Harlem: A Dream Deferred” Ask the students to review the poem.Teaching Plan ©Macomb ISD 2007 .2. Share charts at the end of the session. 3. The “discovery” will ring true in other texts.2. Next. CE1. fester. They 78 ELA HS Unit 10. characters. To compare two characters from the same text use the Comparing Characters form (Appendix #57a.1. 1. Using a blank Comparing Characters form (See Appendix #57b. and resolution. The lens. They should work together in small groups to complete the task.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Note to Teachers: Profundity Scale is a heuristic that helps students see through the surface of the story (physical plane) to the deep-level meaning at the theme or universal truth level. “Harlem: A Dream Deferred.2. Model for students with the character Beneatha how to move from a character’s actions to transformational thinking. 1.A Raisin in the Sun . the story grammar. It may provide an “ah ha” or give us unexpected insight. plot. sags and explode. When you reach the analogical planes. and in other content areas. It is a heuristic device that leads us to discover new knowledge or new understandings. Talk them through the selection of the three actions (one at the turning point of the story).ELA High School Unit – Macomb ISD Unit 10. problem. students are to identify and write the verbs they find in the poem: dry. or principle.” (The poem is reproduced at the beginning of A Raisin in the Sun. sugar over. promoting analogical and metaphorical thinking to solve problems and gain insights. is clarified by what the author has intended to be understood: the setting.5. in life. The Profundity Scale provides a perspective for comprehending something unknown through the known. crust.2. 1. run.). 3.3. Make your thinking public as you fill in each plane.2. they are to think of the dreams of the characters they have just encountered in this unit and add the verbs that describe what happened to their dreams.4 . This will help students compare the actions of two different characters in the same text.1.Learning Life’s Lessons through Literature .1. events. The seven plans of the Profundity Scale systematically organize thinking and give structure for delivering the core foundation of the text to find the lesson.) Working in small groups. theme. stink.2. which provides spaces for the seven planes of profundity for both characters. let students think of comparisons to their lives or their world. Identify the “pearls of wisdom” gained from doing the character analysis. was only a memory. 79 ELA HS Unit 10. or only had a refrain etc. (See Appendix #58. floated aloft.4 . blooms. faded into memory.) Does it come abounding like my unleashed pet Labrador? Or flourish like a summer rose And brighten the garden? Does it ripen like an apple? Or slowly reveal its sweet Like a carefully concealed melon? Maybe it blooms Like summer in an English garden. reveals. occurs.Learning Life’s Lessons through Literature . withered. moved away. stagnated. After they have explored more “dreams that have been dashed” now they turn to a new focus and that is Dreams Realized. happens. moved out of reach. abounds. depending on time and the students’ level of grammar knowledge.) Does it hover out of reach like the numbers on the lottery board? Or wither away like a celery stalk that was kept beyond its prime? Does it fade away like a summer tan? Or freckle and turn yellow/orange Like it came out of a can? Maybe it just stretches thin into the horizon Like the telephone wires on an endless road. The next activity could be used or not used. And they try their hand at writing similes like the ones above.A Raisin in the Sun . steps out. ripens.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan could be hovers out of reach. stretched thin. flourishes. They brainstorm words that show a dream coming into fruition: arrives.Teaching Plan ©Macomb ISD 2007 . lacked a body. realized. come true. This is to take the verbs and build similes like those in the poem: (See Appendix #58.ELA High School Unit – Macomb ISD Unit 10. 3. 3.5.. Have the students look at the cigarette ads (See Appendix #59a-d. 2..4.11.1.3.4.2.5.1.1.1.3. 3. 2.. What is the message? "If you smoke this brand of cigarettes.) and answer the questions individually in writing: 1. 2.2." To what part of the American Dream does each advertisement appeal? 3.1.1.1.Teaching Plan ©Macomb ISD 2007 . 1.3.1. (See Appendix #58.2. 2. 2.4. 4. CE1. 1. 2. 1.3. 2.1.2.1.3. 2. culture) is the tobacco company trying to reach? 2. 1.1.2.1.7.2.1..5.4.5.5 Culminating Activity #7: Advertising and the American Dream . initiate a class discussion about the advertisements and what the students’ thoughts are regarding them.7. 1. 1. 1. Do you feel these images influence people decision to smoke either consciously or subconsciously? After students have individually answered the questions.1.3.2.ELA High School Unit – Macomb ISD Unit 10.4. 3.2.1.4 .8.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Participants write a stanza for their own dream and decorate the paper.) Does it hurl itself against the current Like a salmon fighting its way upstream Or twirl one last wobbly time As a top depleting its centrifugal force? Does it stretch out its pedals to get the last of summer’s sun? Or drop its head down and wait for the frost? Maybe it just forgets it has limits and goes on and on Like the Duracell Bunny..1.Learning Life’s Lessons through Literature . 1. you will .4.2. 2. How is this ad misleading? 4. 2.1. 2. (marking pens or graphics on the computer) They are to put them on the wall of the classroom.Misleading Cigarette Advertisements Tell the students the sometimes other people can influence our dreams and our view of what success is.2.6. 1. Why would the tobacco companies publish advertisements that are misleading? 5.5. What group(s) of people (age.A Raisin in the Sun .9.10. 3.3.3.2. One such influence is magazine advertisements.2.4. 4. 80 ELA HS Unit 10.1. 1. race. have them share their responses in small groups (4-5) to create a meaningful discussion.2. the author has to decide how she will fulfill her dreams and her mother’s dreams for her. In the story.1. Each student should provide his/her group with an explanation for each answer. 3.1. As a group.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan Next. have students create truthful advertisements that portray what they feel really makes people successful: Begin by having the class brainstorm what makes someone successful and what steps they have to take to obtain that success.ELA High School Unit – Macomb ISD Unit 10.1.2. 1.1. 2. 2. 1. move from advertisement to advertisement while having the creator of the advertisement explain his/her creation and the reasoning and meaning behind it.Teaching Plan ©Macomb ISD 2007 . Model this with the first statement by sharing your thoughts with the students.3.2. CE1. For example: Career Education Family Friends Happiness Volunteering Money House Kids After students have created their advertisements.2.) and ask students to read the statement and decide whether or not they agree with those statements and provide an explanation for their decisions.2.Learning Life’s Lessons through Literature .2. 3.2.7. Once the students are finished.3. hang the advertisements around the room and create a clear path for the students to travel to each advertisement.2. 2. have them participate in a gallery walk. 3. 81 ELA HS Unit 10.4 . Amy Tan. Pass out the Statements to Consider (See Appendix #60a-b.1. Stress the idea that everyone has their own definition of what success is or what reaching any part of the American Dream is.1.5 Culminating Activity #8: Whose dreams do you follow? – “Two Kinds by Amy Tan Tell the students that they are going to be reading an excerpt from The Joy Luck Club. as Chinese-American.2.” It is a true story about the author.3.A Raisin in the Sun . To create a gallery walk. 2. called “Two Kinds. have a whole class discussion about the author’s opinions.ELA High School Unit – Macomb ISD Unit 10.) with the students.A Raisin in the Sun . Stop and subtly discuss significant points in the story that come back to the Statements to Consider. Then compare the class opinions to that of the author and have a discussion with the class over the results.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan After the groups have discussed their opinions. have them meet in small groups to discuss their answers. read “Two Kinds” (See Appendix #61a-h.Teaching Plan ©Macomb ISD 2007 .4 . Next. have students finish the Statements to Consider worksheet by deciding the author’s opinion and provide examples in the text that support their answers. 82 ELA HS Unit 10.Learning Life’s Lessons through Literature . After the story has been read. You may want to ask for a show of hands before the discussion and record these numbers. Again. It’s interesting to go back and compare the majority opinion with that of the author. Finally. have a whole class discussion about each of the statements.