8. Extension Students will start working on their vocabulary homework. A Raisin in the Sun PowerPoint Semantic Map Vocabulary Word: _______________________ Visual: Definition: Synonym: Antonym:
Definition: Lesson Plan – Day 2 1. Descriptive Data Teacher: Yesenia Miranda Date: 3/25/14 Grade Level/Course: 10th-12th ESL American Literature Lesson Topic: Viewing: A Raisin in the Sun (1961) Time Required: 51 minutes Unit Topic: A Raisin in the Sun Lesson Number in Unit: 2 2. Standards and Objectives Common Core Standards CCSS.ELA-LITERACY.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist. Objectives Students will be able to increase their knowledge about the assigned vocabulary words by working in pairs to present their semantic maps. Students will be able to develop their background knowledge on characters, issues, and themes by watching A Raisin in the Sun. 3. Rationale In order for students to fully experience Lorraine Hansberry’s A Raisin in the Sun, they must first be given the opportunity to watch the play. A Raisin in the Sun is a play full of emotion and tension, so it is only fitting that students watch the play before they begin reading so that they can experience it as an audience. Once students have finished watching the play, they can then read the text and deeply engage with the concepts and themes presented. 4. Materials and Resources
Objectives 3. Rationale Although students have already watched the film version of A Raisin in the Sun, it is important for students to participate in acting workshops in the classroom because a play is not meant only to be read, but to be seen and heard. Using a workshop approach to reading A Raisin in the Sun will help students practice their oral presentation skills and give them the opportunity to read in class. 4. Materials and Resources Vocabulary Quiz (Attached) A Raisin in the Sun by Lorraine Hansberry (McDougal Littell) 5. Instructional Procedure Vocabulary Quiz: 5 Minutes Teacher will project the vocabulary quiz (attached) and give students five minutes to complete the quiz. Once students have completed the quiz they will turn it in to the teacher. Discussion - A Raisin in the Sun Act 1: 10 Minutes Teacher will facilitate a short discussion about the important events of Act 1 in A Raisin in the Sun (students should have read all of Act 1 for homework). Some of the topics that might be covered during discussion would be the families’ living conditions, Ruth’s financial worries, Walter’s plan to invest in a liquor store, Beneatha’s lack of faith in God, and the arrival of the Insurance check. Reading/Acting Workshop- A Raisin in the Sun Act 2: 35 Minutes Teacher will ask students to form a circle in the center of the classroom. Once students are seated, the teacher will ask for volunteers to act out the first scene of Act 2 in A Raisin in the Sun. The volunteers will then enter the center of the circle and the audience will be encouraged to help the actors act out the scene by making sure that they are following the stage directions. The teacher’s role will be to narrate and question the audience if the actors have missed something or to encourage them to be creative with their suggestions. Closure: 6 Minutes Once the workshop is complete, the teacher will close the class by explaining the reasons why we must practice acting in the classroom because plays must be experienced, seen, and heard. The teacher will also explain how different directors make different choices about how to approach their plays depending on their vision for the script. Teacher will also assign finishing Act 2 for homework.
. 5. Instructional Procedure Introduce Project: 10 Minutes Teacher will introduce the project by reading and explaining everything that is on the packet, going through the expectations of the project, and explaining the project rubric. Teacher will ask that students hold all questions until the end of the project introduction. Project Discussion: 10 Minutes Teacher will allow students to ask questions about the project and discuss whatever is not clear to them. Teacher will ask students to focus on the rubric so that they know what is expected of them. Project Modeling/Activity: 15 Minutes Teacher will explain how to use the script writing packet by modeling the process on the projector. Students will offer suggestions about the setting, time, and place as the teacher types it on to the template. Students will also work together to develop characters and a sample script including stage directions. Once the script is complete, a few volunteers will perform the script that the class created. Group Selection: 10 Minutes Teacher will allow students to choose their groups and discuss what option they will be selecting for their scripts. Closure: 6 Minutes Teacher will go over the due dates, tasks, and time allowed for in-class work on the project. Students will be reminded to have finished Act 2 in A Raisin in the Sun. 6. Assessment The script project counts toward one of their final assessments. As a result of the previous lessons and reading of A Raisin in the Sun, the students should be able to create scripts that relate to A Raisin in the Sun. Students will also be encouraged to imitate Lorraine Hansberry’s use of dialect. The script will also reflect their knowledge on housing discrimination and how the characters might have developed because of it. 7. Modifications Create the groups, provide clear instructions, provide an alternate project, provide more time.
A Raisin in the Sun: Take Home Exam (90 Points- 10 Points Each) Directions: Answer each of the following questions on a separate sheet of paper. This is a final exam and must be written in your own words. 1. Identify the following characters by describing who they are and their function in the play: Walter Lee Younger, Lena Younger, Beneatha Younger, Ruth Younger, Joseph Asagai, George Murchison, Karl Lindner, Travis Younger, Bobo, and Willie. 2. Summarize the plot of A Raisin in the Sun in at least two paragraphs. 3. In A Raisin in the Sun, Lorraine Hansberry’s use of dialect within the dialogue helps us better understand the characters in the play. Choose one of characters in the play and discuss what is revealed about the character in terms of the dialect that they use. 4. The characters in A Raisin in the Sun each have a dream. Choose any character and identify what their dream is and how they plan to achieve it. Did they achieve their dream in the end? Why/Why not? 5. How does Lorraine Hansberry’s A Raisin in the Sun draw attention to discrimination in the housing market during the civil rights era? 6. How is the issue of discrimination in the housing market still relevant today? 7. What does Lena’s plant represent or symbolizes? 8. What is assimilation and how is it address in A Raisin in the Sun? 9. One of the themes we discussed in class was the importance and influence of money. What role does money play and how does it affect the following characters in the play: Walter, Beneatha, Lena, Ruth? OR Develop your own theme and discuss the role the theme plays in A Raisin in the Sun and how it affects the Younger Family.