FiveLessons1



**Day 1 (Monday) ** **9th Grade English—50 minutes **

**Unit Goals: **
 * 1) Students will contemplate what it means to be successful and what components make up “The American Dream” in order to develop a foundation of opinion before reading the material.
 * 2) Students will analyze drama, prose, poetry, and film in order to identify how each style of writing contributes to the effectiveness of its meaning.
 * 3) Given the racial, cultural, and socioeconomic differences in the play, students will examine, without discrimination or stereotyping, how these factors play a part in the characters’ attempts of achieving success in order to apply these factors to today’s society.

**Rationale: ** The first lesson of this unit will be dedicated to the introduction of the main concept of the American Dream and what it means to be successful. Having students write about their personal definitions of the American Dream and success will give them a starting point to evolve their opinions later on in the unit. Students will be introduced to the topics covered in the unit as well as what assignments will be expected of them.

**Lesson objectives: **
 * 1) Students will define what success and the American Dream means to them in order to develop ideas and opinions for their final assessment.
 * 2) Students will collaboratively discuss their beliefs and feelings in order to familiarize themselves with different opinions and how to react to them.
 * 3)  Students will plan times to meet with their assessment group in order to learn how to budget their time.

**Standards: ** - W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. - W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. - <span style="font-family: 'Georgia','serif'; font-size: 16px;">SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Materials: ** <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">Journals <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">PPT slide <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">Handouts <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- //<span style="font-family: 'Georgia','serif'; font-size: 16px;">A Raisin in the Sun //<span style="font-family: 'Georgia','serif'; font-size: 16px;">by Lorraine Hansberry

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Activities: **
 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Introduction (15 minutes): **<span style="font-family: 'Georgia','serif'; font-size: 16px;"> Introduce unit and reading materials.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Tell students what we will be covering, reading, and discussing.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Summarize unit goals.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Introduce assessment activities to be completed by students throughout the unit.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Pass out journal direction sheets and portfolio handouts.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Explain all criteria and directions and field any questions from students. Tell students they should begin working on their portfolios as soon as possible and there will be a check half way through the unit.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Journal (10 minutes): **<span style="font-family: 'Georgia','serif'; font-size: 16px;"> Post the questions “In your opinion, what is the American Dream? What is the meaning of success? Are these two things the same or different?” Have students write for ten minutes.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Discussion Groups (10 minutes): **<span style="font-family: 'Georgia','serif'; font-size: 16px;"> Divided students up evenly into groups. Have them share their responses with each other and discover if their answers are similar or different from the others in their group.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Classroom Discussion (10 minutes): **<span style="font-family: 'Georgia','serif'; font-size: 16px;"> Have each group nominate one spokesperson to tell the rest of the class what was discussed in their group. Tell students that these are the groups they will be working in for their final assessment portfolios. Have them exchange contact information and talk about when to meet.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Conclusion (5 minutes): **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Explain homework to students and have them put the room back in order.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Assessment: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Observe discussion groups and collect journal entries.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Homework: ** <span style="display: block; font-family: 'Georgia','serif'; font-size: 16px; text-align: left;"> Students will read the first 13 pages of //A Raisin in the Sun// (pp. 3-16) including the character list and the Langston Hughes poem “A Dream Deferred”

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Day 2 (Tuesday) ** **<span style="font-family: 'Georgia','serif'; font-size: 16px;">9th Grade English—50 minutes **

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Unit Goals: **
 * 1) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will contemplate what it means to be successful and what components make up “The American Dream” in order to develop a foundation of opinion before reading the material.
 * 2) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will analyze drama, prose, poetry, and film in order to identify how each style of writing contributes to the effectiveness of its meaning.
 * 3) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Given the racial, cultural, and socioeconomic differences in the play, students will examine, without discrimination or stereotyping, how these factors play a part in the characters’ attempts of achieving success in order to apply these factors to today’s society.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Rationale: **<span style="font-family: 'Georgia','serif'; font-size: 16px;"> In this lesson, we will begin discussing //A Raisin in the Sun.// Students will begin by writing in their journals in response to a prompt about unaccomplished or forgotten dreams. This activity will allow them to reflect on their personal lives while gaining insight as to what the characters in the text may have felt. As a class, we will analyze Langston Hughes’ poem “A Dream Deferred” and discuss why it is found at the beginning of //A Raisin in the Sun//. Students will then work collaboratively on character maps that will be used and built upon throughout the unit. This will be useful when they complete the character analysis section of their final portfolios.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Lesson objectives: **
 * 1) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will analyze poetry from Langston Hughes in order to relate it to what they know about the play.
 * 2) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will make predictions from the opening description in the play in order to decide what kind of story is to be expected.
 * 3) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will use their knowledge of the play thus far to draw character maps for Walter and Ruth in order to apply this analysis to their final portfolio.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Standards: ** <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Materials: ** <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">Journals <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">PPT slide <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">“A Dream Deferred” by Langston Hughes <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- //<span style="font-family: 'Georgia','serif'; font-size: 16px;">A Raisin in the Sun //<span style="font-family: 'Georgia','serif'; font-size: 16px;">by Lorraine Hansberry <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">Markers <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">Posters

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Activities: **
 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Before class: **<span style="font-family: 'Georgia','serif'; font-size: 16px;"> Have desks arranged in a “U” shape. Students will be able to see the teacher and the teacher will be able to see all students.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Journal (10 minutes): **<span style="font-family: 'Georgia','serif'; font-size: 16px;"> Post the following on the board: “Have you ever had a dream that didn’t come true? If so, why was it so devastating? If not, imagine what it would be like to suffer a great disappointment. How do you think you would feel? What would be your reaction?” Have students write for ten minutes.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Class Discussion (5 minutes): **
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Briefly discuss some of the journal responses.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students do not have to explain their exact situation, but rather how they felt after a disappointment.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Call on students if there are no volunteers.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Explain today’s agenda.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Pass back the previous journals entries.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">“A Dream Deferred” by Langston Hughes (10 minutes): **
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Have a volunteer read the poem aloud.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Write the term “deferred” on the board.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Ask students what they think this means and have a volunteer write the definition on the board.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Discuss the images Hughes utilizes to describe a deferred dream.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Write “Images” on the board.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Have students come to the board and write the various images Hughes’ used in his poem.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Ask students why they think Hughes varied the metaphor and if the variations seem genuine or real.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Ask students why they think Hansberry put this before her play.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Opening Stage Directions (10 minutes): **
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Read aloud the first three paragraphs of stage directions on page 3. Have students consider what textual evidence informs the reader of the coming story and characters.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Questions to ask:
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Why are the stage directions so detailed?
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">What evidence (mainly from paragraphs 2 and 3) shows that the Younger family had/is still having struggles?
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">How does the description of the furniture relate to the personalities of the upcoming characters?


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Group Character Map (15 minutes): **
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Have students break into their portfolio groups and sit on the floor in the middle of the desk formation.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Using the markers and posters given, students will create a character map for Walter and Ruth Younger.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Draw on the board what the character map should look like.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Have students draw parallels between the characters.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students should have at least 3 traits for each character and at least 2 traits that connect them both.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">When students are finished, collect the character maps and tell students they will be presenting their maps to the class next lesson.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Assessment: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Observe group work and collect character maps and journal entries.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Homework: ** <span style="display: block; font-family: 'Georgia','serif'; font-size: 16px; text-align: left;"> Students will read pages 17-29 of //A Raisin in the Sun//, continuing to think about the significance of the Langston Hughes poem and our discussion of deferred dreams.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Day 3 (Wednesday) ** **<span style="font-family: 'Georgia','serif'; font-size: 16px;">9th Grade English—50 minutes **

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Unit Goals: **
 * 1) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will contemplate what it means to be successful and what components make up “The American Dream” in order to develop a foundation of opinion before reading the material.
 * 2) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will analyze drama, prose, poetry, and film in order to identify how each style of writing contributes to the effectiveness of its meaning.
 * 3) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Given the racial, cultural, and socioeconomic differences in the play, students will examine, without discrimination or stereotyping, how these factors play a part in the characters’ attempts of achieving success in order to apply these factors to today’s society.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Rationale: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">This lesson continues yesterday’s character analysis activity by adding two more characters to story: Beneatha (Walter’s younger sister) and Mama. By having students build upon their previously started characters maps, they will be able to see what the characters have in common and where they differ. For their journal entry, students will have to put themselves in the characters’ shoes and imagine if they were in the same situation. This will allow students to think critically about the text and relate it to their own lives. The classroom discussion builds upon their journal entries.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Lesson objectives: **
 * 1) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will analyze traits of newly introduced characters in order to create a larger repertoire of characters for the character analysis section of their portfolio.
 * 2) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will present character maps to the class in order to enhance public speaking skills.
 * 3) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will engage in classroom discussion in order to gain a better knowledge of the text as well as other interpretations from peers.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Standards: ** - <span style="font-family: 'Georgia','serif'; font-size: 16px;">W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. - <span style="font-family: 'Georgia','serif'; font-size: 16px;">W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. - <span style="font-family: 'Georgia','serif'; font-size: 16px;">SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. - <span style="font-family: 'Georgia','serif'; font-size: 16px;">SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. - <span style="font-family: 'Georgia','serif'; font-size: 16px;">RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. - <span style="font-family: 'Georgia','serif'; font-size: 16px;">RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Materials: ** <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">Journals <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">PPT slide <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- //<span style="font-family: 'Georgia','serif'; font-size: 16px;">A Raisin in the Sun //<span style="font-family: 'Georgia','serif'; font-size: 16px;">by Lorraine Hansberry <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">Markers <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">Posters

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Activities: **
 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Before class: **<span style="font-family: 'Georgia','serif'; font-size: 16px;"> Have desks arranged in a “U” shape.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Question/Answer (5 minutes): **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Answer any questions students may have about last night’s reading and explain today’s agenda. Pass back journal entries


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Group Character Map (10 minutes): **
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Have students break into their portfolio groups and sit on the floor in the middle of the desk formation.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Pass out character maps from last lesson.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Have students add the characters of Beneatha and Mama to their maps, connecting them to Walter and Ruth.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students should have at least 3 traits for each character and at least 2 traits that connecting to every other character.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">When students are finished, have them sit in their groups at the desks with their maps.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Character Map Presentation (10 minutes): **
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Have each group present their map in the middle of the seating arrangement.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">They must explain why they chose the traits and how they connect to the other characters using textual evidence.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Collect the character maps and hang them around the room at a later date. These will remain visible in the classroom until the completion of the unit.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Journal (10 minutes): **<span style="font-family: 'Georgia','serif'; font-size: 16px;"> Post “Imagine you are given $10,000. What would you do with it? Would you share it or save it? How do you think it would affect your relationships with those closest to you?” on the board. Have students write for ten minutes.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Class Discussion (15 minutes): **
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Have some students share their journal entries. This will serve as a transition into today’s discussion.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Have students briefly describe the main plot elements of the play thus far to make sure all students are comfortable with the information.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Questions to spark discussion:
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Why is the money such a big deal for the Younger family?
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Why does Walter disapprove of Beneatha’s decision to become a doctor?
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">What does this say about gender roles in their family and society?
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">How do you think they money should spent? Why?
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Why are the pressures of making money so great on this family?
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">What makes Mama’s speech so different from the other characters? What clues point to her wisdom and life experience?

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Assessment: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Observe group work, presentations, and class discussion. Collect character maps and journal entries

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Homework: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Finish scene 1 //A Raisin in the Sun//. Write down observations about generational differences and expectations between characters.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Day 4 (Thursday) ** **<span style="font-family: 'Georgia','serif'; font-size: 16px;">9th Grade English—50 minutes **

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Unit Goals: **
 * 1) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will contemplate what it means to be successful and what components make up “The American Dream” in order to develop a foundation of opinion before reading the material.
 * 2) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will analyze drama, prose, poetry, and film in order to identify how each style of writing contributes to the effectiveness of its meaning.
 * 3) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Given the racial, cultural, and socioeconomic differences in the play, students will examine, without discrimination or stereotyping, how these factors play a part in the characters’ attempts of achieving success in order to apply these factors to today’s society.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Rationale: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">This lesson will focus on the number of generational differences present in the play. Since last night’s reading mainly focused around the argument between Beneatha and her mother, today’s lesson will analyze their relationship. The journal entry has students writing about disagreements between themselves and their parents to help them identify with Beneatha’s struggles of becoming her own person. The character beliefs activity allows students to identify with a character they may not feel close to or understand. By having students begin the activity in pairs and work towards whole class discussion, my hope is that they will continue building their comfort level of expressing their ideas in front of others.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Lesson objectives: **
 * 1) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will reflect on the generational differences in their personal lives in order to relate to the problems in the characters’ lives.
 * 2) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will work in pairs citing certain beliefs resulting from generational differences in order to connect themselves to the character.
 * 3) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will discuss their beliefs activity in large groups in order to determine the opinions and findings of their peers.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Standards: ** - <span style="font-family: 'Georgia','serif'; font-size: 16px;">W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. - <span style="font-family: 'Georgia','serif'; font-size: 16px;">W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. - <span style="font-family: 'Georgia','serif'; font-size: 16px;">SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. - <span style="font-family: 'Georgia','serif'; font-size: 16px;">SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. - <span style="font-family: 'Georgia','serif'; font-size: 16px;">RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. - <span style="font-family: 'Georgia','serif'; font-size: 16px;">RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Materials: ** <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">Journals <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">PPT slide <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- //<span style="font-family: 'Georgia','serif'; font-size: 16px;">A Raisin in the Sun //<span style="font-family: 'Georgia','serif'; font-size: 16px;">by Lorraine Hansberry <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">Mama and Beneatha belief sheets

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Activities: **
 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Before class: **<span style="font-family: 'Georgia','serif'; font-size: 16px;"> Have desks arranged in pairs with a spacious middle aisle.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Question/Answer (5 minutes): **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Answer any questions students may have about last night’s reading and explain today’s agenda. Pass back journal entries.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Journal (10 minutes): **<span style="font-family: 'Georgia','serif'; font-size: 16px;"> Post “Most likely you and your parents have disagreed on occasion. What were your disagreements about? Did the basis of the argument result because of the ‘way things are now’?” on the board. Have students write for ten minutes.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Class Discussion (5 minutes): **
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Have some students share their journal entries. They do not need to divulge details, but just general characteristics of arguments.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Character Beliefs Pairs (8 minutes): **
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Pass out Mama and Beneatha belief sheets and explain directions.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Have one side of the room complete Beneatha belief sheets and the other side Mama.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">In their pairs, students will fill out and answer questions on the beliefs sheet.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Character Beliefs Groups (8 minutes): **
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Once students are finished in their pairs, have them form two larger groups with those who filled out the same character beliefs sheet.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will sit in the main aisle between desks
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Have Mama’s group sit in the front of the classroom and Beneatha’s group in the back.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will share their answers with each other and add anything missed.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Class Discussion (10 minutes) **
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">We will join as a class in the center aisle of the classroom.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Each group will explain their beliefs sheet while the other group takes notes.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Point out any important missed facts and answer any questions.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Closure (4 minutes): **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Explain homework for the next day and collect journal entries.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Assessment: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Observe group work, presentations, and class discussion. Collect journal entries.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Homework: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Read pages 39-56 of //A Raisin in the Sun//. And answer the journal question: “What kinds of obstacles can get in the way of big dreams? Does overcoming these obstacles count as success even if the dream is not accomplished?” Tell students to write for ten minutes after they read.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Day 5 (Friday) ** **<span style="font-family: 'Georgia','serif'; font-size: 16px;">9th Grade English—50 minutes **

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Unit Goals: **
 * 1) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will contemplate what it means to be successful and what components make up “The American Dream” in order to develop a foundation of opinion before reading the material.
 * 2) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will analyze drama, prose, poetry, and film in order to identify how each style of writing contributes to the effectiveness of its meaning.
 * 3) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Given the racial, cultural, and socioeconomic differences in the play, students will examine, without discrimination or stereotyping, how these factors play a part in the characters’ attempts of achieving success in order to apply these factors to today’s society.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Rationale: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">We will begin this lesson by talking about last night’s journal assignment. We will then discuss last night’s reading and making sure everyone understands the plot thus far. The rest of the period will be dedicated to working on portfolios. Students will need to plan out their assignments, what times to meet, and basic topic points in their writing assignments.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Lesson objectives: **
 * 1) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will think critically about the events of the play so far in order to gain a better understanding of what they are expected to know
 * 2) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will work collaboratively in their portfolio groups in order to begin groundwork on their assignments.
 * 3) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will utilize classroom materials and computers in order to create something concrete for their portfolio.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Standards: ** - <span style="font-family: 'Georgia','serif'; font-size: 16px;">SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. - <span style="font-family: 'Georgia','serif'; font-size: 16px;">RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. - <span style="font-family: 'Georgia','serif'; font-size: 16px;">RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. - <span style="font-family: 'Georgia','serif'; font-size: 16px;">RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Materials: ** <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- //<span style="font-family: 'Georgia','serif'; font-size: 16px;">A Raisin in the Sun //<span style="font-family: 'Georgia','serif'; font-size: 16px;">by Lorraine Hansberry <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">Classroom computers

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Activities: **
 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Before class: **<span style="font-family: 'Georgia','serif'; font-size: 16px;"> Have desks arranged in groups.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Overview (5 minutes): **<span style="font-family: 'Georgia','serif'; font-size: 16px;"> Collect journals and hand back previous journals. Explain today’s agenda.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Class Discussion (20 minutes): **
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Discuss journal entries and answer any questions students have.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Transition into discussion of last night’s reading.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Focus on Ruth’s “doctor’s appointment” and the money finally coming.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Portfolio Work (25 minutes): **
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Have students begin to plan portfolios
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Walk around observing and answering any questions
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students may work in any part of the room but must keep voices quiet and stay focused on the task at hand

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Assessment: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Observe group work, and class discussion. Collect journal entries.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Homework: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Read pages 57-84 of //A Raisin in the Sun//. Make observations about emerging themes and symbols. Add any newfound character traits.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Day 6 (Monday) **

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">9th Grade English—50 minutes **

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Unit Goals: **


 * 1) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will contemplate what it means to be successful and what components make up “The American Dream” in order to develop a foundation of opinion before reading the material.
 * 2) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will analyze drama, prose, poetry, and film in order to identify how each style of writing contributes to the effectiveness of its meaning.
 * 3) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Given the racial, cultural, and socioeconomic differences in the play, students will examine, without discrimination or stereotyping, how these factors play a part in the characters’ attempts of achieving success in order to apply these factors to today’s society.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Rationale: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Today’s lesson will be devoted to discussion and activities that explore the symbols and motifs in //A Raisin in the Sun//. This lesson is intended to provide information for students to use in the Motif/Symbol Report portion of their portfolio as well as expand their knowledge on the accurate use of symbols and motifs in drama and literature.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Lesson objectives: **


 * 1) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will be journaling in response to a prompt about a significant object in their lives in order to understand why an author would chose something specific to signify meaning in their text.
 * 2) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will determine a major motif/symbol presented in the text in order to establish a parallel to the storyline.
 * 3) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will write what they think the meaning of plant symbolism is in //A Raisin in the Sun// and post it on a poster in order to visualize the actual meaning and the meanings of their peers.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Standards ****<span style="font-family: 'Georgia','serif'; font-size: 16px;">: **

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Materials: **

<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- //<span style="font-family: 'Georgia','serif'; font-size: 16px;">A Raisin in the Sun //<span style="font-family: 'Georgia','serif'; font-size: 16px;">by Lorraine Hansberry

<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">Construction paper leaves

<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">Markers

<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">Tape

<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- <span style="font-family: 'Georgia','serif'; font-size: 16px;">“Mama’s Plant” poster

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Activities: **


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Before class: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Have desks arranged in a way that allows students to easily move around the room.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Introduction **<span style="font-family: 'Georgia','serif'; font-size: 16px;"> **(10 minutes):**
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Answer any questions about last night’s reading.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Pass back journal entries.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Tell students today’s agenda


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Journal Think, Pair, Share (20 minutes): **
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Inform students their journal entries will be shared with the class today.
 * //<span style="font-family: 'Georgia','serif'; font-size: 16px;">Think //<span style="font-family: 'Georgia','serif'; font-size: 16px;">: Post “What is one item you own that means the most to you? Why is this? What experiences have you had with it or because of it?” Have students write for ten minutes.
 * //<span style="font-family: 'Georgia','serif'; font-size: 16px;">Pair //<span style="font-family: 'Georgia','serif'; font-size: 16px;">: When students are finished writing, have them partner with someone close to them and share their journal entries.
 * //<span style="font-family: 'Georgia','serif'; font-size: 16px;">Share //<span style="font-family: 'Georgia','serif'; font-size: 16px;">: Each pair will share their journal entries with the class. Instead of sharing their own entries, students will explain their partner’s journal to the class.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Plant Motif/Symbol activity (20 minutes): **
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Have students take out their list of symbols and motifs.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Have some volunteers share their list.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Ask students to raise their hands if they listed Mama’s plant as one of their items.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Explain to students the following activity:
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Hang the “Mama’s Plant” poster on the wall.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Pass out leaves and markers.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Have students write their name in the top left corner of the leaf and what they think the plant symbolizes in the play larger in the center of the leaf.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">When students are finished, have them come up to the poster one by one to hang their card on the poster using tape.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Have them briefly explain what textual evidence led them to their definition.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Once students are finished hanging their cards, observe the responses to see if any other possible meanings can be shown.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">If so, as a class decide on other meanings and post additional index cards on poster.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Group similar answers together.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Assessment: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Observe students’ answers to the plant activity to see if students correctly grasped the meaning of the symbolic use of Mama’s plant. Observe the Think, Pair, Share activity to see if students are actively engaging with their partners. Collect journal entries and assess if students wrote about something genuine and if their writing is clear and coherent.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Homework: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Finish Act II Scene I and read Act II Scene II of //A Raisin in the Sun//.


 * //<span style="font-family: 'Georgia','serif'; font-size: 48px;">A Raisin in the Sun //****<span style="font-family: 'Georgia','serif'; font-size: 48px;">Discussion Worksheet **


 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">There’s a battle between materialistic and idealistic goals and values in //A Raisin in the Sun//. In what ways are these present //and// which is more important according to the characters? Be sure to include specific textual evidence and cite page numbers.


 * 1) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Walter:


 * 1) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Ruth:


 * 1) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Beneatha:


 * 1) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Mama:

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Day 7 (Tuesday) **

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">9th Grade English—50 minutes **

**<span style="font-family: 'Georgia','serif';">Unit Goals: **


 * 1) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will contemplate what it means to be successful and what components make up “The American Dream” in order to develop a foundation of opinion before reading the material.
 * 2) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will analyze drama, prose, poetry, and film in order to identify how each style of writing contributes to the effectiveness of its meaning.
 * 3) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Given the racial, cultural, and socioeconomic differences in the play, students will examine, without discrimination or stereotyping, how these factors play a part in the characters’ attempts of achieving success in order to apply these factors to today’s society.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Rationale: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Today we will be holding a form of discussion panel to address aspects of unit goal three. Students will discuss certain elements of the play having to do with societal influences of the characters to explore external factors affecting the family. By presenting their prompt to the class and having the class respond, students will become more comfortable expressing their ideas to a group of people and learning how to respond when their opinions are similar and/or different than the larger group’s.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Lesson objectives: **


 * 1) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will reflect on a moment in their lives where they felt stereotyped or prejudiced against in order to understand how the characters in the play may feel.
 * 2) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will discuss a prompt relating to major issues in the play in order to conduct a more in depth analysis of the characters and storyline.
 * 3) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will present their topic to the class in a panel form in order to gain public speaking experience as well as learn how to answer questions from an audience.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Standards ****<span style="font-family: 'Georgia','serif'; font-size: 16px;">: **

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Materials: **

<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- //<span style="font-family: 'Georgia','serif'; font-size: 16px;">A Raisin in the Sun //<span style="font-family: 'Georgia','serif'; font-size: 16px;">by Lorraine Hansberry

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Activities: **


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Before class: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Have desks arranged in “panel” format: five desks will sit in the front of the classroom facing the back of classroom. The rest of the desks will be set up in groups.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Have students sit with portfolio groups. **


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Journal (10 minutes) **
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Tell students we will //not// be sharing our journals with the class today.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Post: “Describe a time where you felt like you were being stereotyped or looked down upon. How did that make you feel? Have you ever been the one doing the stereotyping? What led you have these views?”
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Have students write for ten minutes.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Introduction **<span style="font-family: 'Georgia','serif'; font-size: 16px;"> **(5 minutes):**
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Pass back journal entries.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Collect homework sheet
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Tell students today’s agenda


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Discussion Panel (30 minutes) **
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Each group will pick a discussion topic out of a box.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">The prompts are as follows:


 * 1) <span style="font-family: 'Georgia','serif'; font-size: 16px;">What do you make of Walter’s behavior in the first two scenes of Act II? What is your opinion of Walter? Has it changed since the beginning of the play?
 * 2) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Reflect on the conversations and arguments between Beneatha and her date George about the importance of keeping their African roots. Why does Beneatha feel so strongly about this subject? Do you think it’s important for the Younger family to recognize their African heritage?
 * 3) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Based on what you have read so far of the play, what kinds of adversity is the Younger facing? How do you think this will affect the outcome of the play?
 * 4) <span style="font-family: 'Georgia','serif'; font-size: 16px;">What are the main values of the Younger family? Based on your answer, which characters uphold these values the most? Do you think the characters represent values that will benefit their survival in a hostile community?


 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Impress upon students the importance of textual evidence when discussing and presenting their answers.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Groups will discuss their topic for **10 minutes.**
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Inform students that their time is crucial and they must stay on task.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Presentation **(20 minutes)**
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Inform students that only groups 1 and 2 will be presenting today. The others will be presenting next lesson.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Groups one and two will present their topic and response. Each group will have **10 minutes** to present. The presentation will be split into two categories:
 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">5 minutes **<span style="font-family: 'Georgia','serif'; font-size: 16px;"> of time will be devoted to the explanation by the panel while students in the audience take notes.
 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">5 minutes **<span style="font-family: 'Georgia','serif'; font-size: 16px;"> of time will be devoted to a question and answer session where the audience can add comments to the panel’s answer.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Teacher will sit in audience facilitating conversation, asking questions, and keeping the discussion flowing.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Closure (5 minutes): **
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Have students identify the main points of each presentation.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Collect journal entries.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Assessment: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Observe group discussion to see if students are grasping the main concepts of their prompt and looking for valid and relevant textual evidence. When in the audience, ask questions that reflect student knowledge of their prompt and text.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Homework: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Read pp. 97-110 of //A Raisin in the Sun.// Have the students in the groups presenting next lesson prepare what they will say. Have students in the audience write at least two questions or comments they would like to ask or say to the panel.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Day 8 (Wednesday) **

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">9th Grade English—50 minutes **

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Unit Goals: **


 * 1) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will contemplate what it means to be successful and what components make up “The American Dream” in order to develop a foundation of opinion before reading the material.
 * 2) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will analyze drama, prose, poetry, and film in order to identify how each style of writing contributes to the effectiveness of its meaning.
 * 3) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Given the racial, cultural, and socioeconomic differences in the play, students will examine, without discrimination or stereotyping, how these factors play a part in the characters’ attempts of achieving success in order to apply these factors to today’s society.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Rationale: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Today’s lesson will be devoted to catching up in activities and concepts that students may not understand. Groups 3 and 4 will present their discussion topics from last lesson. The majority of the lesson will be a whole class discussion where we will go over any areas of the play that have students confused, concerned, or interested. The journal prompt reflects the continuing struggles of the Younger family in //A Raisin in the Sun// while also trying to address unit goals one and three.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Lesson objectives: **


 * 1) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will reflect on a moment in their lives where they were banned from doing something they wanted to do in order to relate and understand to the feelings and mindsets of the characters in the play.
 * 2) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will discuss a prompt relating to major issues in the play in order to conduct a more in depth analysis of the characters and storyline.
 * 3) <span style="font-family: 'Georgia','serif'; font-size: 16px;">Students will present their topic to the class in a panel form in order to gain public speaking experience as well as learn how to answer questions from an audience.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Standards ****<span style="font-family: 'Georgia','serif'; font-size: 16px;">: **

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Materials: **

<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">- //<span style="font-family: 'Georgia','serif'; font-size: 16px;">A Raisin in the Sun //<span style="font-family: 'Georgia','serif'; font-size: 16px;">by Lorraine Hansberry

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Activities: **


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Before class: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Have desks arranged in “panel” format: five desks will sit in the front of the classroom facing the back of classroom. The rest of the desks will be set up in groups.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Have students sit with portfolio groups. **


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Discussion Panel (20 minutes): **
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Have students immediately pick up the discussion from yesterday.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Group 3 should be in the panel seats as soon as they come into class.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Follow the same discussion panel format as yesterday.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Each group will get 10 minutes to present, five of which are to be question/comment and answer from the audience.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Journal (10 minutes): **
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Post “Have you ever been told you couldn’t or were not allowed to do something you really wanted or had planned on? What was the reason? How did it make you feel?” on the board. Have students write for ten minutes and tell them their answers may be shared with the class.


 * **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Whole Class Discussion (20 minutes) **
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Have students arrange desks in a way that allows everyone to have visibility of the teacher.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">The rest of the class time will be devoted to discussing last night’s reading and addressing any questions students may have.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">Have volunteers share their journal entries and relate their experiences to the possible feelings of the characters.
 * <span style="font-family: 'Georgia','serif'; font-size: 16px;">As a closure, collect journal entries and have students summarize what we talked about as a class.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Assessment: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Observe group discussion to see if students are grasping the main concepts of their prompt and looking for valid and relevant textual evidence. When in the audience, ask questions that reflect student knowledge of their prompt and text.

**<span style="font-family: 'Georgia','serif'; font-size: 16px;">Homework: **<span style="font-family: 'Georgia','serif'; font-size: 16px;">Read pp. 111-126 of //A Raisin in the Sun.// Remind students to continue to work on their portfolios as they are due after the weekend.