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Keriann Eklund
ENGL 571 – Fall 2008
Dr. Nicosia
FINAL UNIT PLAN PROJECT
Course: African American Literature
Teacher: Ms. Eklund
Period: 1
Grade Level: 11/12
Wiki Page: http://raisinunit.wikispaces.com/
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A Raisin in the Sun – Lorraine Hansberry (Vintage Books Edition © 1988)
First Two weeks of Four Week Unit Plan
December 8 – December 19, 2008
http://raisinunit.wikispaces.com/
STANDARDS NJCCCS NCTE/IRA
LAL 3.1 E-H | 3.2 B, D | 3.3 A, B, D
3.4 B | 3.5 A-C | TL 8.1 A
1, 3, 5, 6, 7, 8, 9, 11, 12
OVERARCHING UNDERSTANDINGS o Dreams can be similar and different for people.
o The “American Dream” isn’t necessarily accessible to everyone.
o Institutionalized racism is very real and prevalent (even today).
o You can’t put a price on family pride and love.
RELATED MISCONCEPTIONS o Racism doesn’t exist today!
o The “American Dream” is for everyone who works hard.
o It’s easy to stick by your family.
o Money solves all problems.
ESSENTIAL QUESTIONS Overarching Topical
o What is a dream? A dream deferred?
o Why are dreams important?
o What is the “American Dream?”
o What is institutionalized racism? Where
does it exist?
o What are the dramatic elements?
o Why do Americans think money solves
everything?
o Is the “American Dream” realized for
African Americans now that Obama is
President?
o Why is it important to read Raisin?
o What was Chicago like in 1958?
o Does housing discrimination still
exist today?
o How does stage direction influence
the characters?
o What is the Civil Rights Movement
and why is it important?
o How do gender roles play a part in
the play?
o What is Pan-Africanism?
o How can we use a wiki space to
collaborate on ideas?
3
KNOWLEDGE SKILLS Students will know… Students will be able to…
o What makes a dream important to a
person and what happens to dreams
deferred.
o What institutionalized racism is and how
it affects people of color in the U.S. and
how it affects the “American Dream”.
o How the tense racial climate in the
United States during the 1950s
influenced Hansberry’s work
o What the dramatic elements of a play are.
o Be active readers!
o Write reflective journals w/a partner
o Analyze the major themes in the
play and tie them to the essential
questions
o Utilize vocabulary words and
synonyms in their final project
o Participate in student-led discussions
o Utilize a wiki space
o Discuss dramatic elements in the
play
o Synthesize all skills into final
project
TEACHER RESOURCES o A Raisin in the Sun, Lorraine Hansberry
o Teaching English by Design, Peter Smagorinsky
o When Kids Can’t Read, Kylene Beers
o Understanding by Design, Grant and Mc Tighe (template credited to this source)
o www.wikispaces.com
ASSESSMENT EVIDENCE Performance Task Description
Goal Written play of ACT IV
Role Students are writers, researchers, producers & presenters
Audience Class, teacher and invited guests (parents, etc.)
Situation It is present day 2008-2009, right after the election of Barack
Obama: what has happened to the Youngers? (see final
assessment handout for full description)
Product/Performance Play/ performance of their act.
Weekly Map of Unit for A Raisin in the Sun
Monday,
12/8/08
Tuesday,
12/9/08
Wednesday,
12/10/08
Thursday,
12/11/08
Friday,
12/12/08
Intro – group work
on background info
Groups Present &
begin Pre-Reading
Pre-Reading –
Dream Deferred
Act I &
Dramatic
Elements
Act I, Pop Quiz,
SWBS
character chart
Monday,
12/15/08
Tuesday,
12/16/08
Wednesday,
12/17/08
Thursday,
12/18/08
Friday,
12/19/08
Act II, Rising Action
Act II READ &
SWBS character
chart
Act II – Climax &
poem group work
Act III –
Climax &
fish bowl
Movie & Pass
out Final
Assessment
4
Monday, December 8, 2008 – CLASS IN COMPUTER LAB!
Introduction to Historical & Biographical Background
Objective: To establish a foundation before reading A Raisin in the Sun (abbr. Raisin go forward)
for the students to utilize during reading and for their final assessment.
o Teacher states class will be reading Raisin for the next few weeks and to prepare for it,
they need to do some background research.
o Students are divided up into 6 groups of 3-4 students. Each group is given a topic to
research for the class. The topics are:
• Biography of Lorraine Hansberry
• Chicago circa 1950s
• Civil Rights Movement
• Gender Roles circa 1950s
• Housing Discrimination post WWII and present day
• Pan-Africanism
The students will go to the class wiki (http://raisinunit.wikispaces.com/) and answer the
questions found on their individual wiki pages. Each group member should answer at
least one question. They will research articles and evidence with the links provided or
any other credible websites/resources they choose. They may provide pictures and video
clips if they like. Participation grade.
o Students will spend entire period working on this and finish up anything they need to for
homework as they will present their findings to the class the next day.
o Teacher circulates answering questions and observing group work. Teacher assists
students with disabilities and directs their research. Also, takes few minutes to hand out
copies of play to each student while he/she works, marking the corresponding number in
grade book.
Homework: Finish wiki page – due tomorrow!
NOTE: students know how to navigate and utilize the wiki space prior to this unit. Teacher
always divides class into equal groups (to best ability) so stronger students are working with
struggling students and students with disabilities.
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Tuesday, December 9, 2008 – CLASS IN COMPUTER LAB!
Intro cont. and Pre-Reading Begins & Opinionaire
Objective: Share research with each other and begin pre-reading exercises to gear students for
the themes in play.
o Begin class with group presentations. Teacher pulls up each wiki page on projector
screen and groups talk class through key points of their findings. Students not required to
take notes but are forewarned that they will need to utilize these wiki pages for their final
assessment and should pay close attention.
o After presentations, students take an opinionaire survey (handout)that addresses key
overarching concepts and essential questions related to the themes in Raisin. Teacher
assists students with disabilities and rephrases statements if needed.
o Teacher tallies up the class’ responses to the opinionaire on the board and chooses 3 or 4
of the controversial statements to discuss as a whole. Teacher also records these numbers
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on the wiki page for later referencing at the end of the unit. Students instructed to keep
this in their folders for later referencing. This discussion may run into next day if more
time is needed.
o Teacher instructs students to take their homework out of their folders. (NOTE: teacher
uses a “class folder” system for passing out papers and collecting homework to save time
during class. Folders always remain with teacher.)
Homework: Read “Harlem” by Langston Hughes and answer questions.
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Wednesday, December 10, 2008
Dream Deferred
Objective: Discuss the meaning of what a “deferred dream” is in Hughes’ poem, begin vocab
book marks & dialogue journals.
o Class broken up into “fish bowl” activity. Inner circle of 6-8 students and outer circle of
remaining class. Inner circle leads discussing answers and responses to “Harlem” from
homework. Outer circle remains silent until teacher says it’s okay for them to jump into
discussion. Have students tap shoulder of inner circle student and swap positions when
they want to talk. Students encouraged to actively participate and get into the inner circle
for their class participation grade.
• Teacher acts as “recorder” of discussion; poem is on overhead projector and
teacher circles imagery in poem (create a visual map) and writes notes from
students’ discussion next to poem. This visual aid of discussion will help students
with different learning styles and/or disabilities. Teacher will copy, scan notes and
post to wiki.
o Students write down one dream on an index card they feel comfortable sharing with class
and what they think would happen to it if it was deferred. Then, post it on the class’
“dream” bulletin.
o Students put their homework into their class folder where they will find the following:
• Vocab bookmarks
• Dialogue journals (DJ) assignment
Teacher explains both of them to class, answers any questions and then students take
assignments. The vocab bookmarks are meant to keep them engaged with the text and
develop their active reading skills. They will just have to “collect” words. Teacher will
put bookmarks to use in later “synonyms” HW assignments beginning on Monday, 12/15.
NOTE: for students with disabilities, teacher provides bookmarks with one or two
examples already started and takes a few minutes independently to demonstrate with the
student. Instructions for the dialogue journal are on the handout. Students with disabilities
will either be partnered with a very strong student and/or will be asked to write an
individual reader response journal (teacher gauges best course of action).
Homework: Read Act One, Scene One (pages 23-53). Complete at least one vocab bookmark
and one DJ entry. Each vocab bookmark is worth one HW point (students may complete up to
three per reading session).
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Thursday, December 11, 2008
Act One: Drama Elements
Objective: To begin discussion on Act One and analyze dramatic elements.
Classroom Set-Up: When teacher led note-taking lectures referenced, students are sitting in a U
shape so all can see the board but are positioned for ease of dialoguing back and forth. Rows will
only be used for quizzes and tests.
o Students put their vocab bookmarks into their folders and pass their journals to their
partners. Take additional blank vocab bookmarks for HW. Poem homework with grade
(check, check plus or check minus) is in folder for their viewing.
o Teacher leads note-taking lecture on dramatic elements Teacher writes notes on board
and leads discussion on the exposition (intro background info and setting), symbols
(mama’s plant & one window in apartment) & stage direction (visual voice of the play).
Students take notes & volunteer student asked to post to wiki (for extra credit HW point).
Students asked:
• What are some powerful descriptive words used in the exposition? What kind of
visual of the scenery are you given?
• What could Mama’s plant represent? What does it foreshadow? The one window?
Did you spot other symbols?
• Was it difficult following the stage direction during last night’s reading?
• Teacher shows sample page of screen play from Signet and Plume edition on
overhead projector to show contrast from text students are reading and engages
them with questions: What differences do you see? How can the stage direction
influence our reading of Raisin?
• What did you notice about the Younger’s language? Why does Hansberry have her
characters speak this way?
o If time left, begin reading Act One out loud together.
Homework: Read Act One, Scene Two (pages 54-75). Complete at least one vocab bookmark,
respond to your partner’s DJ entry and enter a new one (in your partner’s journal).
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Friday, December 12, 2008
Act One Continued – Character Development Objective: Continue discussion on Act One and analyze characters
o Students put their vocab bookmarks into their folders and pass their journals to their
partners. Take additional blank vocab bookmarks for HW.
o Students take POP QUIZ on Act One, Scene Two. Students with disabilities will be given
extra time for quiz and if needed, allowed to use their book.
o Teacher leads SWBS discussion to engage class in talking about Act One (Kylene Beers
– When Kids Can’t Read). On the board is this table:
Somebody Wanted But So
(insert character) (what the character
wanted or, his/her
dream –page #)
(conflict – page #) (what happened or a
prediction of what
might happen)
7
Teacher prompts class with, “Let’s talk about Travis to start” then guides class through
filling out the SWBS chart on the board (modeling activity). Students take notes in
notebooks. Teacher specifically chooses Travis because he’s a minor character and it is
easy for the students to get the idea of the activity.
o After teacher gets students started, passes out poster paper and divides class into small
groups. Each group is responsible for one character and begins filling out the chart
(Walter, Ruth, Mama and Beneatha). Teacher circulates and assists with group
discussions. During group work, teacher plays jazz from time period in background
(Miles Davis’ Kind of Blue, John Coltrane’s Blue Train, etc.)
o End of period: charts posted to class bulletin board. Students circulate the room to see
what their peers wrote about the other characters. Note: these will be left up for students
to continue to fill out as they read through the next two acts (additional class time will be
given for this in future sessions). Leaving these up also provides a visual aid for students
to refer back to during future class discussions. Activity counts toward class participation.
Volunteer student(s) to post to class wiki at end of each act for extra credit HW point.
Homework: Read Act Two: Scenes One & Two (pages 76-109). Complete at least one vocab
bookmark, respond to your partner’s DJ entry and enter a new one (in your partner’s journal).
NOTE: First Journal due date is Monday!
------------------------------------------------------------------------------------------------------------
Monday, December 15, 2008
Act Two – Rising Action Objective: To read Act two out loud and discuss rising action, conflicts and themes.
o Students exchange dialogue journals and take 5 minutes to read and respond to their
partner’s latest entry from the weekend. Teacher then collects dialogue journals (rubber-
banded together).
o Students put their vocab bookmarks into their folders. Quiz from Friday is already in
folder with grade.
o Students find Vocab HW in folder. Teacher explains instructions and reiterates it is due
tomorrow! Students with disabilities may take an extra day and depending on level,
teacher may cut down on work demanded.
o Teacher writes definition to “rising action” on board (students copy) and then students
read Act Two out loud and discuss with teacher interjected questions:
• What do George’s white shoes represent?
• What’s the implication of Beneatha cutting her hair?
• What’s happening between Ruth and Walter?
• Why is Walter so upset about where Mama purchased the home? Think back to
our beginning research on housing discrimination and analyze this part.
• Walter’s dream is “butchered up” by Mama. How are their dreams different?
• What are George’s views of Beneatha?
• Why does Mama give the money to Walter? Do you think she did the right thing?
What do you predict he’ll do with it? What will happen?
Homework: Act One Vocab Synonym Worksheet
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8
Tuesday, December 16, 2008
Act Two: Scene Three – Read! Objective: Finish reading act two out loud & fill out SWBS charts.
o Students put their Vocab Synonym HW into their folders.
o Students read the rest of act two out loud (to end) and volunteer students who aren’t
reading, fill out SWBS chart simultaneously/in between teacher and/or student
interjections. Students will be instructed before reading to keep an eye out for info to put
on the charts and should make an effort to raise their hand and point out key elements.
Students not reading out loud or writing SWBS charts write down vocabulary words and
page numbers – submit to teacher at end of class.
o Chart added for Mr. Lindner and class discusses the irony of the group he represents, the
theme of racism surrounding it and the family’s reaction to his proposal.
Homework: If class didn’t finish reading Act Two: Scene Three, finish to end (page 130).
------------------------------------------------------------------------------------------------------------
Wednesday, December 17, 2008
Act Two: Scene Three – Climax Objective: Discuss climax in Act Two: Scene Three and themes.
o Teacher passes back dialogue journals and instructs students that for homework they will
finish reading the play and will restart their dialogue journals. Also restart vocab BM.
o Teacher first begins discussion with open-ended, “What did you think of the end of act
two?” It is a very dramatic climax and student responses are expected to be engaging.
Some prompt questions could be: Were you shocked about what Willy did with the
money? How do you feel about Walter at this point?
o Teacher writes definitions of “climax” on board (students copy). “(1) the turning point at
which the conflict begins to resolve itself for better or worse, or as (2) the final and most
exciting event in a series of events.” Teacher explains we’ve reached the climax in the
play according to the first definition.
o Teacher breaks class up into small groups (A, B & C) and passes out three different
handouts. Some groups will have same handout. Students work together on handout.
Teacher assists students with disabilities and circles room to help groups.
o Teacher plays jazz music in background.
o One member from each group gets together with a member from another group (can have
three students working together from A, B & C or two can meet first A & B and then
both of those students have to find a C student) and they share their poems and findings.
Volunteer student(s) from each group to post findings to wiki for extra homework point.
Homework: Finish reading play (Act Three), dialogue journal, vocab bookmarks.
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Thursday, December 18, 2008
Act Three – Climax & Resolution Objective: Discuss the second climax in the play and resolution.
o Students put their vocab bookmarks into their folders and pass their journals to their
partners. See synonym HW graded in folder (check, check plus, check minus grade on
9
back of paper). Students are encouraged to post their vocab charts to class bulletin board
entitled “SYNONYMS”. Words not chosen by students are posted on board with blank
charts for students to do for extra credit.
o Students instructed to copy homework off of board (also posted on wiki):
� Respond to your partner’s DJ entry and then write in your DJ about the theme
“selling out.” Would you have sold out to Mr. Lindner? Describe a time you did
sold out or almost did. Why did you make your decision?
o Teacher puts class into fish bowl activity. Students in last week’s outer circle are placed
in the inner circle to start discussion. Students lead discussion with questions on overhead,
are encouraged to read parts out loud and teacher prompts outer circle when they can start
participating. Volunteer students encouraged to finish SWBS charts.
• What did you think about Beneatha’s reaction to Walter’s mistake? Was it right for
Mama to scold her? (think about gender roles and what it means to be a “man”)
• Do you think Beneatha will go to Africa with Asagai? Why/why not?
• What is the second climax of the play?
• What do you think about Walter’s initial plan to tell Mr. Lindner they want the
money?
• Why did Walter tell Mr. Lindner to take his deal elsewhere? How does his father
play a role in his decision? Why didn’t he say it was Mama who influenced him?
• What are the Youngers “getting into” as Mr. Lindner states?
• Why did Mama come back for her plant?
• What is the resolution/falling action in the play?
Homework: Respond to partner’s previous journal and write DJ about “selling out”
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Friday, December 19, 2008
Watch the Movie! Objective: Begin watching film version of play & pass out final assessment instructions.
o Students exchange DJ with partners.
o Find final assessment project handout in folder as well as Act Two/Three vocab
synonym worksheet. HW posted on board for DJ and students reminded they will
be collected on Monday (also posted on wiki).
o Teacher explains final assessment instructions to class and answers any questions.
o Begin watching film version of Raisin (2008 ABC version). Students charged
with taking notes on differences they see from play version. What scenes are
different? Are the actors portraying the characters the way you envisioned them?
Are you disappointed in any of the characters? Encouraged to post notes to wiki
for extra homework point.
Homework:
1. Act Two & Act Three Vocab Synonym Worksheet.
2. Respond to partner’s “selling out” journal entry and free write about the phrase “My
Time”. This occurs in multiple places in play and is stated by multiple characters. What
does it mean? What does this phrase mean to you? Write an explanation or a poem about
what “my time” means to you. WARNING: collecting journals on Monday, 12/22!!
3. Begin thinking about final assessment project (must give teacher partner/group member
names on Monday, 12/22).
10
Name__________________________ Date______________
African American Lit. Ms. Eklund
Period 1 – 11/12 A Raisin in the Sun – Lorraine Hansberry
______________________________________________________________________________
Opinionaire Answer the statement with a clear YES or NO (there are no maybes!)
Before
Reading Statement After
Reading
Your family just won the lottery! One member of your family
blew it all (including your portion) at the casino. Do you disown
him/her?
Your family just won the lottery (again). You are very rich now.
Do you think all of your troubles will go away?
You are very poor and are dating two different people. One
person is very wealthy and the other is poor. You love the poor
person but could get ahead in society if you marry the wealthy
person. Do you marry the wealthy person even though you don’t
love him/her?
You have a dream of being a movie star but your parents say you
have to go to college and “get a real job.” Do you listen to them?
You and your friend have a dream to open up a new business but
your friend says he needs some money. You ask your parents
and they entrust you with the money, but warn you they don’t
trust your friend who is known for being a liar. Do you give your
friend the money anyway?
Your family moves into a new neighborhood, but your neighbors
don't want you living there. They do everything to make your
life unpleasant. Do you move out?
Same scenario as above only the neighbors will pay you more
money than your house is worth to move out. Do you take the
money?
11
Name__________________________ Date______________
African American Lit. – Ms. Eklund
Period 1 – 11/12
A Raisin in the Sun – Lorraine Hansberry
________________________________________________________________________
HOMEWORK – Due Tomorrow! Counts as a homework point. Hint: Answer the questions as
completely and thoroughly as possible… this will be used in a class activity tomorrow!
Read the poem “Harlem” and… 1. Look up the word “defer” and write down a few synonyms.
2. Free write a first response to what the speaker of the poem is asking. Does the speaker get
an answer? If you were to respond, what would you say back? Use the synonyms!
3. What is the mood of the poem? How does the poet feel about dreams?
4. What is the tone of the poem? How would you read this poem? With a happy voice?
Depressed? Why?
5. The speaker uses vivid imagery to describe the “dream deferred”. What image speaks to
you? Expand on the simile and explain why it is like a deferred dream.
6. What are your dreams for your future? Are any of them on hold? Are any of them out of
reach? Are you excited about any of them? Scared?
“Harlem” by Langston Hughes
What happens to a dream deferred?
Does it dry up
Like a raisin in the sun?
Or fester like a sore –
And then run?
Does it stink like rotten meat?
Or crust and sugar over –
Like a syrupy sweet?
Maybe it just sags
Like a heavy load.
Or does it explode?
���� Modified instructions for students with disabilities (this would be on a separate handout) Read the poem “Harlem” and…
1. Look up the word “defer” in a thesaurus and write down a few synonyms.
2. With the synonyms, what do you think the poet is asking and/or saying?
3. Look at the underlined images (teacher would underline images in poem). Pick one and write about
how it relates to the poet’s dream.
4. What are your dreams for the future? Are any of them on hold? Are any of them out of reach? Are you
excited about any of them? Scared?
12
VOCAB BOOKMARKS (to be precut for students)
What’s that Word? A Raisin in the Sun
Name:________________
Page____
Word:
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Page____
Word:
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Word:
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Word:
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Page____
Word:
What’s that Word? A Raisin in the Sun
Name:________________
Page____
Word:
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Page____
Word:
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Page____
Word:
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Page____
Word:
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Page____
Word:
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Page____
Word:
What’s that Word? A Raisin in the Sun
Name:________________
Page____
Word:
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Page____
Word:
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Page____
Word:
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Page____
Word:
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Page____
Word:
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Page____
Word:
13
Name__(teacher enters name for this assignment because partners are pre-assigned)___
African American Lit. Ms. Eklund
Period 1 – 11/12 A Raisin in the Sun – Lorraine Hansberry
______________________________________________________________________
DIALOGUE JOURNAL ASSIGNMENT
My Partner is: ______(teacher enters name here)_________________
For this entire unit, you will complete a dialogue journal with your pre-assigned partner.
INSTRUCTIONS: � You are required to write one journal entry per reading assignment – 1 PAGE MIN.
� You will read your partner’s journal entry and respond back.
� Then you will write a new journal entry in your partner’s journal.
� This is meant to be a fun task but be sure to follow the guidelines below.
I will collect the journals for review twice. Both journals MUST be handed in together!!
DUE DATE 1: Monday, December 15, 2008
DUE DATE 2: Monday, December 22, 2008
GENERAL GUIDELINES FOR JOURNAL ENTRIES: (more to be provided for specific tasks later in unit)
� Write down confusing parts (provide page #s).
� Focus on a character you’re drawn to. Write down two quotes (with page #s) and react to
the quotes. How do you feel about the character?
� Anything else to say? Write general reactions to the reading: was there anything that
shocked you? Can you relate to the conflicts and characters? Describe personal anecdotes
similar to the characters’ situations.
� Make a prediction at the end of your entry… what’s going to happen next?
RESPONSE GUIDELINES: � Rude responses with insulting language will result in an automatic zero.
� Tell your partner if you agree or disagree with his/her statements. WHY!?
� Ask your partner questions!
���� WARNING: Any journal with thoughts on violence, suicide or any form of abuse will be
shared with the school counselor. If you read anything like this from your partner, tell me
immediately and I will handle the matter.
SCORING: Dialogue Journals are worth 2 quiz grades.
Standards: NJCCCS LAL: 3.1 E, G, H | 3.2 A, B NCTE/IRA: 4, 5
14
Name__________________________ Date: 12/12/08
African American Lit. – Ms. Eklund
Period 1 – 11/12
A Raisin in the Sun – Lorraine Hansberry
________________________________________________________________________
POP QUIZ – Act One, Scene Two
Answer the following questions with full details from your reading. Graded on a 100 point scale
but partial credit will be given. Use back of this sheet if you need more room.
1. Why would Hansberry have Travis and his friends chase a rat? In other words, what does
the rat represent?
2. Ruth is very distraught after returning from the doctor. Why do you think she is
“suppressing a scream” or “collapsing into a fit of heavy sobs?”
3. What is Asagai’s nickname for Beneatha? Why is it appropriate?
4. What’s the real conflict between Walter and Mama after the check arrives? Is it the
insurance check or something else?
5. Mama says, “Once upon a time freedom used to be life – now it’s money. I guess the
world really do change…” What does she mean? What does this “change” represent? Can
you think of a theme related to this quote?
15
Name__________________________ Date: 12/15/08
African American Lit. – Ms. Eklund
Period 1 – 11/12
A Raisin in the Sun – Lorraine Hansberry
________________________________________________________________________
SYNONYMS FOR ACT __(student fills in act #)_____ DUE TOMORROW! Worth one homework
point.
Below is a list of compiled words from the class’ vocab bookmarks. I chose the most frequently
noted words for our vocab word bank. Select THREE words and complete the chart on the back
of this page.
<LIST OF WORDS (with page numbers) GENERATED FROM VBM>
<Chart would be on back of handout and would be much larger in size>
VOCAB
WORD &
PAGE #
SYNONYMS List at least three
synonyms that can be
used in the same
context of the play
GRAPHIC REPRESENTATION
You may draw something, get a photo/pic off of the internet to represent the vocab
word and its synonyms. Make sure your graphic representation connects to the play
and/or characters in some way!
**MUST BE SCHOOL APPROPRIATE** If provided space is not enough room, use a separate sheet of paper.
EXTRA CREDIT YEAH! EXTRA CREDIT After we compile these synonyms and pictures on our class bulletin, if there are words that were not
chosen, students may complete the chart for those words. I will provide list of words & due date.
16
Name_________________________ Date: 12/17/08
Group A
African American Lit. – Ms. Eklund
Period 1 – 11/12
A Raisin in the Sun – Lorraine Hansberry
________________________________________________________________________
Instructions:
o Read the poem below out loud with your group.
o Discuss the imagery, speaker’s message, language.
o Talk about what the “American Dream” is to you and your group members.
o What character(s) in the play might speak this poem?
o Give substantial evidence and page numbers from play.
“I, too, sing America”
by Langston Hughes
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I'll be at the table
When company comes.
Nobody'll dare
Say to me,
"Eat in the kitchen,"
Then.
Besides,
They'll see how beautiful I am
And be ashamed--
I, too, am America.
17
Name_________________________ Date: 12/17/08
Group B
African American Lit. – Ms. Eklund
Period 1 – 11/12
A Raisin in the Sun – Lorraine Hansberry
________________________________________________________________________
Instructions:
o Read the poem below out loud with your group.
o Discuss the imagery, speaker’s message, language.
o Talk about what the “American Dream” is to you and your group members.
o What character(s) in the play might speak this poem? Or, what characters would argue
with this speaker?
o Give substantial evidence and page numbers from play.
“My Dream about Being White”
by Lucille Clifton
hey music and
me
only white,
hair a flutter of
fall leaves
circling my perfect
line of a nose,
no lips,
no behind, hey
white me
and I’m wearing
white history
but there’s no future
in those clothes
so I take them off and
wake up
dancing
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Name_________________________ Date: 12/17/08
Group C
African American Lit. – Ms. Eklund
Period 1 – 11/12
A Raisin in the Sun – Lorraine Hansberry
________________________________________________________________________
Instructions:
o Read the poem below out loud with your group.
o Discuss the imagery, speaker’s message, language.
o Talk about what the “American Dream” is to you and your group members.
o What character(s) in the play might speak this poem?
o Give substantial evidence and page numbers from play.
“Mother to Son” by Langston Hughes
Well, son, I'll tell you:
Life for me ain't been no crystal stair.
It's had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor --
Bare.
But all the time
I'se been a-climbin' on,
And reachin' landin's,
And turnin' corners,
And sometimes goin' in the dark
Where there ain't been no light.
So boy, don't you turn back.
Don't you set down on the steps
'Cause you finds it's kinder hard.
Don't you fall now --
For I'se still goin', honey,
I'se still climbin',
And life for me ain't been no crystal stair.
19
FINAL ASSESSMENT
DUE DATE: Monday, January 12, 2009
It is present day, 2008-2009, right after Barack Obama has won the presidential election,
and the producers of A Raisin in the Sun are looking for a future act.
Your Task: Fast forward to today … write Act Four of A Raisin in the Sun.
You may work individually, in pairs or in small groups of three. Tell me group names by
Monday, 12/22/08.
Think About it!! Where are the Youngers today? Mama has probably passed on, Walter and Ruth are in their
eighties, Beneatha is in her seventies, Travis is in his sixties and the unborn baby is in his/her
fifties. What happened after they moved to Clybourne Park? Was it the right choice? Were they
involved in the Civil Rights movement? How would they feel about Obama being elected
president? Are there new characters?
���� You must incorporate major themes, character development and conflicts into your play.
Guidelines for Task: � Accepting HARD COPIES only!
� Your act must be at least 3 pages (standard 8.5x11) using 12 point font and 1” margins.
� Include an exposition, setting, character list and stage directions (in italics and
parenthesis).
� Write a casting call with descriptions of each character.
� Create a unique playbill cover.
� Perform your act for an audience (may be done in class or may be video recorded) OR
come up with your own creative “presentation” but run it by me first!
� Create a page for your act on the class wiki.
Hints: � Stage directions should be very descriptive… use your vocab words!
� Best to focus on one or two of the characters.
� Do additional research if you have to but take advantage of the resources already
provided to you:
o All pages and research on the class wiki http://raisinunit.wikispaces.com/
o “Let America be America Again” poem by Langston Hughes (see attached)
o Martin Luther King’s speech “I Have a Dream” (see attached)
o Barack Obama’s victory speech on 11/4/08 (see attached)
o Cartoon on Parks � Obama (see attached)
o Synonym Vocab board
o Your own dreams posted to class board
o The movie version of the play
Scoring: See the attached rubric. This final assessment will count as a test grade.
Standards: NJCCS: LAL 3.1 F-H | 3.2 B, D | 3.3 D | 3.5 A NCTE/IRA: 3, 4, 5, 7, 8, 12
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African American Lit. Ms. Eklund
Period 1 – 11/12 A Raisin in the Sun – Lorraine Hansberry
________________________________________________________________________
FINAL ASSESSMENT RUBRIC These are the descriptions to get a 4 – aim for 4s!
1-4
(low-high)
Handed in ALL of the materials on time in a professional looking folder or
report cover.
Went above the 3 page requirement for the Act and followed all formatting
guidelines perfectly.
Wrote a very descriptive exposition and setting to set the stage for your
audience.
Casting call contains excellent descriptions of all characters and includes at
least one new character that was not in the original play.
Stage directions are clear, concise and utilize at least five words from the
class’ vocabulary synonym board in the correct context.
Playbill is unique and one-of-a-kind with very artistic elements.
Act contains a clear connection to the original play ensuring authenticity of
characters and making at least two references/flash backs to scenes from
original play that influence new act.
Act discusses at least one of the major themes from the original play and
makes it relevant in the present day act.
Presentation is unique and keeps the audience engaged. Use of props and/or
multimedia components enhance the new act.
Wiki page on class wiki site is dynamic, engaging and contains components
from new act or representations of new act.
_______ Total points out of a possible 40 points.
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Here is the homepage of the class wiki space.
Please visit it and check out the links! http://raisinunit.wikispaces.com/
