All of My Lessons for a Raisin in the Sun Unit

Thompson 1

All of My Lessons for A Raisin in the Sun Unit

Name: Date:

A Raisin in the Sun Pre-Test

I. Multiple Choice. Please pick the single best possible answer.

1. What was the Younger family waiting for?
2. Insurance Check
3. Liquor license
4. Beneatha’s medical degree
5. Travis’s report card
6. Where does the Younger family live?
7. Detroit, Michigan
8. Harlem in New York
9. Southside in Chicago
10. Compton in Los Angeles
11. Why was Ruth upset when Walter gave Travis the money?
12. She was trying to save money for Beneatha’s education.
13. They didn’t have money to spare.
14. She was mad at Walter anyway so the money was just an excuse for her to vent her feelings.
15. Travis was too young to get the money from him.
16. What does Ruth find out when she goes to the doctor?
17. That she has asthma
18. That she is overtired
19. That her fainting spells are nothing to worried about
20. That she is pregnant
21. Why did Mama call Walter a disgrace to his father’s memory?
22. He had turned his back on God and become an alcoholic.
23. He had become too concerned with money and had lost traditional family values.
24. He verbally abused his wife and disgraced his mother.
25. He was too eager to spend the money Mama would receive from his father’s insurance policy.

II. True/False. In the space provided, mark each true statement T and each false statement F.

____1. Before the play begins, Walter, Lee, Bobo, and Willy discuss buying a liquor store.

____2. George Murchison encourages the Younger’s to take a greater interest in African history

and culture.

____3. Mama uses part of the money from Big Walter’s insurance policy to buy a house in an

all-white neighborhood.

____4. The remainder of the money is lost when Willy swindles Walter.

____5. Lindner returns to the Younger’s apartment because he wants to offer them more

money not to move.

III. Vocabulary. Please select the single best possible answer.

1. One of our group members is a tyrant. This means they are:
2. Ruler who exercises power in a fantastic way
3. Nice person
4. Ruler who exercises power in a harsh way
5. Bad group worker
6. My friend looked at me menacingly. This means what?
7. Nicely
8. Scarily
9. Threateningly
10. Weirdly
11. That's more than enough cynicism and facetiousness for one article. What does this word mean?
12. Joking
13. Being rude
14. Odd mannered
15. None of the above
16. A warning to avoid flippancy for the paper in the future was, however, the worst that happened to him. What does this mean?
17. Seriousness
18. Mistypes
19. Casualness
20. Grammar mistakes
21. The pirate is going to plunder the ship. What does this mean?
22. Borrow
23. Sneak on
24. Live on
25. Steal

Answers

1. A
2. C
3. B
4. D
5. C

1. True 2. False 3. True 4. True 5. False

1. A
2. C
3. A
4. C
5. D

Lesson Plan One

Standard Daily Lesson Plan

Date____10/14/15______Teacher______Olivia Thompson (CT: Judith Mosby)______

Subject____English______Grade __10th__ SOL ____10.1f, 10.1g, 10.3, 10.4______

GENERAL OBJECTIVE(S):

Introduction (anticipatory set, focus, relate to previous learning):

Anticipatory Set: I will have them write on an index card something they already know about the 1950s or the Civil Rights Movement.

Focus: The focus of today is to understand where the characters are coming from in this play. We want to fully grasp the setting and understand the historical context in order to prepare ourselves for the reading of the play “A Raisin in the Sun” by Lorraine Hansberry. There is also a focus on a poem to introduce them to so they can get a grasp on the “American Dream” and what dreams are to them.

Relate to Previous Learning: This relates to any history they may have learned on the 1950s and the Civil Rights Movement. This will also set the stage for the reading of the poem “Harlem” by Langston Hughes which is what the play is based off of.

SPECIFIC OBJECTIVE(S): PROCEDURE(S):

Closing (What is the takeaway from this lesson?): I want to make sure the students get the feel of the 1950s and understand where the characters are before we even start the play. I want to incorporate multiple readings and media in order to help ensure that they truly engage with the 1950s and Civil Rights Movement. I will have an exit question related to what we are finishing with on “Harlem” by Langston Hughes asking “Why do you think Hansberry decided to choose this poem as her preface to “A Raisin in the Sun”?”.

Evaluation (Checking for Understanding): I am going to be using a lot of formative assessment throughout this lesson. I am asking many discussion questions on the 1950s, Civil Rights Movement, “Harlem” by Langston Hughes, and I will have an entrance and exit slip. My entrance slip asks about their prior knowledge of the Civil Rights Movement and my exit slip asks about “Harlem” and its connection with “A Raisin in the Sun.”

Materials: I will be using two worksheets that I already have. I am also using the computer and speakers for music in the 1950s. I will also be using the computer and projector to show the students pictures on the Civil Rights media and pictures from sit-ins and boycotts etc. I will also have index cards for the students to record their entrance/exit slips. I will be using the computer/projector to project the poem by Langston Hughes for the students to read.

Technology: As said previously, I will be using the computer, the projector, and the speakers in the classroom for some instruction throughout class.

Assignments: They are going to be doing the entrance slip at the beginning of class and then the exit slip at the end of class.

Extenders (What are you going to do to extend their knowledge?): I am using historical information so I am bringing in history to the classroom. I am also telling them about the author of the play so they understand how she connects to what we are going to be focusing on for the unit. I am playing music from the 1950s to extend their knowledge on music and set the tone of the classroom for where the play is set in. I am also introducing them to a new poem that is the preface to the play we are reading so I can incorporate other pieces of literature to the classroom besides just the play we are reading.

Provisions for Individual Differences: I am making sure to discuss with my students and scaffold them into the questions instead of assuming they will know the answer. I will start off with small questions such as the “what?” in order to get to the “how?” with my students.

The student teacher needs to self-critique each lesson AFTER it is taught.

1. Behavior problems in the corner of the room

1. Separate them next time

1. Walking around the room does not work in the layout of the classroom

Source for worksheets screenshotted below:

I decided after I wrote this lesson plan to then change my lesson plan format to the lesson plan outline for the first time. I think I enjoy that format better just by the way.

Longwood Lesson Plan Outline

Lesson two 10/15/2015

1. Academic Standards-

• 10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.
• 10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.

2. Instructional Objectives

• Be able to work on slightly more enhanced vocabulary words and word origins and identify them in the text
• Understand the emotions of the characters and see where they are coming from even if they cannot relate to their point of view as a black family in the 1950s era
• Answer discussion questions during the reading and ask questions when confused
• Analyze why the characters are doing what they are doing
• Be able to make connections with the characters in the text
• Understand how each character varies from one another and how the family works as a whole

3. Instructional Design

• Warm-up: As they walk in, vocabulary is up on the board for them to start copying down. Sometimes we do entrance slips, but vocabulary is typically what they know to start on because their cooperating teacher started them with that.
• Subject Content/Topics: Six starter vocabulary words from Act I, Scenes I and II of the play “A Raisin in the Sun.” Help them understand words they will see as we read with context clues. I am casting them as characters randomly after going over which character is which and then we will start reading the play with random discussion throughout. This is a great introduction to a poverty-stricken and struggling family trying to determine what to do with a big chunk of money because they all have different ideas of the “American Dream.”

Learning Activities/Procedures

• Vocabulary: Place the vocabulary on the board for the students to copy down when they come in. We will go over the vocabulary after they have finished. I have them repeat the words after me and also say the definitions aloud so they can hear it as well as see it.
• Casting the students: I will have them chosen based on their interests in the characters. I know that not all of my students enjoy reading aloud so I want to give those that enjoy reading a chance to be characters. I may plan to change them later down the line but for a few days, I will keep them reading as those characters.
• Reading the play “A Raising in the Sun”: We will start reading the play and I estimate we will not get very far because the vocabulary will probably take longer than expected or something in the class will take longer than planned. I am estimating somewhere between 5-10 pages of reading that we will get done today.

Key Discussion Questions

• What are the reasons for stage directions? Do they help you in understanding the play?
• What is the problem between Walter and Ruth?
• Why does Walter talk about “colored people” the way he does?
• What’s with the bathroom? Why do they share with another family?
• What’s the problem with the money being given to Travis? Why doesn’t Ruth just hand Travis the money?
• What time period is it again? Why is 50 cents such a big deal then?
• How does Ruth, Walter, and Travis work as a family?

o Closure

• I have an exit question for them on an index card: “Please tell me something that you remember about the 1950s/Civil War Movement.”

4. Differentiated Learning Activities

• I will have most of the students reading and “acting” if they would like to. This provides more than just one person reading and allows them to hear the reading rather than just seeing and reading on their own. This also applies to the vocabulary.

5. Instructional Resources and Technology

• I will be using the computer/projector to project the vocabulary at the beginning of class. I also have the index cards for them, which I am providing myself. We also have the books for “A Raisin I the Sun.”

6. Formative Assessment

• My formative assessment is the discussion questions throughout the lesson. I am also providing the students with an exist question reviewing what was discussed the day before.

7. Reflection

• I think the main struggle of mine was the behavior management portion of the classroom which I am still learning seeing as this was my first time with the students. I also struggled with getting them settled and wanting to read the play since they don’t usually enjoy reading very much. Now, I can say differently because they seem to really enjoy the play.

Here is the vocabulary:

1. Indictment: any charge, accusation, serious criticism, or cause for blame
2. Exasperate: to irritate or provoke; annoy
3. Assimilate: absorb and integrate into a wider society or culture
4. Beseech: ask (someone) urgently and fervently to do something
5. Liberate: release from a state or situation that limits freedom of thought or behavior
6. Forlorn: pitifully sad and abandoned or lonely

Longwood Lesson Plan Outline

Lesson three 10/19/2015

1. Academic Standards-

• 10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.
• 10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
• 10.1 g) Access, critically evaluate, and use information accurately to solve problems.

2. Instructional Objectives

• Be able to work on slightly more enhanced vocabulary words and word origins and identify them in the text
• Understand how Technology Enhanced Items work and grasp them through vocabulary quizzes
• Understand the emotions of the characters and see where they are coming from even if they cannot relate to their point of view as a black family in the 1950s era
• Answer discussion questions during the reading and ask questions when confused
• Analyze why the characters are doing what they are doing
• Be able to make connections with the characters in the text
• Understand how each character varies from one another and how the family works as a whole

3. Instructional Design

• Warm-up: As they walk in, vocabulary is up on the board from the previous day for them to look over. My cooperating teacher had started doing this with them a while ago, so she had asked me to stick to it but with my vocabulary. We have them look at their words and they have a quiz the day after they receive the words. They are aware of it and they have very few words they have to look over for the quiz.
• Subject Content/Topics: Six starter vocabulary words from Act I, Scenes I and II of the play “A Raisin in the Sun.” These words are now words they should know and understand because they are going to have a quiz on them today. We will continue reading our play since we did not get very far at all the day before.

Learning Activities/Procedures

• Vocabulary: Place the vocabulary on the board for the students to look over before they take the quiz. This gives the students time to study a little and review the words just in case they did not before class like they were reminded to before leaving the previous day.
• Vocabulary Quiz: I will give my students a quiz on the six vocabulary words and the quiz will contain Technology Enhanced Items like they see on their English SOLs where they circle more than one answer. (Sidenote: I didn’t count these grades because they were so low for their first vocabulary quiz for me; the second vocabulary quiz was much better)
• Reading the play “A Raisin in the Sun”: We will pick up where we left off on the reading and continue reading with the same students cast as before. I estimate we will have some more time than last class so probably 10-15 pages read during this class time.

Key Discussion Questions