V. Holmes | EDU-614 | Lesson Plan| DREAM
VARIATIONS ON A DREAM
A lesson plan by Vance Holmes
Based on Lorraine Hansberry's play,
A Raisin in the Sun
EDU-614
Literacy in Education
Nadine Haley Ph. D
Metropolitan State Univ.
Fall 2010
Contact: Vance Holmes
1500 LaSalle Ave. #320 Minneapolis, MN 55403
email:
This unit has been designed to develop 11th Grade students' reading, writing, thinking, and language skills through
exercises and activities related to A Raisin in the Sun by Lorraine Hansberry.
Objectives
1. Through this focus on A Raisin in the Sun and other selected works, each learner will consider the relationship of the civil rights movement in America to literature and to their lives.
Learners will analyze the play and in written response to its themes and format, use citations to support conclusions.
Learners will explore the nature of their own dreams and plans, and gain knowledge about the diverse dreams of individuals in a multicultural society.
TABLE OF CONTENTS
Unit Theme
Unit Objectives
Standards
Unit Outline
Calendar
Assignments
Lessons
Assessment Strategies
Unit Resource Materials
Unit Theme
This unit has been designed to develop 11th Grade students' reading, writing, thinking, and language skills through
exercises and activities related to A Raisin in the Sun by Lorraine Hansberry.
Objectives
1. Through this focus on A Raisin in the Sun and other selected works,each learner will consider the relationship ofthe civil rights movement in America to literature and to their lives.
Learners will analyze the play and in written response to its themes and format, use citations to support conclusions.
Learners will explore the nature of their own dreams and plans, and gain knowledge about the diverse dreams of individuals in a multicultural society.
2. Learners will demonstrate anability to recognize the use of themes as literary devicesina text.
3. Learners will consider their own dreams and how to achieve them.
4. Learners will write a formal speech.
5. Learners will use a range of strategies to grasp the definition and connotation of unfamiliar words and phrases.
6. Learners will participate in a range of discussion groups.
Core Standards
English Language Arts Standards » Reading: Literature » Grade 11-12
Key
* 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
* 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
* 3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
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English Language Arts Standards » Speaking & Listening » Grade 11-12
Comprehension and Collaboration
* 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
o Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
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English Language Arts Standards » Writing » Grade 11-12
Text Types and Purposes
* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
o Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
o Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
o Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
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English Language Arts Standards » Language » Grade 11-12
Knowledge of Language
* 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
A. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
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READING FOR THEME
MULTICULTURAL UNDERSTANDING
EVALUATION STRATEGIES
Outline
Calendar
Reading Assignments
Writing assignments
Speech assignment
Lessons
Assessment Strategies
Unit Resource Materials
VARIATIONS ON A DREAM -- Lesson One
Unit TitleGrade Level
Lesson TitleDate
Objectives:
- Objective One
- Objective Two
- Objective Three
CRT Focus:
Materials:
Opening Activity:
Assessment I:
Activities:
- Activity One
- Activity Two
- Activity Three
Procedures:
Assessment II:
Homework:
Reflection on the Lesson:
Next Class:
Unit Theme
1