Teaching Plan-Raisin in the Sun

Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD Unit 10.4 – Harlem Renaissance and Post WWII American Drama: Teaching Plan

1 ELA HS Unit 10.4 - A Raisin in the Sun - Teaching Plan ©Macomb ISD 2007

Go confidently in the direction of your dreams. Henry David Thoreau

Introduction

The teaching plans that follow for High School Thematic Unit 10.4 – Harlem Renaissance and Post World War II American Drama: A Raisin in the Sun were designed and written by Michigan educators to meet the English Language Arts High School Content Expectations. The plan is meant as a model or example of how teachers might help students meet the Michigan Merit Curriculum Course Credit Requirements for Grade 10. Coding in the left column of each page of the plan refers to the English Language Arts High School Expectations (4/06). The selections in this unit include:

• The Seven Habits of Highly Effective Teens, Sean Covey, 1998, Franklin Covey (Informational/Self-Help) (S/T 7 or 8 copies should be available for use in the jigsaw.)

• A Raisin In the Sun, Lorraine Hansberry, 1958, Vintage (Drama) (S) • Story Tech Technique

(http://education.unm.edu/EdPA/People/Harkins.html ) • A Psalm of Life Henry Wadsworth Longfellow (Poetry) (A) • Oh, the Places You’ll Go! Dr. Seuss, 1990, Random House (Poetry) (T) • A Dream Deferred and Dreams Langston Hughes(Poetry) (A) • Walden, Henry David Thoreau, excerpt: paragraph 5 from “Conclusion” at

http://thoreau.eserver.org/walden00.html (A) • “What is the American Dream?”

http://memory.loc.gov/ammem/ndlpedu/lessons/97/dream/thedream.html (A) • Wikipedia on the American Dream, http://en.wikipedia.org/wiki/American_Dream (A) • “Who Wants to Be a Millionaire”

http://www.americansc.org.uk/Online/American_Dream.htm (A) • This I Believe, Jay Allison and Dan Gediman, Editors, 2006, Henry Holt

www.thisibelieve.org (A) • Lorraine Hansberry Biography Information –

(http://voices.cla.umn.edu/vg/Bios/hansberry-larraine.htm (and A) • Langston Hughes Biography Information – (www.americaslibrary.gov/cgi-

bin/page.cgi/aa/hughes (and A) • Dr. Seuss and Mr. Geisel: A Biography Judith and Neal Morgan, 1995, Random House

(Biography) (T) • Our Greatest Fear Marrianne Williamson (Poetry) (A) • Hope is a thing with feathers –Emily Dickinson (Poetry) (A) • Sympathy – Paul Laurence Dunbar(Poetry) (A) • Self Reliance Ralph Waldo Emerson (Essay) (A)



• Two Kinds (excerpt from The Joy Luck Club) – Amy Tan, 1989 , Vintage House, (Novel) (A)

• I Am Not My Hair and There’s Hope by India Aire, 2006 Motown Records, Testimony Vol. I Life and Relationships (http://umrg.com/artist.aspx?aid=426)/ (http://music.aol.com/artist/indiaarie/475170/main) (A)

Links for Life=Risk • Life=Risk video

http://www.bluefishtv.com/ProductDetails.aspx?cid=1005&id=1378&f=s1m&cc=&csc=&ldr=&s=famous%20failures

• http://vnweb.hwwilsonweb.com/hww/shared/shared_main.jhtml?_requestid=79541 • www.history.com • http://web.mel.org/SPT--BrowseResourcesNewMeL.php

Below is a subscription site to Grolier online, ask you librarian for a password. • http://auth.grolier.com/static/invalid_login.html

Below is the link to the Internet Public Library. • http://www.ipl.org/ • http://www.biography.com/

Links for Raisins to Reality • www.remax.com • http://www.bloomberg.com/invest/calculators/mortgage.html • http://www.realliving.com/RC/Buyer/PotentialAdditionalCosts.aspx • http://smallbusiness.yahoo.com/r-article-a-2315-m-1-sc-8-

how_much_does_it_really_cost_to_start_a_franchise- i • http://www.chicagoeducation.com/?WT.srch=1&WT.mc_n=edu_google_chicago_re_chi

edu_200609 • www.careercrusing.com • http://www.4woman.gov/faq/prenatal.htm • http://www.aap.org/research/pedmedcostmodel.cfm • http://www.extension.umn.edu/distribution/businessmanagement/DF5899.html • http://www.womenshealth.gov/faq/prenatal.htm#b • http://www.guidetohealthinsurance.org/HIWHY.HTM • http://www.nutritionexplorations.org/educators/whyteach.asp

T = One copy needed for teacher read aloud S = Provide a copy for each student A= In unit Appendix A critical literacy skill developed through the lessons in each genre unit, is fluent oral reading. Many activities are included which help teachers and students become increasingly more proficient in oral reading for an audience. The inclusion of the reader’s theater, choral reading and paired reading are intentional; it is expected that time will be spent practicing and perfecting



oral reading skills. Students need opportunities to read text like the author intended it to be read. They should be taught to pay close attention to punctuation, dialogue, sentence rhythm, etc. so they can read with proper intonation, pace, and emphasis. Students should also hear oral reading only when it has been practiced and reflects the author’s message. For all of these reasons, teachers and students should practice reading any text before reading to an audience. Cold reads for either students or teachers are not appropriate. These plans were written by a group of grade level educators who all know that as teachers we take lesson plans like these and add our own special touches to make them better and better suited to our students. The reading selections and writing assignments were chosen by grade level educators for their appeal to students’ interests. The times given are suggestions, as is everything else in these lesson plans. In accordance with the Michigan Merit Curriculum, the educators who have contributed to these units have as their goal engaging and effective units of instruction which include:

• appropriate content expectations • student goal setting and monitoring of progress • a focus on big ideas that have great transfer value • focus and essential questions that stimulate inquiry and connections • valid and relevant skills and processes • purposeful real-world applications • relevant learning experiences • varied and flexible instruction for diverse learners • research-based instructional strategies • explicit and systematic instruction • adequate teacher modeling and guided practice • review and application of new knowledge • opportunities for revision of work based on feedback • student evaluation of units • culminating celebrations

Instruction must be relevant to today’s rapidly changing world and must spark student interest through engaging texts and activities, as well as, real-world learning experiences. The over-all goal of the units is:

Students will develop effective communication and literacy skills through rigorous and relevant units of instruction and engaging learning experiences by focusing on four key dispositions:

o Inter-Relationships and Self-Reliance o Critical Response and Stance o Transformational Thinking o Leadership Qualities



The Michigan Merit Curriculum features essential questions to accompany each of these four key dispositions. Each unit features some or all of the essential questions for the featured disposition as each essential question relates to the unit selections. The plan was developed to take advantage of what each unit text offers for meeting the Michigan English Language Arts High School Content Expectations, including opportunities for direct instruction of text characteristics and features, reading and writing strategies, and on-going literacy development including vocabulary and grammar.

Permission is granted only to teachers in the district purchasing these documents to reproduce

pages from this teaching plan and appendix for classroom use.



Day 1

Speaking/ Listening

(35 minutes) CE1.2.1, 1.2.2, 1.2.3, 1.3.1, 1.3.2, 4.1.1, 4.1.4, 4.1.5, 2.2.2, 3.2.4

Note to Teachers: The disposition for 10th Grade from Michigan Merit Curriculum is "Critical Response and Stance." As you teach this unit, please keep this disposition in mind. We want students to take a critical (characterized by careful analysis and judgment) stance (a selective attitude about what is to be retained from reading, etc.). We want students to become critics - "who form and express judgments of people or things according to certain standards or values." (Webster's New World Dictionary, Prentice Hall, 1991). In this unit we ask students to judge the actions of characters in a play (A Raisin in the Sun) and also reflect on their own journey toward their life dreams/vision using a number of lenses:

• The Seven Habits of Highly Effective Teens by Sean Covey • The American Dream as defined in a number of sources.

Introduce this unit by telling students that together you will be talking, reading and writing about characters in a play and authors of poetry, articles and essays who have dreams for their lives. These characters/authors spend their lives trying to realize their dreams. At times it’s just the dream itself that gives meaning to their lives, whether or not the dream is fulfilled. You will also be sharing information from a self-help book on how to realize dreams and life goals and sharing information on what you believe is or will be most important in your life.

Note to Teachers: Using a technique called StoryTech from Arthur Harkens (http://education.unm.edu/EdPA/People/Harkins.html ) would position students to think about their dreams/vision for their futures. In StoryTech, you present a future scenario to students (See below and Appendix #1.) and ask them to place themselves in the future and respond to the scenario briefly:

It’s (today’s date ten years hence, e.g. March 5, 2017). You have come to your old favorite pizza place in your home town for a planned reunion with a few of your friends from high school. Ten years ago you and these close friends you are about to meet again were having a serious discussion about your individual dreams or vision for your future. The discussion was so good that you agreed to meet at this location in ten years to check with each other on your progress toward realizing your dreams/vision. You are early and have time to reflect and write some notes to share with your friends who will be arriving soon. Reflect on your progress in your journey toward realizing your dreams/vision and on the positive steps you have taken toward your goal. Jot down some notes to share with your friends when they arrive:



CE2.2.2, 2.3.3, 2.3.6, 2.3.1

First describe: (2 minutes) • what you look like, • what you are wearing, • where you are, and • the way you are feeling.

Now, write about: (10-15 minutes)

• your progress toward realizing the dreams/vision you talked about ten years ago. What have you accomplished?

Encourage students to place themselves firmly in the future; the first 2-minute segment of writing usually accomplishes this, but you might model for them by talking about physical changes like losing or gaining weight, etc. Make this activity brief - this is just brainstorming for the discussion and writing to follow.

To get students thinking practically about how to realize their dreams for the futures they have just envisioned, have them complete the survey: “THINGS TO THINK ABOUT FOR YOUR FUTURE.” (See Appendix #2a-b.) Engage students in a discussion around the following: We all have dreams for our future, for example, the vision of what our individual futures will be like in ten years; we also have “today” – how things are now in our lives. It is important that we make links between what we’re doing today and the dreams or vision we have for our future. This survey could serve as a first step in creating that link. (NOTE: This may well be a point you may want to emphasize, as it may be the critical piece missing in so many teen lives.)

Ask students to think about the future they envisioned and the survey they have just completed as they respond to the following writing prompt. You might begin with something like, “Is there something you want or plan to do with your life? Do you have dreams/visions, maybe like:

• further education – trade school, college, armed services, • marriage and children, • owning you own home and/or business, • having a great job and earning enough money to lead a comfortable life, • making it big in the world of sports or entertainment, • making a difference in the world, and/or • becoming the kind of person you want to be.

Discuss with students what they might have to do to realize their dreams and what they might choose not to do (self-defeating behaviors) because doing so might ruin their chances to realize their dreams/visions. Their responses might include some or all of the following:



What to do…

• doing well in school so you can get a high school education • getting job experience • researching what you would need to learn to get the job of your choice • reading about people who have led the kind of life you’d like to lead—

how did they manage to keep their lives on track? What not to do…

• blowing off educational or job-related opportunities • getting involved with people with negative attitudes or self-defeating

behaviors

Writing (20 minutes)

CE1.1.1-1.1.8

Have students write about their dreams for their lives. (See Appendix #3.) Directions Dreams are important in people’s lives. Walt Disney said that if you can dream it you can do it. Dreams can be like beacons – leading a person on the journey of life. Dreams can give people a reason to live and lend meaning to life. Dreams can be about relationships, a future occupation, and/or future life goals.

Write about the theme: My Dream for My Life Do one of the following: Ø Describe your dream for your life and tell how you plan to realize your dream. OR Ø Tell how a person you admire has worked to realize his/her dream.

OR Ø Persuade the reader that having a dream and working toward that dream are

important in life. OR Ø Write about the theme in your own way. Use examples from real life, from what you have read or watched, or from your imagination. Your writing will be read by interested adults. Use the paper provided for notes, freewriting, outlining, clustering, or writing your rough draft. If you need to make a correction, cross out the error and write the correction above or next to it.



CE 1.1.1 CE1.1.2 CE1.1.3, 1.1.4, 1.2.3, 1.3.1 CE1.1.5, 1.1.6, 1.1.7, 4.1.1

You should give careful thought to revision (rethinking ideas) and proofreading (correcting spelling, capitalization, and punctuation). Use the checklist and rubric to help improve your writing. (Optional: You may use a dictionary, thesaurus, spelling book and/or grammar book.) Remind students that when we write, we go through steps known as the writing process: Brainstorming

Brainstorming is thinking and talking about the topic or theme of the writing and relating it to your own personal life. Brainstorming is asking questions like: “What is my dream for my future? How do I plan to realize my dream? What specific steps will I have to take to get what I want in life? How should I organize my writing? (outline, list, graphic organizer and/or sequencing by chronology or by importance)

Drafting Drafting is getting ideas down on paper and trying to organize them. Drafting is asking questions like: “How will I start my writing to get my reader to want to read it? What details, examples, anecdotes, and/or explanations should I write to show my reader what my dream for my future is and how I plan to accomplish my goals? How shall I end my writing?”

Revising Revising is the real work of writing and begins when the writer makes sure that the writing has everything it should have, that it will appeal to the reader (audience) and tell or prove what it is supposed to do (accomplish the purpose). Revising is asking questions like: “Will my reader (audience) know what my point (purpose) is? Is my point or central idea clear and connected to the theme or topic? Have I given important and relevant details, examples, and/or anecdotes to support my point? Is my writing well organized with a beginning that makes my audience want to read on, a middle that makes and supports my point, and an end that satisfies my audience? Have I used interesting words and a variety of sentence lengths and types to engage my reader?”



CE1.1.8, 4.1.1 Proofreading and Editing

Proofreading and editing mean making sure that the audience can read and understand the words and the point. Proofreading and editing involves asking questions like: “Have I checked and corrected my spelling, punctuation, and capitalization to help my audience understand what I have written? Have I read my work to a friend or myself to make sure it sounds good? Have I looked my writing over to make sure that it’s neat and it invites my audience to read it?”

Publishing Publishing is putting writing in its final form for an audience. Publishing involves asking: “Is my final copy just the way I want my audience to see it?”

As you guide students through each step of the writing process, remind them of the steps and the questions to ask. If time permits in this session and students have had enough brainstorming time, have students begin their drafts. Go over the writing prompt (See Appendix #3.) emphasizing the introduction and emphasizing that after brainstorming, students should choose one part of the prompt to write to. Encourage students to make notes on the prompt page and circle or underline the part of the prompt they have chosen. Students will continue drafting during writing time. Circulate and encourage students as they draft. You might have students finish the draft as homework.



Day 2

Speaking/ Listening

(25 minutes) CE1.1.7, 1.3.7

Students may need to continue to work on their drafts. Give students the opportunity to peer-edit their “My Dream for My Life” papers with a partner. Set this activity up by briefly modeling with a student a procedure for peer-editing: Each partner will read aloud his/her draft to the other who will listen carefully thinking of the following questions (See Appendix #4.): • Is the central idea or point of the writing clear? • Is the central idea or point supported by important and relevant details,

examples, and/or anecdotes? • Does the writing begin with an interesting and engaging lead, continue with a

middle that supports and develops the point, and conclude with an ending that summarizes the point?

• Is the writing interesting with engaging words and different sentence lengths and types?

• What do I as the listener, think is good about the writing? • Do I have questions and/or suggestions for the writer? Have the student read aloud his/her draft, then model posing the above questions and answering them with the student. Then tell students that the other student would read his/her writing aloud and the process will repeat. Give students the opportunity to peer-edit in partners for the remainder of the time. Tell them they will have more time in the next session.

Writing

(30 minutes) CE1.1.5, 1.1.6, 1.1.7, 4.1.1, 1.1.8, 4.1.5, 2.3.8 CE1.2.4, 1.1.5, 2.3.2, 2.3.5, 2.3.6, 2.3.7

Students who have successfully finished peer-editing, should make revision changes to drafts and edit and proofread. Have students use the rubric (See Appendix #5.) and the checklist: “Review of Writing: Publishing Final Copy.” (See Appendix #6.) During this session students should make a final copy and proofread again using the “Review of Writing” Checklist. (See Appendix #6.) Reflecting on Reading and Writing: An important goal of this unit is for students to reflect on their growth as readers and writers. As readers, listeners and viewers, students should be encouraged to engage in self-assessment while monitoring their comprehension and using a variety of strategies to overcome difficulties when constructing and conveying meaning. Students should be encouraged to keep a log of what they read and view independently based on their own interests. Provide opportunities for students to participate and reflect on their



participation in book talks, literature circles and film clubs. Also, have students start keeping a portfolio or collection of the writing they do during this unit by including the writing to this prompt in their portfolio. They should keep all writing – Quick Writes, answers to Focus Questions, Think-Write-Pair-Share notes. etc. – so that they can periodically look over their writing to assess strengths, weaknesses and development as a writer.



Days 3 and 4

Reading/ Speaking/ Listening

(55 minutes x 2) CE2.1.1, 2.1.2, 2.1.4

CE3.1.8, 3.1.9 CE3.2.1

Introduce the rest of the unit by saying something like, “You have just written about your dreams for your life. You’ll now be reading and discussing selections from a book that will help you realize your dreams and become a happy and successful adult. The book is The Seven Habits of Highly Effective Teens by Sean Covey. We will read and discuss a Henry Wadsworth Longfellow poem that encourages the reader to “Just Do It” – go out and pursue your dream. (Optional: We will be sharing Oh, the Places You’ll Go! by Dr. Seuss. This book is in poetic form and is also on the subject of reaching one’s dreams.) Finally, we will be reading and sharing Lorraine Hansberry’s play, A Raisin In the Sun, in which character’s lives are driven by their dreams. NOTE TO TEACHERS: You will now be sharing linking text(s) with students. The linking text or texts reflect one or more of the characteristics below and lead to the identified disposition of the unit – Realizing The American Dream:

• discrepant text that results in seeing the big idea from a totally different perspective,

• different genre or medium that mirrors the theme or big idea of the anchor text in another form.

• supporting text that extends or embellishes the big ideas or themes in the anchor text, and/or

• text connected to the anchor text at an abstract level. After students have reflected on and written from their own perspective about dreams/visions, they will further explore the themes and essential questions of the unit through reading, discussing and reflecting on “supporting text that extends or embellishes the big ideas or themes in the anchor text.” The goal of using “supporting text” is to help students better understand the themes and essential questions of the unit. The excerpt from The Seven Habits of Highly Effective Teens by Sean Covey will give students guiding principles for realizing their dreams/visions. Before sharing with students on The Seven Habits of Highly Effective Teens by Sean Covey, briefly review with them what they might expect from the genre, informational text. You might use the following definition:

• “The main function of expository text is to present the reader information about theories, predictions, persons, facts, dates, specifications, generalizations, limitations, and conclusions.” (Michael F. Graves and Wayne H. Slater. “Research on Expository Text: Implications for Teachers” in Children’s Comprehension of Text, K. Denise Muth, editor, IRA, 1989.)



CE2.1.1

and elements : • gives information, • gives necessary explanations to understand the information, • shows what is and is not important, and • often uses narrative(story) elements to make it interesting.

You might use Appendix #9a-b to review informational text. Students would benefit from recording information on the student bookmarks as they read informational text. (See Appendix #9b.) Jigsaw with The Seven Habits of Highly Effective Teens, Sean Covey: You and your students will be spending the next two days reading, sharing and thinking about The Seven Habits of Highly Effective Teens by Sean Covey through a process called jigsawing that encourages a group students to become experts on one section of text then share their expertise with the rest of the group so that all comprehend the text. You will be dividing your class into seven groups - one for each habit of highly effective teens. You will be modeling the process by sharing the introduction, “The Personal Bank Account” with students. Teacher reads aloud “The Personal Bank Account” pp. 31-46, from The Seven Habits of Highly Effective Teens by Sean Covey. Focus for Listening: Try to understand the advice the author is giving from the examples he uses:

• Inside Out (changing from the inside out) • The Personal Bank Account (how one feels about one’s self):

o Keep Promises to Yourself (Keep commitments to yourself.) o Do Small Acts of Kindness (In small ways, be nice to others, even

those you may not know well.) o Be Gentle with Yourself (Be patient with yourself. Learn to love

yourself.) o Be Honest (Honesty builds strength, especially when you are

honest when others are not being honest.) o Renew Yourself (Renew yourself by finding a special place,

exercising, journaling, etc.) o Tap Into Your Talents (Find your talent, a hobby or a special

interest.) Either by stopping as you read or discussing after reading, go through the content of the chapter. Use the words in parenthesis in Focus for Listening above if you find them helpful. You might wish to try the activities suggested on pages 45-46. Then follow the directions below for the jigsaw activity: (See Appendix #7a.)



7 HABITS JIGSAW Purpose: This Jigsaw is designed for groups to produce a poster board with a working definition and illustrated symbol for an assigned habit in order to learn, synthesize, and share with the class the characteristics of that habit. The Poster design will allow room for sticky note additions of examples from text and life during the course of the unit. Supplies: 7 White or Cream Poster Boards Colored Markers Scissors Sticky Tack or 2-Sided Tape Lesson:

1. Break class into 7 groups 2. Students read, discuss, and synthesize a working definition of their

assigned habit. 3. Students design a symbol for their assigned habit. (Remind them

of familiar logos.) 4. Students put definition and symbol on ? of the poster board. 5. Have students cut the definition and symbol edge of the poster board in

order to provide visual interest. (Optional) 6. Groups report out to class using their definition/symbol poster to teach

their assigned habit. 7. Poster boards are mounted to wall to act as a dialog wall for this unit.

Examples: Habit 1 Definition – Do something positive to ready yourself to accomplish your goal. (NOTE: Clarify the distinction between making choices based on values and simply reacting emotionally to situations.) Habit 1 Symbol – Silhouetted head in front of a computer screen with “job description” visible Habit 2 Definition – Figure out what your life goals are. Habit 3 Definition – Plan an order of importance and start at the beginning. Habit 4 Definition – Be positive that everyone can achieve a goal even when the goals are in conflict. Habit 5 Definition – Make sure you understand what people tell you. Habit 6 Definition – There is power in numbers. Accept others’ help. Habit 7 Definition – Take care of yourself regularly.



CE3.2.4, 2.1.11, 2.1.4, 2.1.2, 3.4.2, 2.1.5, 2.1.6

Note to the Teacher: The posters the students have created will become Data Walls (See Appendix #8.) that will be used throughout the unit to keep track of the characters’ (from A Raisin in the Sun) use or failure to use the 7 Habits to reach their dreams. The symbol creation will help the students who create the symbol to solidify their understanding, but the other students may need more help in internalizing the Habits. The power of story could help. You might ask the students to relate a story/example that Covey shares and explain why they think it serves to explain the habit? Or students might come up with a story of their own as an example. (The danger there would be that the teacher needs to check the stories/examples carefully in advance so that the students are not directed down the wrong path by a misinterpretation from other students. Part of the success of the 7 Habits section depends on students’ understanding of the habits, so getting as deep and as correct an understanding conveyed as possible is important.) To check for understanding, ask for a 1-2 sentence written explanation from each student for each habit. If some or all students do not show understanding of a Habit, it will be necessary to clarify until all students understand all Habits. Before students share their group work, remind them of the importance of being attentive and civil, gaining the floor politely, posing appropriate questions, and tolerating difference of opinion and lack of consensus and remind them how they might enhance their own listening comprehension: (See Appendix #7b.)

• monitor message for clarity and understanding, • ask relevant questions, • provide verbal and nonverbal feedback, • notice cues such as change of pace and emphasis that indicate a new point

is about to be made, and • take notes to organize essential information.

Optional : As time permits after presentations and discussion, use Appendix #9a-b to introduce or review with students, the genre, Informational Text (Self-help) using The Seven Habits of Highly Effective Teens by Sean Covey as an example:

Genre: Informational Text Informational text gives factual information on a specific topic or event. Self-help books, as the name implies, give advice meant to improve a person’s quality of life. Definition:

• Informational text is “…designed primarily to explain, argue or describe rather than to entertain.” (from Harris, et al. The Literacy Dictionary, IRA, 1995)




Purpose: • To acquire information • To satisfy curiosity • To understand our world more fully • To understand new concepts and expand vocabulary • To make connections to our lives and learning • To write good nonfiction • To have fun

(from Stephanie Harvey. Nonfiction Matters, Stenhouse, 1998) Form and Features: Informational text uses a number of forms of organization including:

• Sequence of events • Description by categories • Process description • Comparison/contrast • Problem and solution • Cause and effect

Informational text…

• gives information, • gives necessary explanations to understand the information, • shows what is and is not important, and • often uses narrative(story) elements to make it interesting.

(from Barbara Reed and Elaine Weber. Expository Text: What Is A Teacher To Do? ABC Publishing, 1990.) Informational text may have some or all of the following features:

• Table of contents and index • Photographs and realistic, accurate illustrations • Captions to describe photographs, illustrations, etc. • Maps and diagrams • Glossary (words with definitions) • Footnotes • Bibliographies



CE3.1.1, 3.2.1, 3.2.2, 3.3.1, 3.3.3

Ask students how they think The Seven Habits of Highly Effective Teens by Sean Covey fits into the category of Informational Text/Self-Help. Have a discussion; you might include:

• The Seven Habits of Highly Effective Teens by Sean Covey is written to be the ultimate teenage success guide.

• The book describes, explains, and gives examples of how teenagers might become successful.

• It gives information and satisfies our curiosity. Readers who purchased the book would want to know how they might use the advice in the book to become successful.

• The selection is organized by cause/effect – how to reach the goal of being successful.

• The selection includes a table of contents and index, realistic and humorous illustrations, diagrams and tables, an appendix, and a bibliography.

Note: This lesson could also be presented as a think aloud (See Appendix #10.) using the above. OR This lesson could also be presented as a think-pair-share activity (See Appendix #13.), asking students paired from two different habit groups to identify aspects of the text that fit the characteristics of the genre. Then the class discussion could draw the ideas together. As time permits, read and discuss the following Longfellow poem (that encourages the reader to “Just Do It” – go out and pursue your dream.) (See Appendix #11.) Focus for Listening/Reading: What is Longfellow’s message? How does he get across his message? What does Longfellow suggest about how to approach our lives? Henry Wadsworth Longfellow (1807-1882)

A PSALM OF LIFE

WHAT THE HEART OF THE YOUNG MAN SAID TO THE PSALMIST

TELL me not, in mournful numbers, Life is but an empty dream! — For the soul is dead that slumbers,



And things are not what they seem.

Life is real! Life is earnest! And the grave is not its goal; Dust thou art, to dust returnest, Was not spoken of the soul.

Not enjoyment, and not sorrow, Is our destined end or way; But to act, that each to-morrow Find us farther than to-day.

Art is long, and Time is fleeting, And our hearts, though stout and brave, Still, like muffled drums, are beating Funeral marches to the grave.

In the world's broad field of battle, In the bivouac of Life, Be not like dumb, driven cattle! Be a hero in the strife!

Trust no Future, howe'er pleasant! Let the dead Past bury its dead! Act,— act in the living Present! Heart within, and God o'erhead!

Lives of great men all remind us We can make our lives sublime, And, departing, leave behind us Footprints on the sands of time ;

Footprints, that perhaps another, Sailing o'er life's solemn main, A forlorn and shipwrecked brother, Seeing, shall take heart again.

Let us, then, be up and doing, With a heart for any fate; Still achieving, still pursuing, Learn to labor and to wait.



CE3.2.4, 3.2, 3.2.2, 3.1.1, 3.3.6

With students, discuss the Focus for Reading/Listening questions above: What is Longfellow’s message? (Maybe, don’t just sit around and wait to win the lottery, do something positive to realize your dreams/vision – “Just do it!!!!”) How does he get across his message? Longfellow advises us to act, to do something with our lives—not just sit around aching for that “empty dream” (the lottery that we never even enter), accumulating years until we die—adding up “mournful numbers.” We need to do something with our lives, especially since our heartbeats carry us ever onward toward our deaths (beating “funeral marches toward the grave”). He suggests that we need to do more than sit back and passively accept the direction of others “like dumb, driven cattle.” If we do, we can elevate our lives, raise them up out of the commonplace. To act, no matter what the result (“with a heart for any fate”) leads to accomplishments that downhearted people coming after us might use as inspiration (“take heart again”). Use Appendix #12 to help students analyze the message of the poem. OR Use Appendix #12 to help students analyze the message of the poem employing the following procedure:

• Level 1: What is the poet actually saying here? (Restate in your own words.) This level is simply using the student’s words to say the same thing that the poet says.

• Level 2: What does that mean? (Explain the poet’s meaning within the poem.) This level is still within the poem, talking about the people in the poem, using their names.

• Level 3: What might the poet be suggesting about the world beyond the poem? This level uses terms such as “mankind” or “people.”

Return to the poem when you introduce The American Dream, and ask students to reflect again on Longfellow’s message.



Optional Day(s)

Reading/ Speaking/ Listening/ Writing

(55 minutes x 2) CE2.1.1, 2.2.2, 2.1.7, 2.1.12, 2.2.3, 3.2.1, 3.2.4

Tell students that you are now going to read a book in poetic form by an author they will probably recognize, Dr. Seuss. This book, Oh, the Places You’ll Go!, is also about the importance of dreams to a person’s success and happiness in life. Focus for Listening: Listen for the advice Dr. Seuss is giving for a happy and successful life.

Read Oh, the Places You’ll Go! by Dr. Seuss aloud with expression, stopping to show the illustrations.

After reading aloud Oh, the Places You’ll Go!, ask students for their reactions to the book. Have a discussion of the advice given by Dr. Seuss. The discussion might include:

• You know what you want and can decide where you’ll go. • You’ll decide the best place(s) to go. • You’ll see great sights and go places fast. • Even if you are confused and in a bad place, somehow you’ll get out of

bad situations. • You’ll be successful because you have it in you to be famous. • You’ll solve your problems. • You’ll balance your life. • “You’ll move mountains!” • And sometimes you won’t. (It’s important to acknowledge the lumps and

bumps along the way—the down times. Sometimes succeeding is simply a result of having gotten up one more time to try, rather than letting a problem defeat us. This might be a place to talk about people who persisted despite failures and thus succeeded—like Abraham Lincoln.)

Model how someone might go through Oh, the Places You’ll Go! by Dr. Seuss using strategies from Strategies That Work by Stephanie Harvey and Ann Goudvis. (See Appendix #10 for Think Aloud procedure.)

You might say something like: “As we go through the unit, we will be learning and using the strategies good readers use. Probably you use many of these strategies, sometimes even without thinking about it, but we will pay attention and talk about them often. These strategies include:

• asking questions • visualizing • determining importance • synthesizing • inferring • making connections



I will explain each of these strategies and show how I would use the strategies as I read or listen to and view Oh, the Places You’ll Go! by Dr. Seuss: • Asking questions means stopping while reading to ask questions like, ‘What

will happen next?’ or ‘Why did that person do that?’ I wondered, ‘Why Dr. Seuss might write a book like this? By reading the blurb on the inside of the book jacket, I found out that it was written as a graduation speech.”

• Visualizing means to make pictures in your mind about what’s going on in the

story so you can understand the story better. Before I opened the book, I was saying to myself, ‘I can see in my mind what the illustrations will be like because I’ve read so many of Dr. Seuss’s books in the past.’

• Making connections means putting things together from what I know, other

stories I have read and/or what I have experienced and know about the world, to help me understand what I read better. I said to myself, ‘I’ve been to graduations before, and I have heard a lot of speeches, but I would have enjoyed hearing that nice short rhyming speech.’

• Determining importance is asking what is most important in a story as opposed

to the details. I might ask myself, ‘What are the three most important pieces of advice in the speech?’ I would reply, - ‘You have it in you to be successful.’ - ‘You can solve your problems, even the difficult ones.’ - ‘You can balance your life and be successful.’

• Inferring means ‘reading between the lines’ or filling in ideas and meaning that the author leaves out. It is using what you know to figure out what the author does not come right out and tell you. I think that Dr. Seuss has been to graduations as I have and has been bored by the speeches. I think he wrote this to give the advice and support that should be given to all graduates.

• Synthesizing means combining new ideas from what I have read with what I already know to learn something that will help me understand a story or my own life better. I think that I can benefit personally from Dr. Seuss’s advice, especially the part about bringing balance to my life.”

Let students know that you will continue to remind them to use these strategies as they read and listen. Tell them that you expect that they will use these strategies to improve their comprehension.



Option: As time permits, ask students to share with a partner (Think-Write-Pair-Share) (See Appendix #13.) then whole group about how they used the six strategies or could have, as they listened. Teacher models a retelling of Oh, the Places You’ll Go! by Dr. Seuss. (See Appendix #14.) (See Appendix #10 for Think Aloud procedure.) Remind students briefly that a retelling should include:

• Basic selection elements of who, what, where, when, how, and why, • Logical order or organization, and • Your own words and maybe words from the selection to show you

understand the selection.

Dr. Seuss wrote Oh, the Places You’ll Go! as a graduation speech. In this speech, he gives the following advice to graduates and anyone else who is reading it: (1) You have it in you to be successful. (2) You can solve your problems, even the difficult ones. (3) You can balance your life and be successful. I think he has given good advice.

See Appendix #15 and 16 for a retelling procedure and a scoring rubric.



Day 5

Listening/ Speaking

(25 minutes) CE3.2.1, 3.2.2, 3.1.1, 3.3.1, 3.3.2, 3.3.4

Before introducing the play, A Raisin in the Sun by Lorraine Hansberry, read and discuss the poem, “A Dream Deferred” by Langston Hughes. If you would like students to read the poem, it is reproduced at the very beginning of A Raisin in the Sun by Lorraine Hansberry.

Focus for Listening/Reading: What is Langston Hughes’ point – what question does he pose about dreams? What is your reaction/answer? We will pose the question as we read A Raisin in the Sun, “Why did Lorraine Hansberry choose her title for the play from this poem?”

Read the poem aloud with expression.

A Dream Deferred 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? Discuss the meaning of a dream being deferred. Before the students can understand the symbolism and significance in the title, they will need to know more about symbolism. Talk about how one thing can stand for another and pass-out the “One Thing Can Stand for Another” worksheet, 2 pages, (See Appendix #17a-b.). After they complete that activity, share answers. Tell students that titles are very important because they incorporate the big ideas of the work. Write the title “A Raisin in the Sun” on the board. Based on the poem “A Dream Deferred” and the title of the drama, have students predict what some of the big ideas in the drama will be. Have them also give suggestions on how to interpret the symbolism in the title. Have students do a quick write on this to determine where individual understandings lie? Next, you will pass-out the “Title Analysis” activity (See Appendix #17c.). Have students complete and share answers.



CE3.2.1, 3.2.2, 3.1.1, 3.3.1, 3.3.2, 3.3.4

Optional: Discuss the following questions with students and record their responses:

Why are dreams and goals important? Have you ever had a dream deferred? If so, can you share it with the class? Do you have a dream that you hope will not be deferred? Can you share that with the class? How might having a dream deferred impact a person? Optional: As time permits, share with students another Langston Hughes poem, Dreams. (See Appendix #18.) Focus for Listening/Reading:

• Level 1: What is the poet actually saying here? (Restate in your own words.) This level is simply using the student’s words to say the same thing that the poet says.

• Level 2: What does that mean? (Explain the poet’s meaning within the poem.) This level is still within the poem, talking about the people in the poem, using their names.

• Level 3: What might the poet be suggesting about the world beyond the poem? This level uses terms such as “mankind” or “people.”

Dreams Hold fast to dreams For if dreams die Life is a broken-winged bird That cannot fly. Hold fast to dreams For when dreams go Life is a barren field Frozen with snow.


CE1.1.4, 1.2.1, 1.2.2, 1.2.3, 3.1.5, 3.2.1

Have students respond individually through a Quick Write (See Appendix #19.) to the poetry they have just read and the questions they have just discussed. Have students respond to the questions in the Focus for Listening/Reading above.


(15 minutes) CE3.3.1, 3.3.3,

Optional: Share author information about Lorraine Hansberry by reading aloud the author profile. (See Appendix #20.)

Then discuss the following questions with students:

Lorraine Hansberry lived as a black female during the years 1930-1965.



3.3.4, 3.3.6 What do you think were her dreams? Were they realized or deferred by the time she died in 1965 at the age of 34? Can dreams be realized after your death?

Also share author information about Langston Hughes by reading aloud the author profile. (See Appendix #21.)

Ask students if they see any similarities between these authors and their life experiences. Have a discussion and record students responses. This would be an opportunity to begin a data wall (See Appendix #8.) on the authors in this unit. All of the authors in the unit write about the importance of dreams in people’s lives.

Optional: Share with students the information about Sean Covey, the author of The Seven Habits of Highly Effective Teens, from the inside of the back cover and from his father’s review of the book from the back cover. Ask students what Sean Covey might know about dreams and how to achieve them. Also share information about why Dr. Seuss wrote Oh, the Places You’ll Go! from the front fly leaf of the book. Oddly enough, there is little biographical information on Dr. Seuss on Google, but there is a biography, Dr. Seuss and Mr. Geisel: A Biography by Judith and Neal Morgan (1995, Random House)



Days 6 and 7

Listening/ Speaking/ Reading/ Writing

(55 minutes x 2) CE3.3.1, 3.3.2, 3.3.3, 3.3.4, 3.3.6, 2.1.1, 2.1.2, 2.1.4, 2.1.10, 2.1.11, 2.1.12, 2.2.1 CE2.2.1, 2.1.4, 2.2.2, 2.1.1, 2.1.2, 2.1.4

Since the characters in the play we’ll be reading and discussing, A Raisin in the Sun, believe in their own version of The American Dream it is important to introduce, discuss and come to a shared definition of The American Dream. To introduce the idea of The American Dream you might use an excerpt from Henry David Thoreau’s Walden. (See below and Appendix #22a or http://thoreau.eserver.org/walden00.html .) The message of this excerpt is that it’s not the dream itself, but, rather, working toward it—“endeavor[ing] to live the life [one] has imagined.” Focus for Listening/Reading: What did Thoreau learn about following one’s dreams? (It’s not the dream itself, but, rather, working toward it—“endeavor[ing] to live the life [one] has imagined.”) How might we apply this to our own dreams/visions for our lives?

Teacher will distribute copies of Paragraph 5 from the Conclus ion of Thoreau’s Walden, a short excerpt from Ralph Waldo Emerson’s Self Reliance, and Marrianne Williamson’s “Our Greatest Fear.” (See Appendix #22a-c.) Teacher will place copy of the first selection on the overhead and demonstrate the Talking to the Text (See Appendix #23a-c.) procedure. Teacher may want to underline, circle, or star key words and phrases, as well as writing the thoughts that enter his or her mind as the selection is read aloud to the class. Be sure to highlight the theme of the selection and to discuss the author’s concept of the American Dream. Stress to the students the importance of utilizing the Talking to the Text strategy so that they can connect the reading to their thinking. The next step is to allow students to practice this strategy on their own with the other two selections. Teacher will monitor students and help those that may find this difficult. After students have completed reading all three selections they will then complete the Comparison Chart. (See Appendix #23d.) (Suggestion: On the back of the chart page have students do a Quick Write (See Appendix #19.) summarizing the comparison.)I think I’d have them do a paragraph or two as a separate piece of writing, perhaps on the back of the chart. Students will identify the two main ideas from each selection and supporting quotes for the main ideas, as well as stating their opinion about the authors’ concept of the American Dream. To open a discussion on The American Dream, you might say something like, “You have just filled in a survey and written about your dreams/vision for your own future. The characters in the play, A Raisin in the Sun, the play we will read, listen to and discuss believe in their own version of The American Dream, so before we begin A Raisin in the Sun, we will read, listen and discuss The



CE3.1.8, 3.1.9. 2.1.6

American Dream from different perspectives and come up with our own definition of The American Dream. We’ll keep in mind the theme of the unit: “The American Dream is changing.” and answer the following essential questions (See Appendix #24.) as we read about and discuss The American Dream and as we read the play.

Big Ideas: dreams/visions human motivation

Theme: Our dreams/vision can determine our future. The American Dream is changing. Essential Questions:

• What is/was meant by The American Dream? • Is there still an American Dream? • Has The American Dream changed over the years? What is The

American Dream for the 21st Century? • Does The American Dream mean the same for African Americans

as it does for white Americans? • What must happen for The American Dream to come true? • What are my dreams/visions for the future? How are they related

to The American Dream? • What can I do to realize my dreams/visions for the future?

We will search texts and the internet for the answers to these questions; we’ll look through the eyes of essayists, characters in a drama, nonfiction writers, and poets. We will begin looking for our answers in personal “I believe…” essays and on-line articles about The American Dream.” NOTE TO TEACHERS: You will now be sharing more linking text(s) with students. The linking text or texts reflect one or more of the characteristics below and lead to the identified disposition of the unit – Realizing The American Dream:

• discrepant text that results in seeing the big idea from a totally different perspective,

• different genre or medium that mirrors the theme or big idea of the anchor text in another form.

• supporting text that extends or embellishes the big ideas or themes in the anchor text, and/or

• text connected to the anchor text at an abstract level. After students have reflected on and written from their own perspective about dreams/visions, they will further explore the themes and essential questions of the unit through reading, discussing and reflecting on “supporting text that extends or



CE3.2.4, 2.1.11, 2.1.4, 2.1.2, 3.4.2, 2.1.5, 2.1.6, 2.2.1

embellishes the big ideas or themes in the anchor text.” The goal of using “supporting text” is to help students better understand the themes and essential questions of the unit. The article, “What is the American Dream?” will give students information so that they can begin to define The American Dream individually and as a class. Before sharing with students on The American Dream, briefly review with them what they might expect from the genre, informational text. You might use the following definition:


and elements : • gives information, • gives necessary explanations to understand the information, • shows what is and is not important, and • often uses narrative(story) elements to make it interesting.

You might use Appendix #9a-b to review informational text. Students would benefit from recording information on the student bookmarks as they read informational text. (See Appendix #9b.) Either share with students or have them read “What is the American Dream?” (Access from internet, http://memory.loc.gov/ammem/ndlpedu/lessons/97/dream/thedream.html or see Appendix #25.) using the Focus for Reading below. Focus for Reading/Listening: While reading, discussing and writing about “What is the American Dream?”, think about the essential questions we have just discussed. (See Appendix #24.) Discuss “What is the American Dream?” (See Appendix #25.) focusing on some or all of the following bulleted teaching points : (Before beginning the discussion, remind students of the importance of being attentive and civil, gaining the floor politely, posing appropriate questions, and tolerating difference of opinion and lack of consensus. See Appendix #7b.)

• Author’s purpose/thesis: a definition and brief history of The American Dream

• Structure: definitions with historical details such as Adams, the Declaration of Independence, homesteaders, Martin Luther King, Jr.

• Effective quotations from Adams, the Declaration of Independence and Thomas Wolfe to help develop the definition.



• American Dream views: paragraph 5 • Author’s tone: straightforward and well-organized.

You also might choose to have students reflect on and discuss the big ideas, theme and essential questions as they relate to this article:


Theme: Our dreams/vision can determine our future. The American Dream is changing.

Essential Questions:

• What is/was meant by The American Dream? (Maybe it’s “material prosperity” or maybe it is “a simple, fulfilling life.”)

• Is there still an American Dream? (“Others say that the American Dream is beyond the grasp of the working poor who must work two jobs to insure their family’s survival.”)

• Has The American Dream changed over the years? What is The American Dream for the 21st Century? (Paragraph 3 attempts to answer this question.)

• Does The American Dream mean the same for African Americans as it does for white Americans? (“Would Martin Luther King feel his Dream was attained?”)

• What must happen for The American Dream to come true? (Thomas Wolfe said, "…to every man, regardless of his birth, his shining, golden opportunity ….the right to live, to work, to be himself, and to become whatever thing his manhood and his vision can combine to make him.")

• What are my dreams/visions for the future? How are they related to The American Dream? (Personal response)

• What can I do to realize my dreams/visions for the future? (Personal response)

Share and discuss, in relation to the Essential Questions, the following excerpts from Wikipedia (http://en.wikipedia.org/wiki/American_Dream ) on The American Dream: (See Appendix #26.)

“The American Dream is a subjective term usually implying a successful and satisfying life. This term usually implies financial security and material comfort, but can also imply a dream of fame, exceeding social, ethnic, or class boundaries, or simply living a fulfilling life. Perceptions of the American dream are usually framed in terms of American capitalism, its associated purported meritocracy



CE2.1.7, 3.1.5, 2.1.2, 2.3.5, 2.3.6, 3.2.1

(Americans are more likely than any other democracy to believe that people succeed because of actual individual talents, efforts, and accomplishments rather than the social class into which they are born.), and the freedoms guaranteed by the U.S. Bill of Rights.

The term is not easily defined, and has subjective meaning to many who claim it. The American Dream is often associated with immigration, as the dream of religious freedom, economic prosperity, and opportunity has historically driven immigrants to the United States. The term is used by many modern Americans to signify success in life as a result of hard work (as in, ‘living [or pursuing] the American Dream’).

There are many books, plays and other forms of literature which have defined, explored or denounced the American Dream. Some more well known examples are:

• Horatio Alger's books • The Great Gatsby • Death of a Salesman • A Raisin in the Sun • Of Mice and Men • Fear and Loathing in Las Vegas • The American Dream by Edward Albee • Rags to Riches by Richard T. Farmer

Also, share and discuss the following ideas from “Who Wants to Be a Millionaire” http://www.americansc.org.uk/Online/American_Dream.htm or below in relationship to the Essential Questions : (See Appendix #24.)

Matthew Warshauer, Professor of History at Central Connecticut State University, says, “Traditionally, Americans have sought to realize the American dream of success, fame and wealth through thrift and hard work. However, the industrialization of the 19th and 20th centuries began to erode the dream, replacing it with a philosophy of ‘get rich quick.’ A variety of seductive but elusive strategies have evolved, and today the three leading ways to instant wealth are large-prize television game shows , big-jackpot state lotteries and compensation lawsuits.

You might assign as homework the reading of excerpts from This I Believe (See www.thisibelieve.org or Appendix #27a-b.). Explain to students that This I Believe is a collection of personal essays that address the prompt: “Write a few hundred words expressing the core principles that guide your life – your personal



CE3.2.1 CE1.1.4, 1.2.1, 1.2.2, 1.2.3, 3.1.5, 3.1.6, 3.2.1, 2.1.2 CE1.1.1, 1.2.1, 1.2.2, 1.2.3, 1.3.4, 2.1.2, 2.1.4, 2.1.11, 2.1.12, 2.2.2, 3.1.5, 3.1.6, 3.1.10

credo.” The authors of the essays are both famous and ordinary people. Give students copies of the essays (See Appendix #27a-b.), and tell them to think about the essential questions as they read. (See Appendix #24.) Ask them to jot notes to themselves answering the following questions (to use for an essay after the next activity):

• What have you learned about The American Dream from reading these essays?

• How has reading these essays helped you clarify your own dreams/vision for your future?

If you feel that students need a review of the genre: essay, see Appendix #28a-b for a genre page and/or student bookmark. Optional: In a Quick Write (See Appendix #19.), have students react to the essays from This I Believe by answering the following question: “Using the text to support your opinion, identify which author addresses the topic most effectively (or the most realistically)?” (This will require students to compare and synthesize ideas from the texts and will give you a short informal assessment to read and grade for content if appropriate.) (See Appendix #27c for a rubric.) Have students share and discuss their reactions. On the basis of the talking, reading and writing together, discuss and come to consensus on a group (class) definition of The American Dream. You might brainstorm with students what they see as characteristics of the American Dream, using some way of keeping each separate but moveable (large Post-its, index cards with masking tape, or a projected computerized list). Whatever method you use, just be sure that students will be able to see all the ideas and that you will be able to move them around for the next stage. When you and the students are satisfied that you have a healthy number of ideas, begin to look for relationships among the ideas. Move the characteristics around, clustering the ones that fit together. Now name each cluster. The name might be one of the ideas within the cluster, or an entirely new name. The class definition of the American Dream can now be developed from the ideas as organized and named. In a short essay, have students briefly relate the essays from This I Believe to their work with the American Dream. Have them address the questions below. This will remind them of and help them focus on the text and will give you a short informal assessment to read and grade for content if appropriate. (See Appendix #27c for a rubric.)



• Do the This I Believe essays help to prove or disprove the continued existence of an American Dream as we have defined it? Include the following in your discussion: Ø What have you learned about The American Dream from reading these

essays? Ø How effectively has each writer addressed the American Dream as we

have defined it? Ø Does each writer help to clarify what is/was meant by the American

Dream? Ø How has reading these essays helped you clarify your own

dreams/vision for your future?



Day 8


(55 minutes) CE 2.1.1, 2.1.4, 2.2.2, 2.2.3, 3.1.9, 3.1.2, 3.2.3, 3.3.1, 3.3.2 CE2.1.1, 3.1.2, 3.2.1, 3.2.3, 3.3.1, 3.3.2, 3.3.3, 3.3.4

Introduce A Raisin in the Sun by Lorraine Hansberry by saying something like, “In this unit, you have written about your dream for your life and discussed and defined The American Dream. We have shared:

• advice on reaching or realizing your dreams from Sean Covey in The Seven Habits of Highly Effective Teens,

• Optional: Dr. Seuss’s advice on being successful in life from Oh, the Places You’ll Go!

• the backgrounds and dreams of authors Lorraine Hansberry, Langston Hughes, Sean Covey, and Dr. Seuss, and

• the poetry: “A Psalm of Life,” “A Dream Deferred,” and “Dreams” • articles on The American Dream • essays from This I Believe

All of these selections are concerned with peoples’ dreams for their lives and The American Dream. Now we will share a play about people in pursuit of their dreams. Each character in the family in this play has a dream; these dreams may not be in concert with one another. As we share the play, A Raisin in the Sun by Lorraine Hansberry, we will be asking many questions (as expert readers do) about these characters and their dreams:

• What are their dreams? Are the ir dreams personal versions of The American Dream?

• Are these characters working effectively to achieve their dreams? • Will their dreams be deferred as in Langston Hughes poem? • If their dreams are deferred, how and why does this happen? If you want to

address the idea of dreams dying, it would fit here. Deferring is not as negative, but in reality they do sometimes die.

• How might reading this play help each of us realize our dreams?”

Introduce A Raisin in the Sun by Lorraine Hansberry as a play in which the characters’ lives are controlled by their dreams (their own versions of The American Dream). Have students read the blurb on the back cover with you. You might say something like the following, “Blurbs or promotional descriptions on back covers of books can be useful to readers; they may:

• hint about the plot (‘an embattled Chicago family...’), • give indications about the setting (Chicago in the 1950’s), • may include reviews (‘The play that changed American Theater

forever….’ The New York Times, ‘A play rooted in its own time that speaks through the years to our own.’ Chicago Tribune, and ‘One of a handful of great American plays…’ Washington Post (front cover), and awards, New York Drama Critics Award, and



CE3.2.3, 3.2.1

• may indicate to the reader why the author wrote the book. (‘…anticipate issues that range from generational clashes to the civil rights and women’s movements.’ And ‘…pose essential questions about identity, justice and moral responsibility….’)

From this blurb we learn the who, when, where and what of the play. (See the information in parentheses in the bulleted items above for details.) A Raisin in the Sun is a play - drama. Review the genre, “drama” with students. (See Appendix #29a.) Show students how they will be using the Student Bookmark (See Appendix #29b.) to record the characteristics of drama as they read A Raisin in the Sun.

Genre: Drama A drama tells a story, usually of human conflict, through dialogue and action.

Drama Definition:

• “A story in dramatic form, typically emphasizing conflict in key characters and written to be performed by actors” (from Harris, et al. The Literacy Dictionary, IRA, 1995)

• “…three necessary elements in drama: (1) a story (2) told in action (3) by characters who impersonate the characters of the story” (Thrall and Hibbert, A Handbook to Literature, Odyssey Press,1960)

Purpose:

• To entertain • To provoke thought and emotion • To present a visual and aural experience for the audience

Form and Features:

1. Dramas/plays consist of two parts: spoken dialogue and stage directions: • Stage directions describe setting, lighting, movement of characters

and props, intonation of dialogue, costumes. • Setting for each scene is given in italics at the beginning of the text

for that scene. • Stage directions are usually in italics and square brackets at the

appropriate place in the script. • Stage directions begin with a capital letter and end with a period,

even if not complete sentences. • Lines and sections are sometimes numbered on the left-hand side

of the page so references can be made, like definitions.



CE3.2.3, 3.2.1

2. There is usually at least one antagonist and one protagonist. 3. Characters names are listed at the beginning of the drama/play, usually in

the order of their appearance. This listing often includes brief information including: age, appearance, role in the play, and/or relationship to other characters in the play.

4. Conflict, the tension that exists between the forces in the character’s life, is important in drama and can be in four forms:

- Person – against – self - Person – against – person - Person – against – nature - Person – against – society 5. Dramatic structure has been compared to the tying and untying of a knot.

The structure of dramatic conflict includes the following: • Exposition creates the tone, introduces the setting and some of the

characters and gives background • Rising Action or Complication sets the action in motion,

continues through stages of Conflict to the Climax. • Falling Action stresses the activity of the forces opposing the hero

as the action moves to the Denouement or resolution 6. Dramas may include flashbacks and/or soliloquies.

After going over the above information on the genre: drama, have students look at the play, A Raisin in the Sun. Point out features like stage directions so that students will be ready to begin reading the play aloud on Day 9.

Optional Genre Lesson-Stage Design: Tell the students that they will be reading the opening stage directions and will be asked to complete an activity that requires them to interpret them. Read the opening stage directions together, out loud. Next, review the following expectations: Know:

• Techniques of set design: lighting, props, staging • Stage directions are written in italics • How to recognize personification

Understand: • How an author/director uses the staging directions to reflect the characters

and themes • How a set can be the personification representation of the characters

Be Able to Do: • Design a set that reflects the attributes of the characters and the themes in

the drama

Pass-out “Stage Design” (See Appendix #29c.). Have students complete activity and share responses.



CE1.1.4, 1.2.1, 1.2.2, 1.2.3, 3.2.1, 2.1.2 CE3.2.5, 3.2.3

Have students respond by way of a Quick Write (See Appendix #19.) or an exit slip to the following question. (This will set them up for a trip deep into the characters’ lives and society’s problems.) Ø The book cover suggests that the book will “pose essential questions about

identity, justice and moral responsibility.” How does this prepare us as the audience of the play? For what does it prepare us?

NOTE: Students will be performing a portion of A Raisin in the Sun, Act I, Scene One on Day 9. (Stop after Walter’s “…women with small minds!”) Assign parts and make sure that assigned students have a copy of the book to practice for homework. You may wish to choose more capable readers for this first reading to make sure the class (audience) hears a good model of how a play should sound – expression, intonation, prosody (pitch, loudness, tempo and rhythm patterns of spoken language). Remind students of stage directions, etc. from above genre description.



Day 9

Reading/ Listening/ Speaking

(35 minutes) CE1.2.1, 1.2.2, 2.1.7, 2.2.2, 2.3.3, 3.1.2, 3.1.7, 3.1.8, 3.1.9, 4.2.1, 4.2.2 CE3.2.5, 3.2.3 CE3.1.2, 3.1.3, 3.1.4, 3.1.9, 3.1.10 CE3.2.4, 2.1.11

Remind students that as they read, listen, discuss and write about A Raisin in the Sun they should be considering the big ideas, theme and essential questions of the unit. (See below and Appendix #24.)







Introduce Character Analysis Chart: Tell students that they will be completing a chart that relates characters in the play to the ir class definition of the American dream. Briefly review the characteristics of the class definition and suggest that students keep these in mind as the play begins to unfold and they learn about characters. At the end of today’s reading, model for students how to complete a portion of the chart, thinking aloud to explain reasoning as you do so. (See Appendix #32a-b.)

Begin having students read/perform A Raisin in the Sun, pp. 23-35. (parts assigned Day 8 - Stop after Walter’s “…women with small minds!”) If you think it is necessary, you might model reading a few of the lines with expression and correct intonation and prosody. Focus for Listening: What are the characters’ dreams? Do any of these dreams fit our group definition of The American Dream? What are the relationships between the characters? How are their relationships/dreams affected by money? How effectively does Hansberry present the issues related to the American Dream?



CE1.2.1, 1.2.2, 2.1.7, 2.2.2, 2.3.3, 3.1.2, 3.1.7, 3.1.8, 3.1.9, 4.2.1, 4.2.2

Discussion: Have students discuss the Focus for Listening using the Think-Write-Pair-Share procedure. (See Appendix #13.) Make sure student partnerships share with the total group. Character Analysis Chart: Model completing a portion of the chart based on today’s reading. The chart below has possible characteristics. The actual chart headings would depend on the components of the class definition. (See Appendix #32a-b.)

American Dream Character Analysis - Model As Americans each of us has the right to . . .

be treated as equal to everyone else.

achieve success with hard work.

achieve material success.

lead a fulfilling, satisfying life.

Mama (Lena) Beneatha Ruth Thinks empty

dreams are worthless because they’re so implausible: “So—I would rather be living in Buckingham Palace (34). Tells Walter to “go to work” (34).

Worries about her family’s well being: (to Travis, who wants a job) “Honey, it’s starting to get so cold evenings” (30).

Walter Wants a certain status in life, living “how rich white people live” (34) and “tak[ing] hold of this here world” (33).

Wants money and the lifestyle it brings, “grossing a hundred thousand a year” (32). He gives Travis money he can ill afford to lose.

Asagai Travis Wants money for

school, the way other students do: “Teacher says we have to” (28).

Is willing to carry groceries after school to earn what he needs (29).



Karl Linder (Since he is not introduced until considerably later in the play, this is simply a model row for teacher consideration.) We could just drop the example material here or put it in the appendix if it seems useful.

Does not believe in this for African Americans: “. . .our Negro families are happier when they live in their own communities.” (118) “. . . moving into a neighborhood where you just aren’t wanted.” (119)

Believes in it for himself and his current neighbors: “people who’ve worked hard as the dickens for years to build up that little community.” (117)

Believes in it for himself and his current neighbors, “honest people who don’t really have much but those little homes.” (117)

Believes in it for himself and his current neighbors: “A man . . . has the right to . . .have the neighborhood he lives in a certain kind of way.” (117)

Myself Writing/ Speaking/ Listening

(20 minutes) CE1.1.1, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 1.3.2, 1.3.3, 2.3.8, 2.3.3

Teacher uses answer plan and possible answer to model (for think aloud procedure, see Appendix #10.) answering Focus Question #1. (See Appendix #30.) Focus Question #1 What are the relationships between the characters and how is the action between them affected by money? And/or dreams related to money? Answer Plan

1. Introduce the answer by restating the question. 2. Write several sentences giving details of the characters’ relationships and

their responses to money or the lack of it. 3. Conclude with a personal observation about how money motivates a

person’s actions. Possible Answer [1] In Act 1, Scene 1 of A Raisin in the Sun, Lorraine Hansberry introduces the reader to characters who relate to each other as a family. Much of the action between them is affected by their lack of money. [2] Travis, the son of Ruth and Walter, needs fifty cents for school. When he asks his mother for it, she brushes him off. Travis continues by asking if Grandmama or Daddy may have fifty cents which ultimately angers Ruth enough so that she yells at Travis. Afterwards, Travis complains to his father, and Walter tells Ruth that she shouldn’t tell the boy that there isn’t any money. Walter gives Travis the fifty cents and another fifty cents to spend as he likes. As for Walter and Ruth, Walter wants $10,000 from



CE1.2.1, 1.2.2, 1.2.3, 2.1.11, 2.1.12 CE1.2.1, 1.2.2, 1.4.1, 1.4.2, 1.4.4, 1.4.7, 2.1.4, 2.3.1, 4.2.1

his mother. He asks for Ruth to support him by convincing his mother to invest in his proposed business. When Ruth brushes him off too, Walter is angry that Ruth has a “small mind.” [3] It seems that our lives are often affected by money. My mom tells me that when we win the lottery, she will buy me a car. Introduce students to the Focus Question Scoring Rubric (See Appendix #31.) and share with them the traits of this possible answer that makes it a 3 point. As time permits, have students share their reactions to Focus Question #1 and the answer you have modeled. 7 Habits Poster Data Wall: Begin with the End in Mind Poster: Teacher uses 7 Habits posters that students created during Days 3 and 4 as a data wall and models writing a sticky note for Walter’s dream. Possible Note: Walter wants $10,000 to be part-owner of a bar. OPTION: Intergenerational Interview Activity Objective: To teach students the how to interview others, ask questions that generate more than just a yes or no answer and how to accurately and quickly record those answers. Lesson: 1. Review with students the idea that there is a generational gap between

Walter/Beneatha and Mama. Their age, experience and generation play a part in their beliefs words and actions. It also helps them form their idea of what the American Dream means to them.

2. Inform students that they are going to interview 2 adults. One must be older than 25, but younger than 40 and the other person must be older than 60.

3. Tell the students that they are going to interview these individuals about the American Dream and see if their responses are different from each other, but similar to the characters in the book.

4. Have students brainstorm questions that should be asked to find out this information. Guide students in creating questions that will require more than just a yes or no answer. You also want to ask questions that have the person being interviewed comment on the other generations’ ideas about the American Dream.



Examples of the beginning of questions/statements that will generate more than yes or no responses: a. how b. why c. explain d. describe e. discuss

Examples of questions students could ask in their interview:

a. Describe what you think the American Dream is? b. Explain what the American Dram mean to you? c. Why should you believe in the American Dream? d. How has your American Dream shaped your life? e. Discuss how you achieved the American Dream?

5. Once students have formulated their questions, approximately 4-5, have the students transfer them to the Interview Worksheet. (See Appendix 32c-d.) 6. Next, teach the students how to listen to answers and be able to take notes on what they hear. Have students to listen to what you are about to say and write it down on a separate sheet of paper. Then say to the students:

I have this fear. It causes my knees to knock and my head to spin. Sweat emerges on my forehead every time I see a snake. This one time when I was at the zoo, my sister, Caroline insisted that we enter the reptile house. I felt uneasy, but was embarrassed to tell her that I was scared since I was a grown adult. Once we were inside, I tried to clam myself down, but as soon as I saw that first slimy, squirmy snake, I knew I couldn’t last. I ran out of the reptile house and everyone stared at me as I did. I should have been honest with my sister. Everyone is afraid of something, for me it is snakes. I ended up being more embarrassed about running out of the reptile house and having everyone now know that I was afraid of snakes. Had I just told my sister the truth, she would have been the only one who knew my secret. I guess I learned to be more honest about how I feel and that I don’t have to be embarrassed about my feelings.

Students will try to write down every word and ask you to repeat. Tell them that it is impossible to write down what someone is saying word for word without a recorder so we have to listen for key information. Model this for them by having a student read aloud the following, while you write down key information on the overhead: When I started out doing this job, I thought to myself, ‘I may have spent all those



CE3.2.5, 3.2.3

years in college for nothing. I don’t think this is going to work out.’ After about two weeks of being a nurse in the emergency room, I thought I had chosen the wrong career. The schedule was grueling and I never saw my friends anymore. Some patients were nice and others were just plain rude and obnoxious. I thought that it would be so different and that everyone would be nice to me and tell me how much they appreciated me, but not everyone did. I decided to stick with it because I need the money and I didn’t know what else to do. And then after a few months, things began to change for the better.

Write down on the overhead, key words and phrases, such as: a. college = waste of time b. worked in e.r. c. chosen wrong career? d. schedule was hard e. nice patients and mean patients f. different from what she thought g. stuck with it for money h. things got better

Now help students form complete sentences out of the notes you took: a. She thought college was a waste of time. b. She worked in the emergency room. c. She thought she may have chosen the wrong career. d. The schedule was really difficult. e. Her idea of what the job was different from what she originally thought. f. She stuck with it for the money. g. Things started to go better for her

Now, ask the student to listen again, only this time they are to just write down main words, ideas, phrases and concepts. Then read the following to the students:

Music is so important to the world. It crosses over generations, cultures, countries and religions. Music can inspire you and it can comfort you in times of sadness. It is everywhere we go, in our cars, in our homes, at the gym, and in the malls. Its soothing effects can spark a daydream or a memory. I don’t think I would be able to live without music in my life. It would be like a movie without the theme song.

Discuss the words, phrases and concepts they wrote down and which ones helped accurately portray what was being said. Finally, discuss the last part of the worksheet in which they are to choose a character from the play that they are reminded of the answer to each question.



NOTE: Students will be performing a portion of A Raisin in the Sun, Act I, Scene One on Day 9, pp. 35-46. Begin after Walter’s “… women with small minds!” and end with Mama’s “Yes, a fine man…that’s all.” Assign parts and make sure that assigned students have a copy of the book to practice for homework.



Day 10


(35 minutes) CE3.2.5, 3.2.3, 3.1.2, 3.1.9, 3.1.10

Continue having students perform A Raisin in the Sun pp. 35-46 (parts assigned Day 9 - Begin after Walter’s “… women with small minds!” and end with Mama’s “Yes, a fine man…that’s all.”) Focus for Listening: What are the characters’ dreams? How are these dreams related to The American Dream? How have the dreams been deferred, and how could this have been avoided?

Writing/ Speaking/ Listening

(20 minutes) CE1.2.1, 1.2.2, 2.1.7, 2.2.2, 2.3.3, 3.1.2, 3.1.7, 3.1.8, 3.1.9, 4.2.1, 4.2.2, 3.2.4

Character Analysis Chart: Focus for discussion and charting (See Appendix #32a-b.): Have students individually fill in the chart (See Appendix #32b.) with what they know so far about the characters in the play in relation to the ir class definition of the American Dream. What are the characters’ dreams? How are these dreams related to The American Dream as defined by the class? How have the dreams been deferred? How could circumstances be changed so that the character(s) might realize the dream(s)? The teacher may need to do more modeling using information in Appendix #32a. Have a group discussion of what the students have learned so far about the characters and facilitate their filling in the chart. The information below may help if it is closely enough related the class definition of the American dream:

1. Dream: Walter wants a business so he will become rich. Relationship to The American Dream: Owning a business and becoming rich is part of the dream. Deferment: Mama wants to use the money for a house. Relationship to The American Dream: Owning a home is a part of the American Dream. Possible Change: Convince Mama that the business is a good investment. 2. Dream: Ruth wants Walter to be happy. Relationship to The American Dream: Each partner in a marriage is supposed to want what the other wants. Deferment: Walter doesn’t feel happy without his dream. Possible Change: Convince Mama to invest chance in Walter’s dream. 3. Dream: Beneatha wants to be a doctor. Relationship to The American Dream: Upwardly mobile educational, social and professional status is part of The American Dream. Deferment: The whole family must make financial sacrifices. Possible Change: Secure a scholarship.



CE1.2.1, 1.2.2, 1.2.3, 2.1.11, 2.1.12 CE3.2.5, 3.2.3

4. Dream: Mama wants a house. Relationship to The American Dream: Owning one’s home is part of The American Dream. Deferment: Mama is waiting for insurance money and is being persuaded

to spend it in other ways. Possible Change: Mama uses money for a house. 5. Dream: Big Walter wanted a house. Deferment: Big Walter died before earning enough. Possible Change: He could have put insurance payments toward a

house instead. Remind students that this entire unit is about the power and importance of dreams and tell them that they will continue to update this chart as they listen to and read A Raisin in the Sun. 7 Habits Poster Data Wall: Begin with the End in Mind Poster: Have students add sticky notes for Ruth’s, Beneatha’s, Mama’s, and Big Walter’s dreams. Possible Notes:

1. Ruth wants Walter to be happy. 2. Beneatha wants to be a doctor. 3. Mama wants a house. 4. Big Walter wanted a house.

NOTE: Students will be performing a portion of A Raisin in the Sun, Act I, Scene One on Day 11, pp. 46-53. Begin with Beneatha’s “What could be so dirty…” and end with “Curtain.” Assign parts and make sure that assigned students have a copy of the book to practice for homework.



Day 11


(30 minutes) CE3.2.5, 3.2.3, 3.1.2, 3.1.9, 3.1.10

Continue having students perform A Raisin in the Sun pp. 46- 53 (parts assigned Day 10 - Begin with Beneatha’s “What could be so dirty…” and end with “Curtain.”) Focus for Listening: What do we learn about Beneatha?


(25 minutes) CE1.1.1, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 1.3.2, 1.3.3, 2.3.8, 2.3.3 CE1.2.1, 1.2.2, 1.2.3, 2.1.11, 2.1.12

Have students work with partners using the Answer Plan to answer Focus Question #2. (See Appendix #33.) (See Appendix #31 for a Focus Question Scoring Rubric.) Focus Question #2 What information about Beneatha have we learned from this part of the play? Answer Plan

1. Restate the question. 2. Write a number of sentences detailing what we have learned about

Beneatha. Be sure to provide both a characteristic and evidence of that trait.

3. Conclude by giving your opinion of Beneatha.

Possible Answer [1] This scene in A Raisin in the Sun shows Beneatha to be negative and not focused on important things. [2] She comments negatively on her mother’s constant cleaning as if it is a bad thing. Religion seems to be important to Mama, but Beneatha puts down her mother’s religion in a mean way. Beneatha also fails to focus on important things in life. As her mother asks, “Why you always got to flit from one thing to another, baby?” She “flits” from horse-back riding to play acting to guitar lessons. [3] I think that Beneatha is a spoiled, negative person who does not have her priorities straight. As time permits, have students share their reactions to Focus Question #2 and the answer you have modeled. 7 Habits Poster Data Wall:

• Win-Win Poster: Have students add sticky notes about how Beneatha might act differently to realize her dream of becoming a doctor and how she might work to get along better with her family.



CE3.2.5, 3.2.3

Possible Notes: 1. Beneatha might try to get a scholarship or student loans to pay for school.

She might also get a job instead of “flitting” from one “experiment” to another.

2. Beneatha might try to get along better with her mother by trying to understand her mother’s views on cleanliness, religion, and marriage.

• Sharpen the Saw Poster: Have students add sticky notes about how Beneatha is trying to “sharpen her saw.” Possible notes: Beneatha’s guitar and horse-back riding lessons and her play acting group could be examples of “Sharpening the Saw.”

NOTE: Students will be performing a portion of A Raisin in the Sun, Act I, Scene Two on Day 12, pp. 54-66. End with Asagai exit. Assign parts and make sure that assigned students have a copy of the book to practice for homework.



Day 12


(35 minutes) CE3.2.5, 3.2.3, 3.1.2, 3.1.9, 3.1.10 CE2.1.3, 4.1.2

Continue having students perform Act I, Scene Two of A Raisin in the Sun, pp. 54-66 (Parts assigned Day 11 - End with Asagai’s exit.) Focus for Listening: What is Beneatha searching for in her life? Word Study Suggestion Assimilationism is referred to in this scene by Asagai (p. 63). This could be defined as the process of shedding one’s own heritage to take on another. In this case it refers to becoming “American” by giving up “African” ways. Asagai has a negative attitude toward it and seems to be accusing Beneatha of assimilationism. Beneatha strongly denies this. At some time, you might want to point this out to students.


(20 minutes) CE1.1.1, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 1.3.2, 1.3.3, 2.3.8, 2.3.3

Have students work with partners using the Answer Plan to answer Focus Question #3. (See Appendix #34.) (See Appendix #31 for a Focus Question Scoring Rubric.) Focus Question #3 What influence do you think Asagai will have on Beneatha’s dream?

Answer Plan 1. Restate the question. 2. Write several sentences that describe how Asagai’s view on African-

American culture and women could have an impact on Beneatha. Provide quotes for support.

3. Conclude in a sentence or two how Asagai’s views may affect Beneatha. Possible Answer [1] In this scene we are introduced to Asagai, a colleague of Beneatha, who seems to have an influence on her dream. [2] Asagai feels that Beneatha is ashamed of her heritage. (p. 61) He comments about what she has done to her hair, “And it is ugly to you that way?” (p. 62) He believes that love alone should be enough for a relationship between a man and a woman, “Between a man and woman there need be only one kind of feeling.” (p. 63) He feels that women are superficial, “…you are all the same.” (p. 64) [3] Beneatha is a young woman who is eager to learn new things. Asagai is a person from a different culture who can introduce her to a new way of life, but his own narrow thinking may stifle Beneatha if she chooses to follow his lead.



CE3.2.4 CE3.2.5, 3.2.3

As time permits, have students share their reactions to Focus Question #3. NOTE: Students will be performing a portion of A Raisin in the Sun, Act I, Scene Two on Day 13, pp. 66-75. Begin after Asagai exits and end with “Curtain.” Assign parts and make sure that assigned students have a copy of the book to practice for homework.



Day 13


(35 minutes) CE3.2.5, 3.2.3, 3.1.2, 3.1.9, 3.1.10

Continue having students perform A Raisin in the Sun pp. 66-75. (Parts assigned Day 12 – Begin after Asagai exits and end with “Curtain.”) Focus for Listening: What is everyone’s reaction when the check arrives? How does this fit in with each character’s view of the American Dream?


(20 minutes) CE1.1.1, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 1.3.2, 1.3.3, 2.3.8, 2.3.3 CE3.2.4

Have students work with partners with or without the Answer Plan to answer Focus Question #4. (See Appendix #35.) (See Appendix #31 for a Focus Question Scoring Rubric.) Focus Question #4 Describe how the arrival of the check does not create happiness for Ruth, Walter, and Mama. Answer Plan

1. Restate the question. 2. Write 1-2 sentences about what is upsetting Ruth. 3. Write 1-2 sentences about why Walter feels discouraged. 4. Write 1-2 sentences about why Mama feels sad. 5. Conclude with a sentence or two predicting what you think will happen

between these three characters.

Possible Answer [1] Even though the check arrives, Ruth, Walter, and Mama all end up feeling depressed and dejected. [2] Ruth is concerned about what to do about the new baby. She knows that even more money will be needed to feed and clothe another mouth. [3] Walter continues to feel like no one listens to him. He is upset that his own mother won’t believe in his dream to open a liquor store. [4] Mama is feeling let down by her children. She believes she and her husband provided a good home for them and raised them right. She is shocked that Walter and Beneatha would turn their backs on their upbringing. [5] I think things will become even more strained between Mama, Walter and Ruth, but in the end they will come together as a family. We have already seen that they love each other very much, even if their dreams seem to be in conflict. (Answers will vary.) As time permits, have students share their answers.



CE1.2.1, 1.2.2, 2.1.7, 2.2.2, 2.3.3, 3.1.2, 3.1.7, 3.1.8, 3.1.9, 4.2.1, 4.2.2 CE3.2.5, 3.2.3

Character Analysis Chart: Provide time for students to add to the chart here—or assign it as homework. (See Appendix #32b.) NOTE: Students will be performing a portion of A Raisin in the Sun, Act II, Scene One on Day 14, pp. 76-87. Assign parts and make sure that assigned students have a copy of the book to practice for homework.



Day 14


(40 minutes) CE3.2.5, 3.2.3, 3.1.2, 3.1.9, 3.1.10, 2.1.3, 4.1.2 CE1.1.4, 1.2.1, 1.2.2, 1.2.3, 3.2.1, 2.3.1, 3.2.2, 3.2.4, 3.2.5, 3.3.3, 3.3.4, 3.3.6, 3.4.1, 3.4.2, 3.4.3, 4.2.2, 4.2.3, 4.2.4

CE4.1.4, 4.1.5, 1.1.6, 1.1.7

Continue having students perform A Raisin in the Sun pp. 76-87. (Parts assigned Day 13.) Focus for Listening: Notice Beneatha’s reaction to assimilationism and Walter’s angry out burst with George. Word Study Suggestion On page 86, George says, “Good night, Prometheus!” and Walter asks, “Who is Prometheus.” Actually, George is using this reference to mythology to say that Walter is a tortured man with big ideas and good intentions, but wrong. In Greek mythology, Prometheus was a god (Titan) who stole fire from heaven to give it to man. In punishment, Zeus (king of gods) chained Prometheus to a rock where a vulture (or eagle) comes each day to eat his liver, which grows back each night. After reading pages 76-87 pass out lyrics to India Aire’s song, “I am Not My Hair” (http://umrg.com/artist.aspx?aid=426) or See Appendix #36a-c. and have students read the lyrics as they listen to the song. You may even view the video that can also be found at this website. Discuss the importance of image in our society today and you may also want to discuss the cultural impact in the African American community that hair and hair styles have had on individuals. Use examples from the song to support the class discussion. Have students do a QuickWrite (See Appendix #19.) to the following prompt:

• On page 80 George asks Beneatha: “What have you done to your head – I mean you hair!” Beneatha responds: “Nothing – except cut it off.” What is the symbolic meaning behind Beneatha’s new hair cut? What might India Aire say to Beneatha about her new hair style? Support your response with examples from the lyrics of I am Not My Hair. Good addition!!!

ACT English Test – Grammar Activity One: Have students complete the grammar activity in Appendix #37. You may wish to use this activity as an instructional model and do a Think Aloud. (See Appendix #10.) Be sure to go over this activity as it provides an opportunity for students to become acquainted with the ACT English test. KEY:

1. d 2. b 3. a 4. d




(15 minutes) CE1.1.1, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 1.3.2, 1.3.3, 2.3.8, 2.3.3

CE3.2.4 CE3.2.1, 3.2.3, 3.2.4, 2.3.5, 2.1.3, 4.1.2

Have students work with partners with or without the Answer Plan to answer Focus Question #5. (See Appendix #38a.) (See Appendix #31 for a Focus Question Scoring Rubric.) Focus Question #5 What is Walter so angry about when he says to George, “Here I am a giant - surrounded by ants! Ants who can’t even understand what the giant is talking about.” Answer Plan

1. Restate the question and introduce the answer. 2. Identify the situation in which Walter makes this outburst. 3. Give some details about the reasons for Walter’s anger. 4. Conclude with a prediction about what Walter will do and why you

believe that’s what will happen. Possible Answer [1] When Walter says that he is a giant surrounded by ants, he means that he has big ideas (owning a business), but his family thinks small (ants). [2] Walter makes this angry outburst in front of George, Beneatha’s date. Walter seems to be jealous of George’s wealth; he asks, angrily, “You happy? You got it made?” [3] Walter is angry because neither Mama nor Ruth seem to understand or support his desire to own his own business instead of opening car doors for others. George has big plans to be successful, but his family can’t seem to see the power of his ideas. [4] I think Walter dreams of being more than a servant, and I think he will figure out how to reach his dream. As time permits, have students share their answers with the whole group. Option – RAFT Activity on Dialogue and Monologue: For your reference see Appendix #38b for information on the RAFT process. Review the following dramatic terms: dialogue and monologue. You could use any of the following methods: turn and talk (provide definitions, have students alternate saying each bullet point of the definition with a partner), have students copy definitions from the board, look them up in the dictionary, create a definition as a class on the board or a large post-it note, etc. Have students complete the dramatic term identification activity (See Appendix #38c.). The answers are: sample 1-dialgoue, sample 2-monologue, sample 3-monologue, sample 4-dialogue Monologue

• A speech made by one person speaking his or her thoughts aloud or directly addressing a reader, audience or character.

• It is a common feature in drama, animated cartoons, and film.



Dialogue

• A conversation between two or more people. • Conversation between characters in a drama or narrative. • The lines or passages in a script that are intended to be spoken.

Now introduce the RAFT. (See Appendix #38b and d.) Review the expectations of the activity with the students. Know: voice, style, elements of drama: interior monologue, soliloquy, dialogue Understand:

• Each character in a drama has a voice and style. • Voice and style are shaped by life experiences and reflects the character. • Voice and style affects communication. • Why and how a writer uses the elements of drama to develop characters

and communicate an insight into the themes in the work. Be Able to Do:

• Describe a character’s voice and style. • Mimic a character’s voice and style. • Create a piece of writing that reflects a character’s voice and style • Create a piece of writing in a dramatic form

Explain the concept of a RAFT to the students. Tell them that they will choose one of the roles and will write either: a dialogue or a monologue in the voice of that character on the suggested topic. Example: a student chooses the role of Travis having a dialogue with Walter Lee about how he loves him just the way he is. Travis (questioning) Daddy, why do you want to own a liquor store, grandma says it’s bad? Walter Lee Son, you might now understand now because you’re just a boy, but when you’re a man and you have your own family to support, you’ll understand the need to have money and success. Travis (he gets up and sits on his father’s lap) But Daddy what if you get that liquor store and you don’t have time for me or momma? Walter Lee Don’t you want to have money for your class projects? Don’t you want to live in a nice house and wear nice clothes and go to a nice school and have new toys to play with? Those things all take money. Son, I want to be somebody, I want to be able to give you and momma the life you deserve. Travis But I don’t want those things if it means that you and grandma and momma have to fight all the time. And I don’t want money if it means that you’ll be gone more. I know that you feel bad sometimes because you have to drive a



CE3.2.5, 3.2.3

car for that rich, white guy, and I know that you have big ideas, but I just want you to be my dad. I love you because you play ball with me and tuck me in at night and are around to talk to. But lately, you haven’t been around very much; you’ve been with the guys at the bar talking about your liquor store and when you are you’re always fighting with mama. I want you to know that I love you just the way you are. You don’t need to be rich or successful, you’re somebody because you’re my dad. NOTE: Students will be performing a portion of A Raisin in the Sun, Act II, Scene One on Day 15, pp. 88-95. Assign parts and make sure that assigned students have a copy of the book to practice for homework.



Day 15


(25 minutes) CE3.2.5, 3.2.3, 3.1.2, 3.1.9, 3.1.10

Continue having students perform A Raisin in the Sun pp. 88-95. (Parts assigned Day 14.) Focus for Listening: What is the reaction to Mama’s decision about the money?


(30 minutes) CE3.1.2, 2.1.1

Character Analysis Chart: Discuss with students what we know so far about the characters. Together with students, record their ideas about the characters in the appropriate boxes of the character analysis chart. As necessary, model filling the information you are reviewing in the chart, and then have students work with partners or individually to record what is known so far about the characters. Have students keep in mind their definition of the American Dream as they do this. Save time at the end of the session for sharing. (See Appendix #32b.) You might include:

• Mama – head of household, called a “tyrant” – loves her children and wants them to be happy – has trouble with some changes in society – has dream of owning home

• Beneatha – dreams of becoming a doctor – thinks her family should pay for her schooling – “experiments” with little things – guitar and big things - feminism – is very self-centered

• Walter – dreams of owning his own business – is frustrated by his family’s lack of support for his dream – may not be very perceptive about the integrity of his prospective

partner – wants things to be better for his wife and family

• Ruth – dreams of having a home for her family – wants her husband to be happy – wants to have harmony in their home – is frustrated with the current situation to the point of considering

abortion



CE3.2.5, 3.2.3

NOTE: Students will be performing a portion of A Raisin in the Sun, Act II, Scene Two on Day 16, pp. 96-107. Assign parts and make sure that assigned students have a copy of the book to practice for homework.



Day 16


(30 minutes) CE3.2.5, 3.2.3, 3.1.2, 3.1.9, 3.1.10, 3.1.7

Continue having students perform A Raisin in the Sun pp. 96-107. (Parts assigned Day 15.) Focus for Listening: What part does Mrs. Johnson play in sorting out the dilemma of what to do with the insurance money. Her character is often omitted in the revivals of the play (p. 11 of the introduction). What impact do you think deleting her character has?


(25 minutes) CE3.2.3 CE1.1.1, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 3.1.2, 3.1.9 CE1.2.1, 1.2.2, 2.1.7, 2.2.2, 2.3.3, 3.1.2, 3.1.7, 3.1.8, 3.1.9 CE3.2.5, 3.2.3

Author’s Craft: Authors have a purpose for each scene they write for a play. Lorraine Hansberry had a number of reasons for including this scene:

– as a catalyst for Mama’s decision, – as comic relief, – to identify possible problems with the location, and, most important, – to foreshadow the reality of racial tension that the Youngers will face

after moving to this neighborhood. Discuss each of these reasons with students and record their reactions for possible reference as they do their Quick Writes. Have students (individually) do a Quick Write (See Appendix #19.) in reaction to Lorraine Hansberry’s inclusion of the scene with Mrs. Johnson and the omission of the scene in revivals of the play. Character Analysis Chart : Provide time for students to add to the chart here—or assign it as homework. (See Appendix #32b.) NOTE: Students will be performing a portion of A Raisin in the Sun, Act II, Scene Two on Day 17, pp. 108-109. Assign parts and make sure that assigned students have a copy of the book to practice for homework.



Day 17


(30 minutes) CE3.2.5, 3.2.3, 3.1.2, 3.1.9, 3.1.10 CE3.1.2, 2.1.1

Continue having students perform A Raisin in the Sun pp. 108-109. (Parts assigned Day 16.) Focus for Listening: Was Mama’s decision right? Will Walter live up to the trust she has placed in him? Have students do a Think-(Write)-Pair-Share (See Appendix #13.) in response to the questions above. Also have students add details to Walter’s section of the character chart. (See Appendix #32a-b.)


(25 minutes) CE1.1.1, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 1.3.2, 1.3.3, 2.3.8, 2.3.3 CE3.2.5, 3.2.3

Have students work with partners with or without the Answer Plan to answer Focus Question #6. (See Appendix #39.) (See Appendix #31 for a Focus Question Scoring Rubric.) Focus Question #6 Was Mama’s decision right? Answer Plan

1. Introduce the answer by stating your position on Mama’s decision. 2. Write a number of sentences in support of your position. 3. Conclude by predicting what might happen and why you believe that’s

what will occur. Possible Answer [1] Mama has decided to trust Walter with the remainder of the money, after she put a down payment on the house. She asks him to put some aside for Beneatha’s medical schooling, and the rest is to be his. I think this is a bad decision, because Walter seems too caught up in his own dream to consider the dreams of anyone else in the family. [2] At the end of Act II, Scene Two, Walter is talking passionately to Travis. He is telling Travis in vivid detail what life will be like for him in ten years; he tells about a house and cars and even, a gardener. I think he is too involved in his own dream to think about Beneatha’s dream or about anyone else. [3] I predict that, without thinking about it or meaning to, he will put Beneatha’s dream in jeopardy. NOTE: Students will be performing a portion of A Raisin in the Sun, Act II, Scene Three on Day 18, pp. 110-121. Assign parts and make sure that assigned students have a copy of the book to practice for homework.



Day 18


(25 minutes) CE3.2.5, 3.2.3, 3.1.2, 3.1.9, 3.1.10

Continue having students perform A Raisin in the Sun pp. 110-121. (Parts assigned Day 17.) Focus for Listening: Can one person change the mood of an entire group? How skillfully does Hansberry develop the character that does so in the play?


(30 minutes) CE1.1.1, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 1.3.2, 1.3.3, 2.3.8, 2.3.3

In preparation for writing answers to Focus Question #7, have students use the Think-(Write)-Pair-Share procedure (See Appendix #13.) to discuss the question in light of the Lindner quote from A Raisin in the Sun(p. 119): “Well - I don’t understand why you people are reacting this way. What do you think you are going to gain by moving into a neighborhood where you just aren’t wanted and where some elements – well – people can get awful worked up when they feel that their whole way of life and everything they’ve ever worked for is threatened.” After students have had a brief discussion, have them individually answer Focus Question #7 using the Answer Plan. (See Appendix #40.) (See Appendix #31 for a Focus Question Scoring Rubric.) Focus Question #7 How would you feel if a neighborhood would be willing to pay you to keep you out? Answer Plan

1. In one sentence, introduce the question’s topic. 2. Write several sentences that explain your opinion and give details from the

play which connect with or support your opinion. 3. Conclude by summarizing your opinion on the topic.

Possible Answer [1] In Act II Scene 3 of A Raisin in the Sun, the Younger family is confronted with the prejudice of the people from the neighborhood where they plan to move. [2] I would be afraid and angry at the same time because of Mr. Lindner’s visit. I would be afraid of Lindner’s veiled threat that people would be “worked up.” Would they try to hurt my family and me or destroy my property? During the era in which this was written, it was common for whites to persecute, even kill,



CE3.2.4 CE1.2.1, 1.2.2, 2.1.7, 2.2.2, 2.3.3, 3.1.2, 3.1.7, 3.1.8, 3.1.9 CE3.2.5, 3.2.3

blacks. Even within the last few weeks, a Police Chief in Clinton Township was suspended, apparently because he wanted to hire a more diverse police force. My anger would result in me feeling defiant. I would want to take the risk of moving into the house because it was mine. After all of the conjecture on Lindner’s warnings, Mama nonchalantly prepares her treasured plant for the move. She seems strong like I hope that I could be. [3] No person or group should be able to control your destiny! As time permits, have students share their answers with the whole group. Character Analysis Chart: Provide time for students to add to the chart here—or assign it as homework. (See Appendix #32a-b.) NOTE: Students will be performing a portion of A Raisin in the Sun, Act II, Scene Three on Day 19, pp. 122-130. Assign parts and make sure that assigned students have a copy of the book to practice for homework.



Day 19


(20 minutes) CE3.2.5, 3.2.3, 3.1.2, 3.1.9, 3.1.10

Continue having students perform A Raisin in the Sun pp. 122-130. (Parts assigned Day 18.) Focus for Listening: Does the loss of money mean the end of celebration for a dream achieved and is it a reason or an excuse to be depressed and angry?


(35 minutes) CE1.1.1, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 1.3.2, 1.3.3, 2.3.8, 2.3.3, 3.2.4, 2.1.11

Use the plan below to do a Jigsaw activity. (See Appendix #41 for group focus questions.)

Focus Questions 1. How does each character celebrate the upcoming move? 2. Which dreams appeared to be achieved? How do these relate to our

definition of The American Dream? (Refer to chart in Appendix #32a-b.) 3. Is the loss of money a reason or an excuse for anger and depression? 4. Predict what the family will do next based on the character development

so far.

Jigsaw Divide class into 4 groups. Each group works on one of the focus questions above. When the group discussion reaches an agreed answer, groups report out to the class.

Possible Answers 1. a. Ruth buys Mama a set of gardening tools for the new house. She,

Walter, and Beneatha tease each other and Mama before letting Mama open it. (pp. 122-123)

b. Walter is light-hearted and singing. Not only is the family moving to their dream house but he has initiated his investment in the liquor store; he expects this will fulfill his dream of financial independence. (pp. 122-125) c. Beneatha joins her brother and sister- in- law in a teasing that is part of

the happy and expectant atmosphere. (pp. 122-123) “Giggling fiercely”, Beneatha teases Travis, too. (p. 124)

d. Travis proudly presents his Grandmama with a present of his own. (p. 124)

e. Mama enjoys seeing her family happy. She enjoys the teasing and



presents. She feels responsible for not only achieving a life- long dream but precipitating this joyful and playful family camaraderie. (pp. 122-124) 2. a. Big Walter’s dream of providing a house for his family has been part of The American Dream. b. Mama’s dream to buy a house has been part of The American Dream. c. Ruth’s dream to see Walter happy has been part of The American Dream. d. Walter’s dream of owning his own business has been part of The American Dream. 3. a. Reason for anger. Willy has conned Walter and stolen the money. It is

justifiable to be angry at a liar and thief. b. Reason to be depressed because Walter has “invested” with a swindler (Willy). c. Excuse for anger because Walter blames himself for believing Willy and the anger is displaced. Walter hides shame and self-recrimination behind anger.

d. Excuse to be depressed because depression allows its victim to wallow in self-pity rather than face the reality of a situation or take action to correct the problem. Walter uses the rip-off as an excuse to be depressed in order to deflect blame from him for making a poor choice.

4. a. Most likely – Mama pulls the family together. She recalls Big Walter’s sacrifices for his family and urges the family to carry on. This position is based on the determination of Mama’s character and the close bond shown between the family members even when they disagreed with each other. b. Possible – Family members become withdrawn but muddle on together. We’ve already seen a hopeless Walter who drinks too much. Ruth has been short-tempered and listless when she contemplated a new baby squeezing into the already crowded apartment. Beneatha could grudgingly give up her dream to be a doctor. She may even be convinced to marry George (a wealthy black man) in order to help the family survive. Travis would be forced to find work as soon as he was able. Mama would continue to work as long as her health would allow. c. Least likely - The family falls apart. Mama disowns Walter for losing the bulk of the insurance money left by his father’s death. Ruth would abort her baby and divorce Walter for putting them in that position. Walter ends up living on the street and dies in an alcoholic stupor. Beneatha gives up the dream of being a doctor, turning to a domestic



CE3.2.5, 3.2.3

job like the other members of her family. This leads to a dulling of her ambition and ultimately her intelligence. Travis starts running with a gang in order to try to “better” himself. He is killed in a gang war. Mama dies tired and alone after a disappointing life of broken dreams.

NOTE: Students will be performing a portion of A Raisin in the Sun, Act III on Day 20, pp. 131-142. Assign parts and make sure that assigned students have a copy of the book to practice for homework.



Day 20


(25 minutes) CE3.2.5, 3.2.3, 3.1.2, 3.1.9, 3.1.10

Continue having students perform A Raisin in the Sun pp. 131-142. (Parts assigned Day 19.) Focus for Listening: How does optimism and pessimism affect deferments of a dream? Can you choose your attitude? What potential impact might an attitude have?


(30 minutes) CE1.2.1, 1.2.2, 2.1.7, 2.2.2, 2.3.3, 3.1.2, 3.1.7, 3.1.8, 3.1.9, 1.1.1, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 1.3.2, 1.3.3, 2.3.3

Character Analysis Chart: Have students do the following activity with this chart in mind, adding to it as they see connections. (See Appendix #32a-b.) Focus for writing: If attitude determines the direction life can take, how do the characters either use or ignore the 7 Habits? Answer Plan 1. Find and record on green sticky notes examples of the 7 Habits. 2. Find and record on red sticky notes examples of the opposite of the 7 Habits. 3. Apply sticky notes to the appropriate Habit Poster. Possible Answers 1. a. Asagai – Be Proactive = “I LIVE THE ANSWER!” (p. 135) - Begin with the End in Mind = Asagai studies in America so he can facilitate independence in Nigeria - Think Win-Win = “I will teach and work and things will happen, slowly and swiftly.” (p. 135) - Sharpen the Saw = “Never be afraid to sit awhile and think.” (p. 137) b. Beneatha – Begin with the End in Mind = “…I remember… thinking that was the end of Rufus…next time I saw Rufus he had just a little line down the middle of his face…I wanted to do that.” (pp. 132-133) c. Ruth – Put First Things First = “…I’ll work…I’ll work twenty hours a day in all the kitchens in Chicago…I’ll strap my baby to my back if I have to and wash all the floors in America and wash all the sheets in America if I have to…” (p. 140)



CE3.2.5, 3.2.3

2. a. Beneatha - Be Proactive = “…while I was sleeping in that bed in there, people went out and took the future right out of my hands!” (p. 134) - Think Win-Win = “What about all the crooks and thieves and just plain idiots who will come into power and steal and plunder the same as before…” (pp. 133-134) - Seek First to Understand, Then to Be Understood = Beneatha spends most of the conversation with Agasai trying to be as deflating as possible. She doesn’t really listen to him, only enough for negative rebuttals. (pp. 131-136) b. Mama – Think Win-Win = “Sometimes you just got to know when to give up some things…” (p. 140) c. Walter – Think Win-Win = “Some of us always getting ‘token.’” (p. 141) - Synergize = “There ain’t no causes-there ain’t nothing but in this world, and he who takes the most is the smartest-and it don’t make no difference how.” (p. 143) NOTE: Students will be performing a portion of A Raisin in the Sun, Act III on Day 21, (pp. 143-151). Assign parts and make sure that assigned students have a copy of the book to practice for homework.



Days 21 and 22


(40 minutes) CE3.2.5, 3.2.3, 3.1.2, 3.1.9, 3.1.10 CE1.1.4, 1.2.1, 1.2.2, 1.2.3, 3.2.1, 2.3.1, 3.1.5, 3.2.2, 3.2.4, 3.2.5, 3.3.2, 3.3.3, 3.3.4, 3.3.6, 3.4.1, 3.4.2, 3.4.3, 4.2.2, 4.2.3, 4.2.4

Complete the student performance of A Raisin in the Sun with pp. 143-151. (Parts assigned Day 20.) Focus for Listening: What virtues taught in the Younger family make it possible for a change in attitude that rededicates them to their dreams? After students have read page 145, distribute copies of Hope is the Thing with Feathers, by Emily Dickinson, Sympathy, by Paul Laurence Dunbar, There’s Hope, by India Aire, (See Appendix #42a-e.) and the Triple Venn Diagram. (See Appendix #42f.) Place a copy of Hope is the Thing with Feathers on the overhead and use the Talking to the Text strategy. (See Appendix #23a.) Be sure to discuss Dickinson’s view of hope. She emphasizes that hope is something that cannot be taken away from any individual. For the poem Sympathy place a copy on the overhead and explain to students that they will be performing a choral reading. The underlined lines will be read in unison by the entire class and the teacher will read the rest of the poem. The lines to be read together emphasize the idea that the caged bird has a voice. Discuss with students the need for hope in the bird’s situation. Teacher may also want to explain the connection between Sympathy and the plight of African Americans during the reconstruction period. Finally, teacher will play India Aire’s song (http://music.aol.com/artist/indiaarie/475170/main) and ask students to comment on Aire’s examples and her attitude toward life. After students have read and discussed all three examples they will complete the Triple Venn Diagram (See Appendix #42f.), comparing the concept of hope found in each of the selections. Upon completion of the Triple Venn Diagram, read the following excerpt from page 145: Mama: Yes – I taught you that. Me and your daddy. But I thought I taught you something else too . . .I thought I taught you to love him. Beneatha: Love him? There is nothing left to love. Mama: There is always something left to love. And if you ain’t learned that, you ain’t learned nothing. Have you cried for that boy today? I don’t mean for yourself and for the family ‘cause we lost the money. I mean for him: what he been through and what it done to him. Child, when do you think is the time to



love somebody the most? When they done good, and made things easy for everybody? Well then, you ain’t through learning – because that ain’t the time at all. It is when he is at his lowest and can’t believe in hisself ‘cause the world done whipped him so! When you starts measuring somebody, measure him right, child, measure him right. Make sure you done taken into account what hills and valleys he come through before he got to wherever he is. Have students respond aloud to the passage. The last activity for the day is to have students complete the following constructed response for homework. Constructed Response: The authors listed above each emphasize the concept that hope endures all things. The power of believing in oneself and in others often leads to success. According to the Seven Habits of Highly Effective Teens, by Sean Covey the fourth habit is classified with the idea of Think Win-Win. This is defined as having an “everyone can win” attitude. Who in the play has exhibited the ability to have hope even in the most desperate situations? Cite specific examples from the play to support your opinion. Take this opportunity to return to the big ideas, theme and essential questions of the unit and discuss what has happened in the play in relation to these ideas. (See below and Appendix #24.)









ACT English Test – Grammar Activity Two: Have students complete the grammar activity in Appendix #42g. Be sure to go over this activity as it provides an opportunity for students to become acquainted with the ACT English test. KEY:

1. c 2. b 3. c 4. d

Speaking/ Listening

(55 minutes) CE1.2.1, 1.2.2, 1.3.1, 1.3.4, 1.3.5, 1.3.6, 1.3.7, 1.3.9, 1.5.1, 3.1.6, 3.2.4, 4.1.1, 4.1.3, 4.1.4, 4.2.4, 4.2.5

Focus Part of Walter’s dream is to have the money to be able to support his family in what he believes is an ideal manner, like pearls for Ruth. Lindner seems to offer an opportunity to get closer to that goal. Did Walter make the best choice? Using evidence from the play, show how you think Hansberry would answer that question. Debate Divide the class into two groups. Explain the format for a debate. (Each side gives an opinion statement based on evidence from the reading. Each group is allowed a rebuttal.) Each group prepares an opening opinion statement and three possible rebuttals. A group representative presents the opinion and rebuttal. Answer Plan (1 refers to Group 1, 2 refers to Group 2)

1. a. Find evidence that Walter made the best choice. You may include references to the 7 Habits. b. Think about your opposition’s position and plan three rebuttals to, “Walter made the wrong choice.” 2. a. Find evidence that Walter made the wrong choice. You may include references to the 7 Habits. b. Think about your opposition’s position and plan three rebuttals to “Walter made the best choice.”

Possible Answers 1. a. Walter made the best choice based on the most important dream of the Younger family. In the Habits, “Synergize,” you work together to achieve more. Mama reminded Walter about the “5 generations who had worked as slaves and sharecroppers” but had never been paid to admit they were unworthy to “walk the earth.” (p. 143) Those generations had worked to improve the family. Mama and Big Walter continued by “Beginning with an End in Mind.” They dreamed of giving



the family a house of their own. Walter made the best choice because he listened sincerely (Habit#5) to Mama and turned down Mr. Lindner’s offer. The family has achieved Mama’s and Big Walter’s dream of owning a home. (Habit #1) b. (1) If the other group says the family needs the money now, remember that Mama said, with four working adults the house, payments were achievable. Also, remember Ruth’s impassioned speech about how hard she is willing to work to earn the money necessary for the house. (2) If the other group says that the family should use the money to move to a neighborhood where they will be welcomed, remind them that Mama said those neighborhoods offered less house for more money with less than ideal living conditions. Walter let us know very clearly that he doesn’t want to drive someone else’s car. He wants to own the car. (3) If the other group says to take the money and split it so each family members can use it toward their own goals, remind them that the money came from the death of Big Walter. Essentially, the money should be used to achieve his dream of a house for his family. Remember that Asagai told Beneatha, “Would you have had it at all if your father had not died?” (p. 135) 2. a. Walter made the wrong choice for the family because they will be

unwelcome in the neighborhood. Had Walter listened sincerely (Habit #5) as Mr. Lindner warned that “…people can get awful worked up when they feel that their whole way of life and everything they’ve ever worked for is threatened.” (p. 119), he should not allow the move to continue. Walter should “Prioritize” (Habit #3) by keeping the family’s safety in mind first. Mr. Lindner’s offer may be substantial enough for the family to buy the more expensive home in a neighborhood where they will be welcome. We don’t even know if Walter has listened sincerely (Habit #5) to the other family members who seem to have changed their minds about moving at the beginning of the scene. Mama talks of plans “…to fix this place up some.” (p. 140) If Walter considers “Synergize” Habit #6, he should work together with Lindner and his family to achieve more than a hostile neighborhood for their dream home.

b. If the other group says that Walter made the right choice because it is the dream of Big Walter and Mama, remind them that each family member has their own dreams that will be deferred or forgotten altogether if they move into the house. Walter will have to continue working for someone else which will probably preclude his dream of owning his own business. Ruth dreams of having her husband content and, with his dream lost, Ruth’s will be also. If, as Ruth stated, there are four adults to work for house payment money, Beneatha will have to work instead of pursuing her dream of becoming a doctor. If the other group says that Walter



made the right choice because the family will “Synergize”(Habit #6) and work together to pay for the dream house. Remind them of Walter’s drinking when he thought he would never have the opportunity to own his own business. Can he be a productive contributor if he spends his time and money drinking? Ruth wants a happy husband. Will she stay with him or the family if Walter declines into alcoholism? In Scene One, Walter talks about the fact that all of the other family members have provided for Beneatha as she followed her dream. Will she continue to expect support? Will she be one of the four adults who work for the house payment? Or, will she leave with Asagai? If the other group says that Walter made the best choice because the money for the down payment on the house was earned at the cost of Big Walter’s life and the house was Big Walter’s dream for his family, propose that what Big Walter’s dream meant was an improvement for his family. Will the family be improved if their safety is in danger? Will the family be improved if they lose hope because they give up their personal goals? Big Walter could choose to take Mr. Lindner’s offer, buy another house where the family was welcome, and still improve the family’s condition substantially.


CE3.1.2, 2.1.1

As a short culminating activity for A Raisin in the Sun, have students do a Quick Write (See Appendix #19.) in response to the following prompt: Choose Walter or Beneatha and tell what they might have done differently to realize their dream.



Day 23

Speaking/ Listening/ Writing

(55 minutes x2) CE1.1.1-1.1.8, 1.2.1, 1.2.2, 1.3.1, 1.3.3, 1.3.4, 1.3.5, 1.3.9, 1.4.3

Use the following persuasive prompt modeled on the ACT Wrting test to encourage students to take a wider view of the American Dream. (See Appendix #43 and 44a-b for ACT rubric.) This will help them deal with many of the essential questions and the disposition, "Critical Response and Stance." (We want students to take a critical (characterized by careful analysis and judgment) stance (a selective attitude about what is to be retained from reading, etc.). We want students to become critics - "who form and express judgments of people or things according to certain standards or values." (Webster's New World Dictionary, Prentice Hall, 1991). ACT Writing Prompt Some individuals believe that the American Dream cannot be achieved by all people. Those who believe this say that our culture contains too many roadblocks and obstacles, such as prejudice, poverty, and social inequality. Others believe that America is the “land of opportunity” and that if you dream it, you can achieve it. They cite the various “rags to riches” stories in our society, as well as the numerous individuals who have stumbled upon success or have worked hard to rise to the top. In your essay, take a position on this question. You may write about either one of the two points of view given, or you may present a different point of view on the question. Use specific reasons and examples to support your position.



Day 24 and forward

Listening/ Speaking/ Writing

CE1.2.4, 1.1.5, 2.3.2, 2.3.5, 2.3.6 (Time will vary depending on number of culminating activities chosen.) CE1.1.1 -1.1.8, 1.2.1, 1.2.2, 1.3.1, 1.3.3, 1.3.4, 1.5.1, 2.2.2 CE1.1.1 -1.1.8, 1.2.1, 1.2.2, 1.3.1, 1.3.3, 1.3.4, 1.5.1, 1.3.7, 1.4.3, 3.2.4,

Reflecting on Reading and Writing: An important goal of this unit is for students to reflect on their growth as readers and writers. As readers, listeners and viewers, students have been encouraged to engage in self-assessment while monitoring their comprehension and using a variety of strategies to overcome difficulties when constructing and conveying meaning. Have students return to their reading/viewing logs to reflect on the variety and diversity of their reading and viewing habits. Have them answer the following question, “What have I learned about myself from what I have chosen to read and view on my own during this unit?” Also have students return to their portfolios or collections of writing – prompt writing, Quick Writes, answers to Focus Questions, Think-(Write)-Pair-Share notes, Response to Literature, etc. – to assess strengths, weaknesses and development as a writer. Have students reflect on two pieces of unit writing that represent best effort. Culminating Activities 1-8 – Below are a variety of culminating activities that can be used to assess and extend student learning at the end of this unit. Teachers may choose any activity or combination of activities or have their students choose a culminating project from the list below. In making your choices, please note that different activities cover different Content Expectations. Culminating Activity #1: This I Believe Introduce this culminating activity by saying something like, “You began this unit writing about your dream or vision for your life. You have read and discussed A Raisin in the Sun dealing with the question, ‘Have or will the characters reach their version of the American Dream? Why or Why not?’ You have also studied various versions of the American Dream. Now it is your opportunity to reflect again on your vision/dream for your life and make your beliefs public by participating in the This I Believe project. We will study the requirements for participation, and you will write and submit your This I Believe essay.” Go to www.thisibelieve.com and click on “For Educators” at the bottom of the page. This will bring up teaching plans that will help you prepare students to write and submit to NPR their own This I Believe essay. To provide one more model of a This I Believe essay, use Appendix #45. Culminating Activity #2: Life = Risk Introduce this culminating activity by giving the premise for “Life = Risk,” “Throughout the study of A Raisin in the Sun, we have followed the characters as they have tried to reach their version of the American Dream. We have discussed



1.3.8, 1.3.9, 1.4.1-1.4.7, 1.5.2, 1.5.3, 1.5.4, 1.5.5, 2.1.8, 2.1.9, 2.3.4, 3.1.2, 4.2.2

how each character might have used The Seven Habits of Highly Effective Teens by Sean Covey to help realize their dreams. In this activity we will consider the premise that to succeed in life you have to take risks. We will also consider what one person might learn from other people who have achieved success in life.” Then say something like, “You will begin working on the culminating activity ‘Life = Risk.’ You will create a researched-based, multimedia presentation that explores Walter Lee as a leader and compares him to another famous leader. Next, ask the students to use the Think-Pair-Share strategy (See Appendix #13.) on the following question:

• Do you think Walter Lee is a leader or a loser? After 3-5 minutes, have volunteers share with the entire class what they discussed with their partner. Ask why people might think Walter Lee is a loser and what leadership characteristics, if any, he possesses. Create a list of “loser” and “leader” qualities on the board. The students should be directed towards the understanding that, although he failed miserably in his business venture, Walter Lee has leadership qualities because he is visionary, fearless, and takes risks. Reread the following passage from Walter Lee to George to the class:

“How’s your old man making out? I understand you all going to buy that big hotel on the Drive? Shrewd move. Your old man is all right, man. I mean he knows how to operate. I mean he thinks big, you know what I mean, I mean for a home, you know? But I think he’s running out of ideas now. I’d like to talk to him. Listen, man, I got some plans that could turn this city upside down. I mean think like he does. Big. Invest bit, gamble big, hell, lose big if you have to, you know what I mean. It’s hard to find a man on this whole South side who understands my kind of thinking—you dig? Me and you ought to sit down and talk sometimes, man. Man, I got me some ideas…”

Ask the students to respond to the following prompt in a one page Quick Write: (See Appendix #19.)

• What is the relationship between taking risks, the American dream and success?

Now, show the “Famous Failure” video. http://www.bluefishtv.com/ProductDetails.aspx?cid=1005&id=1378&f=s1m&cc=



CE1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.1.5, 1.1.6, 1.1.7, 1.1.8, 2.1.1, 1.2.2, 3.1.5, 3.1.6, 3.1.10

&csc=&ldr=&s=famous%20failures (When you click on the above link a clip from the video will automatically start playing. You may choose to purchase the entire video for $1.99, but for this activity, the clip is enough. The clip is one minute and fourteen seconds long). Discuss with the class the relationship between success and the American dream. Guide them towards the insight that success is the fulfillment of the American dream to many Americans. Create a scale of 1-10,000, in thousand dollar increments, on the board, several feet wide. Ask students: Would you risk it all? If you had $10,000 to invest in your ideas, how much would you risk knowing that this was the only money you had in the world? Have all students come to the board and place a mark (substitutions include: a sticky or their initials) on the number that represents the amount they’d be willing to risk to fulfill their American dream. Next, pass-out the “Life = Risk” road map (See Appendix #46a-b.), read over with students, answer any questions and have the students make the following decisions: who they will research, what medium they will use to present (3) their work, and find passages in the book that relate to Walter Lee and his road map to achieving his dreams. Plan 2-3 days in the media center for students to work on their presentations. See the rubric for project requirements. (See Appendix #46c.) Choose from the following Culminating Activities or complete them all: Culminating Activity #3: Comparative Response to Literature Using the following prompt will help students reflect on the actions of the characters in the play through the lens of The Seven Habits of Highly Effective Teens: With students, create a chart to summarize how major characters from A Raisin in the Sun failed to realize their dreams and also how they might have realized their dreams. Using ideas from The Seven Habits of Highly Effective Teens, brainstorm with students, how characters might have acted differently in order to realize their dreams – the dreams that were deferred. Model how you would complete the summary chart in Appendix #47a using the information about Beneatha and her dream in Appendix #47b. Then you might have students create their own summary charts for Walter and Mama using Appendix #47a. Option: After students have created their individual charts, you might allow them to use the chart and other character charts they have created during the unit in answering Focus Question #8.



CE1.1.1 -1.1.8, 1.2.1, 1.2.2, 1.3.1, 1.3.4, 1.3.7, 1.3.8, 1.4.2, 1.4.4, 1.4.5, 1.5.2, 1.5.3, 1.5.4, 1.5.5

The question (See Appendix #48.), checklist (See Appendix #48.) and a scoring rubric (See Appendix #49.) are also included on separate sheets for your convenience. Focus Question #8 (May be used independently or with Culminating Activity #3) Walter, Beneatha and Mama from A Raisin in the Sun failed to realize their dreams. Identify the dream that was deferred and tell what each character, Walter, Beneatha and Mama could have done differently in order to realize that dream. Refer to advice from The Seven Habits of Highly Effective Teens that each character might have taken to reach his or her dream. Use details and examples from each of the two selections in your answer. Use the following rubric and checklist as you write and review your response: CHECKLIST FOR REVISION: _____ Do I take a position and clearly answer the question I was asked? _____ Do I support my answer with examples and details from both of the selections? _____ Is my writing organized and complete? Culminating Activity #4: Raisins to Reality Overview: Students will research, report and try to persuade other group members that his or her plan for spending the an insurance check worth $100,000 is the best plan. (See Appendix #50.) Activity Begin by putting students into groups of 4. Have each student decide who they are going to be: Lena (See Appendix #51.), Walter (See Appendix #52.), Bennie (See Appendix #53.) or Ruth (See Appendix #54.). Once they have decided their role, have them brainstorm the pros and cons of spending the $100,000 on what their character thinks it should be spent on. Next, they begin researching their character’s dream: Lena- needs to research how much it would cost to put a 10% down payment on a house in Southside Chicago, mortgage payment, homeowners’ insurance etc.



CE1.2.1, 1.2.2, 3.1.2, 3.1.3, 3.1.9, 3.2.4, 3.2.5

Ruth- needs to research how much it would cost to raise another child, including health insurance, supplies, etc. Walter- needs to research how much it would cost to start his own business. It can’t be a liquor store because Mama won’t allow it. He needs to know start-up costs, payroll, inventory, etc. Bennie- needs to research how much it is going to cost to continue going to college, the cost of medical school, books, tuition, etc. All the characters must provide the following to their group in report form, preferably, multi-media:

• A proposal • List of expenses, total cost • Benefits of spending the money on their dream

Once all proposals have been presented to the group, discussion is to follow within the group. Finally, a vote is taken to see how the money is going to be spent. After which each group member should write a reflective piece explaining why they voted the way they did and telling if they are happy with their decision. Have students complete the chart in Appendix #55.

Have students reflect on their decisions using the following: (See Appendix #56.) Reflect on the decision you made. Why did you choose the proposal you chose? If it is different from your proposal, why did you decide to vote for someone else’s proposal? How did they convince you that you would benefit by voting for their proposal? If everyone voted for your proposal, how did you convince them to vote for your proposal? From your group discussion, how do the others feel they will benefit from your proposal? Finally, are you happy with your group’s decision? Explain your answer.” Culminating Activity #5: Profundity

Use the Profundity Scale for Narrative to help students more clearly identify the truths and lessons from this play. (See Appendix #57a-b.)



CE1.2.1, 1.2.2, 1.2.3, 1.5.1, 3.2.1, 3.2.2

Note to Teachers: Profundity Scale is a heuristic that helps students see through the surface of the story (physical plane) to the deep-level meaning at the theme or universal truth level. The lens, the story grammar, is clarified by what the author has intended to be understood: the setting, characters, problem, plot, events, and resolution. The seven plans of the Profundity Scale systematically organize thinking and give structure for delivering the core foundation of the text to find the lesson, theme, or principle. The “discovery” will ring true in other texts, in life, and in other content areas. The Profundity Scale provides a perspective for comprehending something unknown through the known; promoting analogical and metaphorical thinking to solve problems and gain insights. It may provide an “ah ha” or give us unexpected insight. It is a heuristic device that leads us to discover new knowledge or new understandings. To compare two characters from the same text use the Comparing Characters form (Appendix #57a, which provides spaces for the seven planes of profundity for both characters. This will help students compare the actions of two different characters in the same text. Model for students with the character Beneatha how to move from a character’s actions to transformational thinking. Talk them through the selection of the three actions (one at the turning point of the story). When you reach the analogical planes, let students think of comparisons to their lives or their world. Make your thinking public as you fill in each plane. Using a blank Comparing Characters form (See Appendix #57b.), ask students to compare Mama and Walter. They should work together in small groups to complete the task. Share charts at the end of the session. Identify the “pearls of wisdom” gained from doing the character analysis. Culminating Activity #6: Rewriting “Harlem: A Dream Deferred” Ask the students to review the poem, “Harlem: A Dream Deferred.” (The poem is reproduced at the beginning of A Raisin in the Sun.) Working in small groups, students are to identify and write the verbs they find in the poem: dry, fester, run, stink, crust, sugar over, sags and explode. Next, they are to think of the dreams of the characters they have just encountered in this unit and add the verbs that describe what happened to their dreams. They



could be hovers out of reach, stagnated, withered, moved out of reach, stretched thin, floated aloft, moved away, faded into memory, was only a memory, lacked a body, or only had a refrain etc. The next activity could be used or not used, depending on time and the students’ level of grammar knowledge. This is to take the verbs and build similes like those in the poem: (See Appendix #58.)

Does it hover out of reach like the numbers on the lottery board? Or wither away like a celery stalk that was kept beyond its prime? Does it fade away like a summer tan? Or freckle and turn yellow/orange Like it came out of a can?

Maybe it just stretches thin into the horizon Like the telephone wires on an endless road.

After they have explored more “dreams that have been dashed” now they turn to a new focus and that is Dreams Realized. They brainstorm words that show a dream coming into fruition: arrives, realized, come true, happens, steps out, occurs, flourishes, blooms, abounds, ripens, reveals, And they try their hand at writing similes like the ones above. (See Appendix #58.)

Does it come abounding like my unleashed pet Labrador? Or flourish like a summer rose And brighten the garden? Does it ripen like an apple? Or slowly reveal its sweet Like a carefully concealed melon?

Maybe it blooms Like summer in an English garden.



CE1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.2, 1.2.3, 1.3.7, 1.5.1, 1.5.3, 1.5.4, 1.5.5, 2.1.1, 2.1.4, 2.1.6, 2.1.8, 2.1.9, 2.1.10, 2.1.11, 2.2.1, 2.2.2, 2.2.3, 2.3.1, 3.1.7, 3.2.4, 3.4.2, 3.4.3, 3.4.4, 4.1.3, 4.2.5

Participants write a stanza for their own dream and decorate the paper. (marking pens or graphics on the computer) They are to put them on the wall of the classroom. (See Appendix #58.)

Does it hurl itself against the current Like a salmon fighting its way upstream Or twirl one last wobbly time As a top depleting its centrifugal force? Does it stretch out its pedals to get the last of summer’s sun? Or drop its head down and wait for the frost?

Maybe it just forgets it has limits and goes on and on Like the Duracell Bunny.

Culminating Activity #7: Advertising and the American Dream - Misleading Cigarette Advertisements Tell the students the sometimes other people can influence our dreams and our view of what success is. One such influence is magazine advertisements. Have the students look at the cigarette ads (See Appendix #59a-d.) and answer the questions individually in writing:

1. What group(s) of people (age, race, culture) is the tobacco company trying to reach?

2. What is the message? "If you smoke this brand of cigarettes, you will ......" To what part of the American Dream does each advertisement appeal?

3. How is this ad misleading?

4. Why would the tobacco companies publish advertisements that are misleading?

5. Do you feel these images influence people decision to smoke either consciously or subconsciously?

After students have individually answered the questions, initiate a class discussion about the advertisements and what the students’ thoughts are regarding them.



CE1.2.1, 1.2.2, 1.3.7, 2.1.1, 2.2.1, 2.2.2, 2.2.3, 3.1.2, 3.2.1, 3.3.5

Next, have students create truthful advertisements that portray what they feel really makes people successful: Begin by having the class brainstorm what makes someone successful and what steps they have to take to obtain that success. Stress the idea that everyone has their own definition of what success is or what reaching any part of the American Dream is. For example: Career Education Family Friends Happiness Volunteering Money House Kids After students have created their advertisements, have them participate in a gallery walk. To create a gallery walk, hang the advertisements around the room and create a clear path for the students to travel to each advertisement. As a group, move from advertisement to advertisement while having the creator of the advertisement explain his/her creation and the reasoning and meaning behind it. Culminating Activity #8: Whose dreams do you follow? – “Two Kinds by Amy Tan Tell the students that they are going to be reading an excerpt from The Joy Luck Club, called “Two Kinds.” It is a true story about the author, Amy Tan, as Chinese-American. In the story, the author has to decide how she will fulfill her dreams and her mother’s dreams for her. Pass out the Statements to Consider (See Appendix #60a-b.) and ask students to read the statement and decide whether or not they agree with those statements and provide an explanation for their decisions. Model this with the first statement by sharing your thoughts with the students. Once the students are finished, have them share their responses in small groups (4-5) to create a meaningful discussion. Each student should provide his/her group with an explanation for each answer.



After the groups have discussed their opinions, have a whole class discussion about each of the statements. You may want to ask for a show of hands before the discussion and record these numbers. It’s interesting to go back and compare the majority opinion with that of the author. Next, read “Two Kinds” (See Appendix #61a-h.) with the students. Stop and subtly discuss significant points in the story that come back to the Statements to Consider. After the story has been read, have students finish the Statements to Consider worksheet by deciding the author’s opinion and provide examples in the text that support their answers. Again, have them meet in small groups to discuss their answers. Finally, have a whole class discussion about the author’s opinions. Then compare the class opinions to that of the author and have a discussion with the class over the results.

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Teaching Plan-Raisin in the Sun

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