Amherst High School4301 Main StreetAmherst, New York 14226This lesson was implemented at Amherst High School with 9th Grade English students.

This lesson was prepared for a 9th Grade Inclusion English class made up of:17 students -11 females - 6 males

Age range: 14-15 years Student with a disability of Autism: 1Student in ESL: 1Student identified as an at-risk student:1Students retained: 2

The purpose of this lesson is to:

-Teach students about sequels and prediction strategies using the book A Raisin in the Sun by Lorraine Hansberry.

-Teach the students about specific concepts and themes within the play.

- Allow students to connect concepts learned to new and creative outside associations as a way to promote further understandings.

This lesson will take place during two 40 minute periods. Students who do not complete the Sequel Scene activity in class will be able to finish it for homework.

1.0 The learners will be able to draw and color a sequel scene to the play A Raisin in the Sun.

2.0 The learners will be able to write a paraphrase, in 3-4 sentences to sum up their sequel scene.

3.0 The learners will be able to write a quote that they make up for one of the characters.

4.0 The learners will be able to write a quote interpretation based on their sequel scene.

What events may have occurred if the play continued, or if A Raisin in the Sun II was created?

Do dreams come true?

What questions at the end of the play are left unanswered?

-A story provides a snapshot into the times and events occurring, as the story is being told.

- Predictions and opinions can be made throughout the reading of a story to increase comprehension and interest.

What is a sequel?

How can sequels be used to convey an individuals opinion on the ending of a specific story?

How can the development of sequel scenes identify unanswered questions within plots/events of other stories?

- Participate in the completion of the pre and post tests- Complete the study guide for each Act of A Raisin in the Sun.

-Take a test on Act III of A Raisin in the Sun.- Create a sequel scene picture, including the paraphrase and quote portions on a separate sheet of paper.

English Language Arts

Level: Commencement

Grade Level: 9

Content Standard: 1

Key Idea: Writing

The pre-assessment required students to add information to a chart allowing them to:-Summarize a specific scene from Act II of the play.

-Define sequel and list examples

-Write about how a specific scene could be changed if A Raisin in the Sun II was created.

-Predict what will happen in Act III or write about what they would want to happen in Act III.

How would the scene you wrote about be changed if A Raisin in the Sun II was created?Willy never loses the money, and Walter is able to start his liquor store business.

George is no longer a part of Beneathas life. He is not even a character in A Raisin in the Sun II.

Distinguished (14-15): 2 students Proficient (12-13): 7 studentsDeveloping (9-11): 8 studentsIncomplete/Unsatisfactory (6-8): 0 students

2 students: able to add one piece of information to each column of the chart.

7 students: able to summarize a scene and predict, but may not have been able to add information to other columns.

8 students: were not able to define sequel. These students were able to predict what might happen in Act III or what they would want to happen in Act III, but could not add information to the other columns.

The post-assessment was the exact same chart as the chart presented on the overhead during the pre-assessment:-Summarize a specific scene from Act II of the play.

-Define sequel and list examples

-Write about how a specific scene could be changed if A Raisin in the Sun II was created.

-Predict what will happen in Act III or write about what they would want to happen in Act III.

How would the scene you wrote about be changed or elaborated on if A Raisin in the Sun II was created?Mrs. Johnson moves into Clybourne Park.

Walter now becomes the boss because he gets his act together in A Raisin in the Sun II.

There is no Green Hat now. Walter has stopped drinking.

Distinguished (14-15): 7 students Proficient (12-13): 8 studentsDeveloping (9-11): 3 studentsIncomplete/Unsatisfactory (6-8): 0 students

7 students: able to add something new to each column of the chart.8 students: able to add something new to almost every section of the chart, with maybe 1 section missing. 3 students: 3 students were able to add new information to only 2 or 3 sections.

Content MatterLevel 4Level 3Level 2Level 1All content information is accurate. Details and explicit examples from the play are provided. Some essential content information may be excluded. More details and examples are necessary.Barely any content information is displayed.Only 1 or 2 details and/or examples are included. Student needs to expand on his or her ideas to a greater degree. The student did not connect his or her sequel to the topic of concern. No details and/or examples are provided.

Paraphrase:Ruth had a baby boy. They moved into their new house. Travis is a big help with the new baby boy.

Quote: I am so glad I kept this baby because Travis just loves having a baby brother! Ruth Quote Interpretation:Everything has improved.Walter has stopped drinking. The baby boy has been a nice addition.

Distinguished (14-15): 8 students Proficient (12-13): 5 studentsDeveloping (9-11): 2 studentsIncomplete/Unsatisfactory (6-8): 2 students

8 students: met all of the expectations; colored scene; 3-4 sentences.5 students: met most of the expectations; they may not have fulfilled the sentence number requirements; content errors.2 students: may not have colored their sequel scene;1-2 sentences.2 students: failed to complete 1 or 2 portions of the assignment.

ParaphraseIn Kellies sequel, Joseph Asagai and Beneatha got married in Africa. Beneatha became a doctor, and was able to embrace her culture.

Quote I am happy that I now embrace my African culture. I am a doctor- something that I have always wanted! -Beneatha

Quote InterpretationKellie wrote that Beneatha is happier because she is now a doctor in Africa.

Content/Subject Matter: 4Attractiveness/Neatness: 4Layout: 4Mechanics: 3Elements: 4

Comments: 19/20Great job Kellie! I love your image! You used great detail in your paraphrase and quote interpretation. Keep up the good work!

ParaphraseAsia wrote about how Beneatha moved to Africa with Asagai. They are proud of Beneathas decision.

Quote It is worth it to start a life here with Asagai! I even work at a hospital!-Beneatha

Quote InterpretationBeneatha is sad to leave her family, but wants to start her own life. She has become the best doctor in Africa.

Content/Subject Matter: 4Attractiveness/Neatness: 4Layout: 4Mechanics: 2/3Elements: 4

Comments: 18.5/20Great Asia! Your picture was very descriptive! I could tell you worked hard on this. Just remember to check over your writing before handing it in!

ParaphraseDrew wrote about how the Youngers moved into their new house. Their house has a yard where Mama can finally have her own garden.

QuoteI finally was able to start my garden! The plant from my old house is in the garden! Mama

Quote InterpretationTravis can be a kid again, and Mama has the yard she has always dreamed of!

Content/Subject Matter: 3.5Attractiveness/Neatness: 3.5Layout: 3Mechanics: 2Elements: 4

Comments: 16/20Good, Drew. You included all of the elements, but you had quite a few errors in your writing. Remember that you need to check over your writing before handing it in!

ParaphraseIn Lamonts sequel, he wrote about how Beneatha traveled to Africa by herself.

QuoteNo quote was provided.

Quote InterpretationNo quote interpretation was provided.

Content/Subject Matter: 2Attractiveness/Neatness: 1Layout: 1/2Mechanics: 2Elements: 1

Comments: 7.5/20Lamont, you are missing portions of the assignment. You did not include a quote or a quote interpretation. You also did not color in your picture or use a heading.

(j.)- Use charts, graphs, or diagrams to illustrate informational text

(i)- Use paraphrase and quotation in order to communicate information

Modification TaskSpecific ModificationRationaleBenefitsInstructionalThorough and detailed modeling of the specific skill and/or activity.Students will be provided with a visual model (teacher exemplar) so that they can receive visual and aural instruction.Beneficial reference tool for students who are visual and aural learners. The students will know what is expected of them when they are provided a detailed model.

This learning experience was developed to teach students about the play A Raisin in the Sun, the connections and relationships between the characters, and common themes and concepts in the book that represent significance.

Overall, I am pleased with the results of the learning experience. The students took great interest in the summative assessment, as they were able to choose, draw, and color their own unique sequel scene.

Thank you to my peer review group and Mr. Arnold for providing me with positive comments and suggestions! Jessica SzykaAmanda FerlandChristina NewtonMegan Day

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