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Thompson 1

All of My Lessons for A Raisin in the Sun Unit

Name: Date:

A Raisin in the Sun Pre-Test

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

1. What was the Younger family waiting for?

a. Insurance Check

b. Liquor license

c. Beneathas medical degree

d. Traviss report card

2. Where does the Younger family live?

a. Detroit, Michigan

b. Harlem in New York

c. Southside in Chicago

d. Compton in Los Angeles

3. Why was Ruth upset when Walter gave Travis the money?

a. She was trying to save money for Beneathas education.

b. They didnt have money to spare.

c. She was mad at Walter anyway so the money was just an excuse for her to vent her feelings.

d. Travis was too young to get the money from him.

4. What does Ruth find out when she goes to the doctor?

a. That she has asthma

b. That she is overtired

c. That her fainting spells are nothing to worried about

d. That she is pregnant

5. Why did Mama call Walter a disgrace to his fathers memory?

a. He had turned his back on God and become an alcoholic.

b. He had become too concerned with money and had lost traditional family values.

c. He verbally abused his wife and disgraced his mother.

d. He was too eager to spend the money Mama would receive from his fathers insurance policy.

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

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

____2. George Murchison encourages the Youngers to take a greater interest in African history

and culture.

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

all-white neighborhood.

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

____5. Lindner returns to the Youngers apartment because he wants to offer them more

money not to move.

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

1. One of our group members is a tyrant. This means they are:

a. Ruler who exercises power in a fantastic way

b. Nice person

c. Ruler who exercises power in a harsh way

d. Bad group worker

2. My friend looked at me menacingly. This means what?

a. Nicely

b. Scarily

c. Threateningly

d. Weirdly

3. That's more than enough cynicism and facetiousness for one article. What does this word mean?

a. Joking

b. Being rude

c. Odd mannered

d. None of the above

4. A warning to avoid flippancy for the paper in the future was, however, the worst that happened to him. What does this mean?

a. Seriousness

b. Mistypes

c. Casualness

d. Grammar mistakes

5. The pirate is going to plunder the ship. What does this mean?

a. Borrow

b. Sneak on

c. Live on

d. Steal

Answers

1. A

2. C

3. B

4. D

5. C

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

1. A

2. C

3. A

4. C

5. D

Lesson Plan One

Standard Daily Lesson Plan

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

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

GENERAL OBJECTIVE(S):

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

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

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

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

SPECIFIC OBJECTIVE(S): PROCEDURE(S):

The student will

The teacher will

-start with an entrance slip with the question What do you know about the 1950s or the Civil Rights Movement? Write Down a fact or two on the index card on your desk.

-While they do this, there will be a compilation of 1950s music playing. (youtube: My Favourite 1950s Rock and Roll Songs! By lancesta01) There will be no comment as to why it is playing but there will be something said afterwards. This is to set a mood in the classroom and to help them feel the time period.

-After collecting all the entrance slips and hearing the music, the teacher will ask the students their thoughts on the music.

-What do you think it is like living during the 1950s? Most people viewed it as a golden time but in reality there was a lot of problems going on during this time.

10.3: The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.

-Give the handouts on History of the Time: Mid-Century Americas Struggles with Civil Rights to each student. Read for the students and show them pictures of some of the marches and the sit-ins that existed during this time (googling civil rights-1950s will work) is this a golden time to live in? Do you think your dreams could succeed during this time period?

10.4: The student will read, comprehend, and analyze literary texts of different cultures and eras.

-Give the handout A Brief Biography of the Playwright, Lorraine Hansberry to the students, just read the first paragraph. Helping them to understand why A Raisin in the Sun was written by Hansberry

-discussion of Harlem by Langston Hughes; read the poem or play it either one.

-Discussion of the poem: What is he writing about? Can dreams really perform these actions? Why? Have you had dreams that havent come true? Are you worried some wont? Why do you think some dreams dont come true? Can we change the outcome?

-This is the preface to Hansberrys A Raisin in the Sun; why do you think she decided to use this poem as her preface? This is the exit question to be written on the back of the index card

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

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

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

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

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

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

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

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

Perceived Problem

Possible Correction

1. Behavior problems in the corner of the room

1. Separate them next time

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

2. Change the layout

Source for worksheets screenshotted below: http://calshakes.org/v4/media/teachers_guides/2014_RITS_TeachersGuide_final.pdf

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

Longwood Lesson Plan Outline

Lesson two 10/15/2015

1. Academic Standards-

10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.

2. Instructional Objectives

Be able to work on slightly more enhanced vocabulary words and word origins and identify them in the text

Understand the emotions of the characters and see where they are coming from even if they cannot relate to their point of view as a black family in the 1950s era

Answer discussion questions during the reading and ask questions when confused

Analyze why the characters are doing what they are doing

Be able to make connections with the characters in the text

Understand how each character varies from one another and how the family works as a whole

3. Instructional Design

Warm-up: As they walk in, vocabulary is up on the board for them to start copying down. Sometimes we do entrance slips, but vocabulary is typically what they know to start on because their cooperating teacher started them with that.

Subject Content/Topics: Six starter vocabulary words from Act I, Scenes I and II of the play A Raisin in the Sun. Help them understand words they will see as we read with context clues. I am casting them as characters randomly after going over which character is which and then we will start reading the play with random discussion throughout. This is a great introduction to a poverty-stricken and struggling family trying to determine what to do with a big chunk of money because they all have different ideas of the American Dream.

Learning Activities/Procedures

Vocabulary: Place the vocabulary on the board for the students to copy down when they come in. We will go over the vocabulary after they have finished. I have them repeat the words after me and also say the definitions aloud so they can hear it as well as see it.

Casting the students: I will have them chosen based on their interests in the characters. I know that not all of my students enjoy reading aloud so I want to give those that enjoy reading a chance to be characters. I may plan to change them later down the line but for a few days, I will keep them reading as those characters.

Reading the play A Raising in the Sun: We will start reading the play and I estimate we will not get very far because the vocabulary will probably take longer than expected or something in the class will take longer than planned. I am estimating somewhere between 5-10 pages of reading that we will get done today.

Key Discussion Questions

What are the reasons for stage directions? Do they help you in understanding the play?

What is the problem between Walter and Ruth?

Why does Walter talk about colored people the way he does?

Whats with the bathroom? Why do they share with another family?

Whats the problem with the money being given to Travis? Why doesnt Ruth just hand Travis the money?

What time period is it again? Why is 50 cents such a big deal then?

How does Ruth, Walter, and Travis work as a family?

o Closure

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

4. Differentiated Learning Activities

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

5. Instructional Resources and Technology

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

6. Formative Assessment

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

7. Reflection

I think the main struggle of mine was the behavior management portion of the classroom which I am still learning seeing as this was my first time with the students. I also struggled with getting them settled and wanting to read the play since they dont usually enjoy reading very much. Now, I can say differently because they seem to really enjoy the play.

Here is the vocabulary:

1. Indictment: any charge, accusation, serious criticism, or cause for blame

2. Exasperate: to irritate or provoke; annoy

3. Assimilate: absorb and integrate into a wider society or culture

4. Beseech: ask (someone) urgently and fervently to do something

5. Liberate: release from a state or situation that limits freedom of thought or behavior

6. Forlorn: pitifully sad and abandoned or lonely


Lesson three 10/19/2015




10.1 g) Access, critically evaluate, and use information accurately to solve problems.



Understand how Technology Enhanced Items work and grasp them through vocabulary quizzes







Warm-up: As they walk in, vocabulary is up on the board from the previous day for them to look over. My cooperating teacher had started doing this with them a while ago, so she had asked me to stick to it but with my vocabulary. We have them look at their words and they have a quiz the day after they receive the words. They are aware of it and they have very few words they have to look over for the quiz.

Subject Content/Topics: Six starter vocabulary words from Act I, Scenes I and II of the play A Raisin in the Sun. These words are now words they should know and understand because they are going to have a quiz on them today. We will continue reading our play since we did not get very far at all the day before.


Vocabulary: Place the vocabulary on the board for the students to look over before they take the quiz. This gives the students time to study a little and review the words just in case they did not before class like they were reminded to before leaving the previous day.

Vocabulary Quiz: I will give my students a quiz on the six vocabulary words and the quiz will contain Technology Enhanced Items like they see on their English SOLs where they circle more than one answer. (Sidenote: I didnt count these grades because they were so low for their first vocabulary quiz for me; the second vocabulary quiz was much better)

Reading the play A Raisin in the Sun: We will pick up where we left off on the reading and continue reading with the same students cast as before. I estimate we will have some more time than last class so probably 10-15 pages read during this class time.


What is Walters idea of the American Dream? Does Ruth approve of Bobo?

Why is he annoyed by being told to eat your eggs over and over again?

Why do you think Ruth is so chill with Walter? Is it because shes just used to him or annoyed by him?

Are Beneatha and Walter just acting like normal siblings? Could it be something else?

What is Beneathas dream?

How is Ruth and Walter different when it comes to the way they talk to Beneatha?

What does Beneatha believe should happen to Mamas money? What do you think about it?

What does the dying plant symbolize?

What is wrong with Beneatha not believing in God?


I will have most of the students reading and acting if they would like to. This provides more than just one person reading and allows them to hear the reading rather than just seeing and reading on their own. This also applies to the vocabulary because we go over it before the quiz as well.




My formative assessment is the discussion questions throughout the lesson. I am also having them take the quiz on the vocabulary.

7. Reflection

I think I struggled some with the focus today because it was a Friday and they had a game tonight. I also think my quiz may have been a little bit too hard for my students. The following quiz is still going to be a Technology Enhanced Items quiz but a little bit easier.

Lesson four 10/20/2015












Warm-up: As they walk in, vocabulary is up on the board for them to start copying down. Sometimes we do entrance slips, but vocabulary is typically what they know to start on because their cooperating teacher started them with that.

Subject Content/Topics: Six starter vocabulary words from Act I, Scenes I and II of the play A Raisin in the Sun. Help them understand words they will see as we read with context clues. These words seem to have longer definitions but I think they will be a little easier for them to grasp. We will continue reading a class, the students have really started to get into it and are actually starting to get up to act it out.


Vocabulary: Place the vocabulary on the board for the students to copy down when they come in. We will go over the vocabulary after they have finished. I have them repeat the words after me and also say the definitions aloud so they can hear it as well as see it.

Reading the play A Raisin in the Sun: We will read the play and I am super excited because they are really into it. My second period especially because they have started to add voices, accents, and they even stand up to act it out. I am very pleased when they walk in and ask if we are reading today because they are so excited to get started on it because they are enjoying it so much. I estimate we will get through 15-20 pages today.


Is Mama being a typical grandmother? Or is she just annoying her as a mother-in-law?

Why say the flu is a white person known thing? What is this?

What happened to Ruth and Big Walter?

What is the problem with Beneatha speaking of Gods name in vain?

Why do you think it is such an issue that Beneatha speaks of not believing in God?

Closure




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


My formative assessment is the discussion questions throughout the lesson.

7. Reflection

I think today went really well and I was very impressed with the way my students took to the play. My second period really enjoys the play but my first is still working on it. I struggle with behavior and connections more with my first period than with my second period.

Here are the vocabulary words:

1. Ledger: A book used to record accounts and transactions; an account book of final entry; bookkeeping

2. Vindicated: to show that (someone) should not be blamed for a crime or mistake; to show that someone is not guilty; to show that (someone or something that has been criticized or doubted) is correct, true, or reasonable

3. Raucous: Harsh-sounding; loud; unpleasant to listen to; behaving in a very rough and noisy way; disorderly

4. Raptly: deeply engaged or absorbed; transported with emotion; spellbound by something

5. Haphazardly: without care; characterized by chance; casually

6. Bastion: stronghold; a fortified area of position; strong and secure

Lesson five 10/21/2015














Warm-up: As they walk in, vocabulary is up on the board for them to prepare for the quiz like the previous quiz they had. This provides structure for the students to continue with the vocabulary and the vocabulary quizzes.

Subject Content/Topics: Six starter vocabulary words from Act I, Scenes I and II of the play A Raisin in the Sun. Help them understand words they will see as we read with context clues. We will continue reading as a class because they continue to ask me to do that, actually.


Vocabulary: Place the vocabulary on the board for the students to look at before they have the quiz passed out. My students are very eager to get started so it probably isnt going to take long for them to get started on the quiz so they can get to the reading.

Reading the play A Raisin in the Sun: We will read the play and I am super excited because they are really into it. My second period especially because they have started to add voices, accents, and they even stand up to act it out. I am very pleased when they walk in and ask if we are reading today because they are so excited to get started on it because they are enjoying it so much. I estimate we will get through 15-20 pages today.


Who is George Murchison?

What does Mama and Ruth think of him?

What does Beneatha think of George Murchison?

What is your opinion on Mama slapping Beneatha? Is it okay?

Who do you think is in charge of the household?

Now, what does the plant symbolize?

Do you think Mama loves her family?

Why do you think Ruth passed out?

Closure






My formative assessment is the discussion questions throughout the lesson. I am also giving them a quiz at the beginning of class on their vocabulary.

7. Reflection

I think today went really well and I was very impressed with the way my students took to the play. My second period really enjoys the play but my first is still working on it. I struggle with behavior and connections more with my first period than with my second period. My second period rushed me to give them the quiz and many of them got 100s when I was not so sure they were even ready. They wanted to rush me simply because they were eager to get started on the quiz and it makes me happy they are so ready to get to the play every day.

Here is the vocab. Quiz layout:

1. The accountant wrote in the ledger. What is a ledger?

@A book used to record accounts

A book used for reading

A book used for a journal

@A book used to record transactions

2. She will be completely vindicated by the evidence. What does vindicated mean?

@To show that someone is not guilty

To show that someone is the wrong person

@To show that someone should not be blamed for a crime

To show that a person is guilty

3. The puppy was making a raucous outside the door. What are the definitions of raucous?

@Harsh-sounding

Sweet-sounding

@Loud

@Unpleasant to listen to

@Behaving in a very rough and noisy way

4. She listened raptly as her father explained the instructions to her. What does raptly mean?

@Deeply engrossed

@Absorbed

Distracted

@Spellbound by something

5. She haphazardly parked the car in between the two cars. What are the definitions of haphazardly?

@Without care

Carefully

@Mere chance

Happily

6. The rebel army retreated to its bastion in the mountains. What does bastion mean?

@A stronghold

@A fortified area

@Secure area

Weak area

Special area

No class on 10/22/2015

Lesson six 10/23/2015














Warm-up: As they walk in, index cards are handed out to them. Today is a more chaotic day and I knew I would be missing a lot of students because of some field trip thing. Ms. Mosby told me it would be better to save the book for the following week so thats what I did. I used an opening entrance slip on Tell me something you remember about the reading. It was extremely broad so that anyone should be able to get it right.

Subject Content/Topics: Entrance slip to help jog their memories but then we did a little getting to know you game since I still didnt know them well and then watched a movie off of a reading they had previously done as a reward for the improvement on their scores from the last quiz.


Warm-up: The entrance slip with the statement: Tell me something you remember from what we have read so far.

Introductions: I have not really gotten to know my students and I am hoping this will help with behavior management some. I am asking them to fill out three truths and a lie about themselves and after they tell us, we guess the lie. It is a fun game to get to know one another.

Movie: If we have time, we will watch a movie Flowers for Algernon since I am going to be missing so many people. It is off of a reading they had done before. Many students got As on the last quiz so it is like a reward for how much better they did this time around.


N/A

Closure


More fun stuff this time around so maybe that will keep them interested.


I will be using the computer/projector to project the movie.


My formative assessment is the entrance slip.

7. Reflection

I think today went really well and they seemed to really enjoy the game. I dont really like doing movie days but it seemed like a good choice for a day we were missing more than half the classes.

Lesson Seven 10/26/2015













Warm-up: As they walk in, vocabulary is up on the board for them to start copying down. They know to look on the board because I have it set up to where everything is written down in reference as to what we will be doing for the day.

Subject Content/Topics: Six starter vocabulary words from Act I, Scenes I and II of the play A Raisin in the Sun. These are a little more complicated for them but they are grasping them fairly will. It helps that they see them in the play. We will continue reading, switching up readers as well so more people get a chance to read.


Vocabulary: Place the vocabulary on the board for the students to copy down when they come in. We will go over the vocabulary after the majority of them have finished.

Vocabulary continued: I usually get the class to repeat the words with me and also say the definitions aloud so they arent just seeing them but are also hearing them. I also have students attempt to make sentences and if they arent able to, I have learned to just form one for them and then have them hear it so they know how to use it in a sentence.

Reading the play A Raisin in the Sun: We read the play together as the class, my teacher has arranged the classroom in a sort of round theatre way. One class participates less than the other; my second period actually gets up and performs in the middle of the room while my first period typically likes to sit there and I am trying to come up with ways to motivate the first period to feel less embarrassed about it.

Reading the play continued: They typically do fairly well with reading the play and they do enjoy it. My discussion questions go over well with them, for the most part. My first period is behind my second period, and my second period is actually ahead of all my other classes. My teacher sends three students out sometimes to read alone or goes out with them because they seem to be on another level than my students and are now actually ahead of my first period class. I estimate about 20-25 pages for my second period and 15-20 for my first period.


Remind me, what happened to Ruth at the end of the last act? Why do you think Ruth is going to the doctor?

Is Beneatha correct when questioning Mama about donating to the church or is she just judging the church again because of her previous encounter with Mama?

Do you know why Mama questions the fact that the doctor was a she?

Why is Beneathas hair mutilated? Is this still an issue in todays society?

Can you remind me what an assimilationist is?

What seems to be different about Beneatha from most women during this day and age?

Closure


I have the vocabulary up on the board so they can read it but we also say it aloud so they do not just see it but also hear it.





My formative assessment are the discussion questions throughout the lesson.

7. Reflection

I think today went pretty good. I am starting to learn I need to go a little quicker with the vocabulary because whenever there is a lag in the classroom, the students tend to get talkative because they would rather get to reading.


1. Doggedly- stubborn; persistent in effort; unyielding

2. Permeated- spread throughout (something); diffused; to pass into or through every part of; to saturate

3. Stupor- a state of near-unconsciousness or insensibility; a daze; mental unawareness

4. Heathenism- religion of those who dont believe in God; uncivilized; barbaric morals or behavior

5. Suppress- forcibly put an end to; to keep a secret; to stop or arrest/to do away with by authority


Lesson Eight 10/27/2015


10.1 f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.






Be able to know what a Venn Diagram is

Be able to compare/contrast ideas

Be able to work in pairs, share ideas, work together without getting off task







Warm-up: As they walk in, vocabulary is up on the board for them to start copying down. My teacher told me to try a different approach to where I do ten words instead of the usual six. So I am providing them with the next five today, warning them about the quiz and I also told them the format of the quiz beforehand. This is in hopes that they will actually look over the words tonight in preparation for the quiz.

Subject Content/Topics: Ten vocabulary words from Act I, Scenes I and II of the play A Raisin in the Sun. These are the last words from this act as we have reviewed several words now from this act and have seen them used. They will be coming up again in the form of a review. This will help them understand the larger words being used to understand the text. We will then do a little activity on two of the main characters, Ruth and Walter, and use a Venn diagram on them. After the students finish this activity, we will eventually move on to the reading as a class.



Vocabulary continued: I usually get the class to repeat the words with me and also say the definitions aloud so they arent just seeing them but are also hearing them. I also have students attempt to make sentences and if they arent able to, I have learned to just form one for them and then have them hear it so they know how to use it in a sentence.

Venn Diagram: My activity for them is a simple Venn Diagram, the traditional Venn Diagram but it does have lines on it. (from this link: http://www.eduplace.com/graphicorganizer/pdf/venn.pdf) I am going to hand them out to each student and tell them the instructions. First, I am going to ask what I just handed out and if they know what it is. I am also going to ask what a Venn diagram is used for, I think most students will know it is for comparing and contrasting. I will also ask them to see if they can explain to me what those words actually mean as well. I am then going to tell them to write on one subject line the name Ruth and on the other subject line the name Walter and then the middle is what is similar between the two.

I am letting them work in pairs if they would like, I will tell them if it gets too loud or off-topic then I will change that plan. I also want them to have at least three characteristics written down. I will tell them that this is not limited; it could be physical traits, personalities, attitudes, etc. They are allowed to use the books right on their desks. I am actually planning on doing this activity again but with other characters in the future because I feel this helps the students remember what are characters are like and how they can go with one another because many of them are so different from each other.


Reading the play continued: They typically do fairly well with reading the play and they do enjoy it. My discussion questions go over well with them, for the most part. My first period is behind my second period, and my second period is actually ahead of all my other classes. My teacher sends three students out sometimes to read alone or goes out with them because they seem to be on another level than my students and are now actually ahead of my first period class. I estimate we arent going to get as far as we usually would due to the activity. I am guessing around 10 pages for my first period and maybe 15 for my second period.


Why does Mama try to impress Asagai so much?

What is your opinion on Asagai in this play? Do you like him or dislike him? Why is that?

Do you think the nickname Alaiyo is actually a compliment?

Why do you think Mama is so bent-up about the kitchen cleanser from Mrs. Johnson?

Why do you think the mail coming is such a big moment for this family? Have you ever been that excited over mail?

Why does Mama stress to Travis about not acting out over the money?

o Closure

Usually I have an exit slip planned but we dont get to it because we get sucked into the reading. Our closure is our reading the majority of the time.







My formative assessment is the discussion questions throughout the reading. The Venn diagram is also a formative assessment on what they have been reading and they also got a small grade for doing it.

7. Reflection

I think my main struggle today was controlling them during the teaching of the vocabulary. I am trying to learn what works best for them in that instruction because I felt the way my teacher taught them vocabulary wasnt the best either because they werent well-prepared either. I am looking at how it would be best to teach vocabulary and looking to change it for next week as well.

Here is the vocabulary:

1. Dreary: lacking in liveliness; lacking in charm or surprise; dull and boring

2. Incredulity: doubt about the truth of something; the state of being unwilling or unable to believe in something

3. Mutilate: to inflict serious damage on; to inflict an injury upon; to ruin the beauty of something

4. Quizzical: puzzled; confused; usually deals with a persons expression or behavior

5. Dejection: a state of melancholy depression; low spirits; a sad and depressed state

Lesson Nine 10/28/15














Warm-up: As they walk in, vocabulary is up on the board for them to prepare for the quiz like the previous quiz they had. This provides structure for the students to continue with the vocabulary and the vocabulary quizzes. I plan to go over with them the vocabulary again because this will be the longest vocabulary quiz they have had since I have started with them.

Subject Content/Topics: Ten vocabulary words from Act I, Scenes I and II of the play A Raisin in the Sun. These are the majority now of the most complicated words they will find in the text. This has helped them while we read to see them in the context of the play. Help them understand words they will see as we read with context clues. We will continue reading as a class because they continue to ask me to do that, actually.


Vocabulary: Place the vocabulary on the board for the students to look at before they have the quiz passed out. My students tend to not look at vocabulary on their own because they are so adapted to not having homework in this school system. So, we always allow them to look at the words and give them that prime opportunity to look at them at the beginning of class.

Review: I want to review with my students because they are having more words than they usually are given for their vocabulary quizzes. I feel it usually helps them to hear it aloud, this will also depend on my students cooperation in the classroom. Before, they were very talkative so I just handed out the test because that signaled to me they were ready and that turned out that was the case.

Reading the play A Raisin in the Sun: We will read the play and I am super excited because they are really into it. My second period especially because they have started to add voices, accents, and they even stand up to act it out. I am very pleased when they walk in and ask if we are reading today because they are so excited to get started on it because they are enjoying it so much. I estimate we will get through 15-20 pages today. Depending on how much time we have after the quiz, we may do another venn diagram on two of the characters because I feel like that really helped them in understanding what was going on with the characters.


What is going on with Ruth? Why do you think she would even question getting rid of her baby?

Why does Mama change suddenly when the insurance check is in her possession?

Would you be annoyed like Walter if everyone seemed like they werent listening to you?

Why is Mamas voice so quiet when speaking with Walter? Would you give up on your son as well if all he saw was the money that wasnt even his?

Is this just a difference in generation? Or is it something else?

Do you think Walter is an alcoholic? Is this really affecting Walter and Ruths relationship?

Do you think Walter talking about the white shoes is a stereotype towards white people?

What is the reason for Walter talking to George the way he does? Is it only because the way his Mother and everyone else is treating him or because the generation gap between him and George?

Is Ruth just nagging Walter or is she actually trying to help him?

Closure




I will be using the computer/projector to project the vocabulary at the beginning of class. I will have the vocab. Quizzes printed out as well. We also have the books for A Raisin in the Sun.


My formative assessment is the discussion questions throughout the lesson. I am also giving them a quiz at the beginning of class on their vocabulary.

Reflection

I did not have great results from my first period and my teacher and I established that it is because they seem to be on a different level than my second. I had much better grades from my second period than my first. I have decided to change the way I teach vocabulary with both somehow and I am probably changing the vocabulary entirely for first to make it easier because the grades were fairly low while I had 80s-100s for the most part in my second period and I usually do with them. They dont like the TEI questions and I dont really love them either but my teacher had mentioned doing them more because they are so stressed on their SOLs and our students have improved on them so much that I think I will keep them.

Here is the vocab. Quiz layout:

Name:Date:

A Raisin in the Sun Vocabulary Test

Act I; Scenes I & II

1. Each of us was doggedly determined to tire the other out, and we must have looked ridiculous. What does the word doggedly mean?

Stubborn

Sadly

Persistent in effort

Oddly

Unyielding

2. Use the word permeated in a sentence.

_________________________________________________________________________________

3. Sometimes, Walter drinks himself into a drunken stupor. What does stupor mean?

A state of near-unconsciousness

A state of insensibility

A daze

Mental unawareness

Death

4. Beneatha could be considered one who practices heathenism. What is heathenism?

religion of those who dont believe in God

Same as Buddhism

uncivilized

Barbaric morals or behavior

5. Use the word suppress in a sentence.

____________________________________________________________________________________

6. Use the word dreary in a sentence.

____________________________________________________________________________________

7. The news of his death was met with expressions of incredulity. What does the word incredulity mean?

Dislike

Doubt about the truth of something

The state of being unwilling or unable to believe in something

Distaste

8. Use the word mutilate in a sentence.

____________________________________________________________________________________

9. The dog turned his head in a quizzical fashion. What does quizzical mean?

Weird

Quizzical usually deals with a persons emotion or behavior

Confused

Puzzled

10. I find that ice cream often works wonders when trying to overcome dejection. What does the word dejection mean?

A state of melancholy depression

Low spirits

Anger

A sad and depressed state

Madness

Lesson Ten 10/29/2015


10.1 f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.





Be able to work in pairs, share ideas, work together without getting off task







Warm-up: N/A because I have an activity we are working on that will take a while so the first thing I am having them do is get out a piece of paper after I have them take a sheet with the instructions and questions on it.

Subject Content/Topics: We are doing a review of Act I covering symbols, conflict, and motivations of characters in the play since we had just finished Act I the previous day. I am going to have to adjust first period and second period differently because we still have two pages to finish in first period so we will actually finish those first for first period. After the students finish this activity, we will eventually move on to the reading as a class depending on how much time we have left.


Activity: My activity is a review of Act I, here is what I gave them:

Place yourselves in pairs.

Each person in the pair will need a piece of paper and will write down the answers to the questions.

Use complete sentences and we will discuss these as groups finish up.

You will be discussing some important concepts of Act I.

A. What is the main conflict in the play so far?

a. How could this relate to each characters dreams?

B. What are the characters motivations?

C. What are some possible symbols in Act I that you think will present themselves later in the play? What could these symbols mean?

I have decided to go over each word that they may not all understand, these include: conflict, motivations, and symbols. The main point I want to make with this activity was to write in complete sentences because the students do not do that very often and sometimes even struggle with that. The majority of the questions are up to interpretations and I want to make sure they knew this, I am not grading them on the exact answer based on what I believe but the complete sentences and actually giving me evidence when it was necessary.

I will answer any questions, they are allowed to work in pairs but if it gets too loud then we will stop it. We will have to read those few pages leftover in my first period before we can do the activity, but that should not take long at all and then we can do the activity. They are definitely farther behind than my other class.


I dont honestly think we will get much reading done in first period after having to read in the beginning and then do the activity. I think the activity will probably take 20-30 minutes and then we will have to go from there. My second period will maybe get like 10 pages in, if that. My first might get 5 more pages in.


Why does George tell Beneatha to stop speaking?

Why is Mrs. Johnson talking to them like that?

Do you like Mrs. Johnson?


Writing is something different that they dont seem to do too often in this class which some students do enjoy.



I have the sheets for them, which I am providing myself. We also have the books for A Raisin I the Sun.


My formative assessment is the discussion questions throughout the reading. The sheet is also a formative assessment on what they have been reading and they also got a small grade for doing it.

7. Reflection

I think the class was actually really amazing today. I was totally impressed with the way my students acted today, I felt like I was in another classroom and Im not sure what happened to change that. I stood at the door at the beginning of class to sort of control the noise as soon as they get in and that might have helped but in total, they were just really great today and I was happy with it. I didnt have to send out anyone or shout at anyone and they seemed to enjoy the activity and they all answered the questions really well and knew what was going on in the play.

Lesson Eleven 10/30/2015







Write on the characters and form an opinion on the play



Warm-up: A short writing lesson on the play since they dont seem to have them often and usually hate writing.

Subject Content/Topics: Today is more of a relaxed day because my teacher sort of proposed it be more of a relaxed day because of it being spirit week and everything. They werent very focused or anything either so it worked out. Just the one assignment I gave them, they werent too focused with. I decided to do a writing assignment (different for both classes) and then they both watched a scene from the movie.


Writing Activity: My first period got the question: What would you do with $10,000 dollars? because we had just hit the moment before Mama revealed what she had done with the money. I was interested in seeing what my students opinions were and what they really liked and so that was my journal prompt to them. My second periods question more reflected on what we had just read and experienced in the play from the neighbor: What does Mrs. Johnson add to the play? Explain. This is because I think most of my students didnt get her at all and I sort of want to scaffold them into some answers they could put if they struggle, asking them if she was funny, if she contributed some information, etc.

Writing Activity continued: They must answer with 3-5 sentences, just getting that out of them is probably going to be a problem in itself. These students dont seem to enjoy writing at all. Then they will turn it into me.

I automatically turned the movie on for my first period because they were all interested in it. They were laughing at it and really enjoying it. My second period, I gave them a choice on reading or watching the movie since they enjoy it so much. They picked watching it. Our classes were also much shorter today so that was another reason I chose this instead of reading but I want them to know that we are going back to reading next week.


N/A


Writing is something different that they dont seem to do too often in this class which some students do enjoy.

I think the movie is something different as well since they dont always get that in class.


I have extra paper if my students ever need it.


My formative assessment is the writing assignment.

7. Reflection

I think today went well for how distracted my students were by spirit week but it worked out fairly well. I dont usually like showing movies quite yet but they enjoyed it and it was like a little reward for how well they did yesterday and hopefully theyll work even better now for next week since I gave them what they were searching for.

Here is the link to the play we watched:

https://www.youtube.com/watch?v=mZ-DBDz7zio

Lesson Twelve 11/2/2015














Subject Content/Topics: Six vocabulary words from Act II, Scene I of the play A Raisin in the Sun. These are a little more complicated for them but they are grasping them fairly well. It helps that they see them in the play. We will continue reading, switching up readers as well so more people get a chance to read.



Vocabulary continued: I usually get the class to repeat the words with me and also say the definitions aloud so they arent just seeing them but are also hearing them. I am going to attempt something different this time around. I am assigning a little writing assignment to the students where they attempt to write a story with these words. This is to test their ability to truly understand the definitions and be able to use them with the correct context clues. I have not done this before so I am hoping it works out well for the class and may even help them improve their grades if they have to write them out for a grade before the quiz even comes.

Reading the play: We are going to continue reading the play whenever they are finished with their writing. I am also switching up the cast a bit because I want to involve the other students who have not read yet and who may not pay as much attention as they should in the classroom. If there is a lot of complaint from them having to read or it doesnt work out, I may have to change that decision. If I have someone who was on it who really wants to stay then I will probably allow them. My second period will need less of this because of their involvement and movement in the play; they love it so much that I dont really need to control them as much or force the ones who are doing it to raise their voice or use emotions.


First Period (they are behind second)

Why does Ruth ask about sunlight? Do you remember Mamas plant from Act I? Is the family/house the plant?

What do you think Ruth is going to do about the baby now that there is a new house?

Why does Mama feel she needs to please Walter?

What do you think of Walters words to Mama at the end of Act I? Was he justified in saying them?

Why is George acting like Beneatha shouldnt be talking?

Is Mrs. Johnson sincere at all?

What is Mrs. Johnsons reasoning for telling the Youngers about the bombing at Clybourne Park?

Second Period


Is Mama justified in giving Walter a part of the insurance check?

Is she justified in feeling bad with how she was toward him? Or was it on Walter?

Do you think Walter is going to do what Mama said to with the money?

Why does Travis want to be a bus driver?

Why does Walter take Ruth to the movies? Why is it such a big deal?

Closure

I am going to have an exit slip asking them: what did watching the clip from the movie change for them now that they are back to reading the text?



I am trying the writing activity to help those still struggling with learning and memorizing the vocabulary to help ensure that they understand the definitions.





My formative assessment is the discussion questions throughout the reading and also the writing assignment with the vocabulary words to see where my students fall in understanding them.

7. Reflection

They were a bit hyper today because it was a Monday and I do believe I need to speed things up but my teacher gave me advice on what to do so I am trying that for Wednesday. I loved the story idea and I am actually doing it again on Wednesday because I think they need to write more and they need more practice with their writing. I also want to actually give them a writing assessment eventually but I dont feel I could do that until theyve actually written more.


Scrutinize: examine carefully for accuracy; to examine in detail

Oppressive: weighing heavily on the senses or spirit; inflicting hardship (especially on a minority or other subordinate group); cruel or unfair

Eccentric: grossly unconventional or unusual; of a person or their behavior being slightly strange;

Dumbfounded: as if struck dumb with astonishment and surprise;

Primly: affectedly dainty or refined; formal; rigid

Resignation: the act of giving up, as a claim or office or possession

Lesson Thirteen 11/3/2015













Warm-up: As they walk in, vocabulary is up on the board for them to look over from yesterday. We will review it before the quiz; this will also depend on how well the writing assignment went over with the students.




Review: I want to review with my students because they are having more words than they usually are given for their vocabulary quizzes. I feel it usually helps them to hear it aloud, this will also depend on my students cooperation in the classroom. The possibility of them having a quiz will also depend on how well they did with the writing assignment. If the students didnt seem to understand the words then I will have to postpone the quiz and look at another activity for the vocabulary. (this is still being thought about)

Reading the play A Raisin in the Sun: Before we read the play, I have an activity for my students that I think we will do today. It is a character analysis chart. We have talked about the characters but not necessarily their traits according to what the students see. We will read the play as usual with the new cast from yesterday.








Why does Walter take Ruth to the movies? Why is it such a big deal?

Second Period

Why the sudden change in Walters attitude?

Why does it take Karl Lindner so long to get to the point of why he is there?

Would you want to move somewhere where you are completely unwelcome?

Why is Karl Lindner so desperate to get the family out of the neighborhood?






I will be using the computer/projector to project the vocabulary at the beginning of class. I also have the sheets for them and I have the books for A Raisin in the Sun.


My formative assessment is the discussion questions throughout the reading, the vocabulary quiz, and then the worksheet on the characters.

7. Reflection

We did not get to reading at all today but the classes did fairly well behavior-wise. They could improve on the quizzes still. I think the story-writing did help them quite a bit in the end, honestly. I also think they did very well on the analysis chart and there were very few students who did not understand how to use the vocabulary properly.

Here is the link to the chart: http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/A%20Raisin%20in%20the%20Sun-%20Character%20Analysis%20Chart.pdf

Here is the quiz:

Name: Date:

A Raisin in the Sun Vocabulary Quiz

Act II, Scene I

There are multiple choices for each questions; pick the ones best suited for each.

1. However, he didn't scrutinize the grocery bill to make sure it was correct. What does scrutinize mean?

Examine carefully for accuracy

Neglect

Ignore

Examine in detail

2. Beneatha believes that the society around her is oppressive. What does oppressive mean?

Inflicting hardship (especially on a minority or subordinate group)

Nice

Cruel

Unfair

3. George thought Beneathas hair was very eccentric. What does eccentric mean?

Grossly unconventional

Unusual

Pretty

Cute

4. I was toodumbfoundedto speak. What does dumbfounded mean?

Astonished

Confused

Annoyed

Surprised

5. She tossed her headprimlyand studied her hair with exaggerated interest. What does primly mean?

Daintly

Refined

Rudely

Oddly

6. She turned in her resignation two weeks before her last day at Starbucks. What does resignation mean?

Giving up

A claim

Menu

Journal

Lesson Fourteen 11/4/2015

















Vocabulary continued: I usually get the class to repeat the words with me. I am assigning another writing assignment to the students again because I feel that went over fairly well with the students and they needed the extra help. This is to test their ability to truly understand the definitions and be able to use them with the correct context clues. (I am allowing 20 minutes for this whole thing; copying vocab. And then writing)

Benchmark review: The students have a benchmark scheduled on Monday and we cannot go without reviewing for it. My teacher has given me a little sheet with questions on it that will help for the Benchmark. She advised me to just give it out to the students and have them take it to see where they stand in the understanding of it and we will go over it together. This will probably take around 15 minutes.

Reading the play: We are going to continue reading the play whenever they are finished with their writing. I am also switching up the cast a bit (possibly) because I want to involve the other students who have not read yet and who may not pay as much attention as they should in the classroom. If there is a lot of complaint from them having to read or it doesnt work out, I may have to change that decision. If I have someone who was on it who really wants to stay then I will probably allow them. My second period will need less of this because of their involvement and movement in the play; they love it so much that I dont really need to control them as much or force the ones who are doing it to raise their voice or use emotions.



Why does George feel he can talk to Beneatha like he does at the beginning of Scene II?

Would George be the same if he didnt have all the money?

What does Mrs. Johnson add to the play?

Do you think Mrs. Johnson is sincere at all or just a plain gossiper?

What is her reasoning for telling about the bombing at Clybourne Park?





Second Period

Do you think Walter is sounding a little too ambitious in this monologue of his?

Can he make a promise like that to Travis?

Why is it such a big deal that Ruth and Walter went out somewhere?

What is causing this change in personality from Walter?









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


My formative assessment is the discussion questions throughout the reading and also the writing assignment with the vocabulary words to see where my students fall in understanding them.

7. Reflection

The writing assignment worked out much better than I thought it would! I was really impressed that they enjoyed it so much and they are doing better already on the writing assignments. I am going to continue with them because it will help them in the future writing tests. I was pretty impressed with their behavior as well because they did very well.


Vigorously: forcefully; in a way that involves physical strength, effort, or energy; strenuously

Menace: a possible danger; a threat; a troublesome or annoying person

Hysterical: affected by uncontrolled extreme emotion; irrational from fear, emotion, or an emotional shock

Undaunted: undismayed; not discouraged; not forced to abandon purpose or effort

Emerge: to become known or apparent; to rise or appear from a hidden or unknown place or condition; to come into view

Acute: sharp or severe in effort; extremely great or serious; brief and severe; sharp or penetrating in intellect; extremely sensitive to slight details

Writing Assignment: Get out a sheet of paper. You will write another story using the new vocabulary words. This needs to be in a paragraph format with complete sentences; I will take off if you do not have complete sentences. I will be collecting this and grading for complete sentences and the use of all the vocabulary words! If you do not understand how to use the vocabulary words in a sentence or have any other questions, feel free to raise your hand and ask questions! Im super excited to read another set of these!

Here are some example sentences using context clues:

Sheshiveredandrubbedherarmsvigorously from the cold weather because she had forgotten her jacket back at home.

He stood facing her with his eyes glitteringmenacinglyunder his scowling brows in anger.

She was hysterical after going through the haunted house on Halloween.

You'veearnedyourundauntedattitudebyvanquishinganynumberoffears thispastyear.

After hide and seek ended, he emerged from his spot in the shed.

He had had a short illness, there had been a brief time ofacutesuffering, then he felt better.

If you get stuck: If you cannot think of anything to write on, here is an idea: we are reading A Raisin in the Sun, you could write about two characters and a reimagined section or conversation between two characters. You could write a letter from the point of view of a character from the play to another character in the play. Get creative and have fun with this!

Lesson Fifteen 11/5/2015













Warm-up: As they walk in, vocabulary is up on the board for them to look over from yesterday. We will review it before the quiz; this will also depend on how well the writing assignment went over with the students.




Review: I want to review with my students because they are having more words than they usually are given for their vocabulary quizzes. I feel it usually helps them to hear it aloud, this will also depend on my students cooperation in the classroom. The possibility of them having a quiz will also depend on how well they did with the writing assignment. If the students didnt seem to understand the words then I will have to postpone the quiz and look at another activity for the vocabulary. (this is still being thought about)

If we do not do the vocabulary quiz, which is highly likely then I have another writing assignment planned for them.

Reading the play A Raisin in the Sun: We will continue reading the play after either the quiz or the writing assignment.


First Period (they did not get any reading done yesterday)

Why does George feel he can talk to Beneatha like he does at the beginning of Scene II?

Would George be the same if he didnt have all the money?

What does Mrs. Johnson add to the play?

Do you think Mrs. Johnson is sincere at all or just a plain gossiper?

What is her reasoning for telling about the bombing at Clybourne Park?





Second Period

Why is Lindner so desperate to get the family out of the neighborhood?




I know we may not feel Lindner is doing right, but why do you think he feels he is in the right place by asking the Youngers to move out?

Would it be better to just take the money, tuck their tails, and run away from that neighborhood like Lindner wants them to?

Why did the family go on and buy Mama gifts?




I will have most of the students reading and acting if they would like to. This provides more t

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blogs.longwood.edublogs.longwood.edu/.../All-of-My-Lessons-for-A-Raisin-i… · Web viewWhy did Mama call Walter a ... I have them repeat the words after me and also say the